Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Grade 7
Daily Lesson Log
Junior HS Science
Week No. 1
I. OBJECTIVES
Content Standard
Performance Standard
Learning Competency
Code:
DAILY TASK
School
Teacher
Grade Level
Learning Area
7
Earth & Space (Earth Science)
Teaching Dates
Quarter
Fourth
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
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.
The learners shall be able to:
analyze the advantage of the location of the Philippines in relation to the climate, weather, and seasons.
1. Demonstrate how places on Earth may be located using a coordinate system.
2. Describe the location of the Philippines with respect to the continents and oceans of the world.
S7ES-IVb-3
S7ES-IVa-1
S7ES-IV-a-2
S7ES-IVb-4
To assess the
Describe the location of the Describe the location
Recognize that soil, water,
prior knowledge
Philippines using latitude
of the Philippines with
coal, and other fossil fuels
of the students on and longitude.
respect to the surrounding
are earth materials that
the topic.
landmasses and bodies of
people use as resources;
water.
and
Describe ways of using
earth’s resources
sustainably.
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
Design a procedure to
show how a certain
factor affects the
amount of water that
can be stored
underground or
released by water shed
to rivers, lakes and
other bodies of water.
First Version: November 2016
Grade 8
Quarter 4
Page 1
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
II. CONTENT
Pre-test
III. LEARNING RESOURCES
Teacher’s Guide
Part II pp.92-96
Learner’s Materials
IV. LEARNING TASKS
ELICIT
ENGAGE
EXPLORE
Latitude and Longitude
Landmasses and bodies of
water
Natural resources
Factors affecting the
amount of water in
watersheds
Part II p. 76
pp.81-84
Part II p.77
pp. 84-85
Part II pp.78-79
pp. 86-88
Part II pp.79-81
pp. 89
Globe presentation or Video
clip presentation of latitude
and longitude. (if available)
https://www.youtube.com/watc
h?v=swKBi6hHHMA
Globe presentation
 What is this object? What
does it represent?
 What is the use of the
globe? What can be
seen on this object?
Video Clip
 What did you see on the
video clip? Do you know
how to read the latitude
and longitude in the
globe?
 Is it possible to use the
latitude and longitude in
locating places? How?
Working in groups, students
will follow guided activity.
Each group is given the task
What is the location of the
Philippines in the globe or map
using latitude and longitude?
Post meta strips on the board
with the words
“RESOURCES” and
“sustainability”
Music video about water
shed
https://www.youtube.com/
watch?v=3ZP0B8PsuNU
Looking at the globe or map
what other ways can you use
to describe the location the
Philippines aside from its
latitude and longitude?
1. What do you understand
with the word RESOURCES?
2. What are the examples of
resources?
3. How you relate Resources
to sustainability
1. What reflection did you
feel after watching the
music video?
2. What is a watershed?
Working in groups, students
will follow guided activity. Each
group is given the task to
Working in groups, students
will follow guided activity.
Each group is given the task
Working in groups,
students will follow guided
activity. Each group is
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
First Version: November 2016
Grade 8
Quarter 4
Page 2
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
EXPLAIN
to describe the location of the
Philippines using latitude and
longitude (refer to LM pp. 8184)
describe the location of the
Philippines with respect to the
surrounding landmasses and
bodies of water. (Refer to LM
pp. 84-85)
Key Questions:
1. Describe the lines of
latitude.
2. Show the lines of latitude
on the globe.
3. Show the following latitudes
given: 150N; 600N; 300S;
450S.
4. The globe does not show
all lines of latitude. If you wish
to find 500N; where should
you look?
5. Describe the lines of
longitude.
6. Show the lines of longitude
on the globe.
7. Show the Prime Meridian
on the globe.
8. On your globe, find
longitude 1800. What does
this longitude represent?
Key Questions:
1. Which bodies of water in the
list are found to the west of the
Philippines?
2. Which body of water in the
list is located to the east of the
Philippines?
3. Which large landmass is
found to the north of the
Philippines?
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
to study the pictures on page ( given the tasks to design
Refer to LM pp.86-88)
a procedure to determine
the factors that affect the
amount of water that can
be stored underground or
released by a watershed
to rivers, lakes, and other
bodies of water. (Refer to
LM p.89)
Key Questions:
Publication and
1. What kind of natural
Communicating Results
resources are shown in the
pictures?
Key Questions:
2. Do you have similar
Presentation and defense
resources in your area? What of each group will be
are they?
focused on the following
3. What other resources do
guide questions:
you have in your community? 1. What factor did you
4. How do you use these
choose?
resources?
2. What variable/ factor
5. What is the importance of
will you change?
these resources in your
3. What factor/s will you
community?
control?
6. How can these resources
4. What are the materials
be used sustainably?
will you consider in your
design?
5. Describe your
procedure.
First Version: November 2016
Grade 8
Quarter 4
Page 3
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
ELABORATE
EVALUATE
9. Not all lines of longitude are
shown on a globe. If you want
to find 200W, where should
you look?
10. The location of a place
may be described by using
latitude and longitude. To the
nearest degree, what is the
latitude and longitude of
Manila?
11. Compared to the size of
the world, Manila is just a tiny
spot, and its location may be
described using a pair of
latitude and longitude. But
how would you describe the
location of an “area” such as
the whole Philippines?
Key Questions:
1.How will you describe the
location of the Philippines?
2. What is the location
(longitude & latitude) of the
Philippines?
Describe the location of the
Philippines using latitude and
longitude.
Grade 8
Quarter 4
Page 4
Key Questions:
1. What are the landmasses
and bodies of water that
surrounds the Philippines?
2. What other way can you
describe the location of the
Philippines?
West Philippines Sea/ South China Sea
Indian Ocean
Pacific Ocean & Philippine Sea
Asian Continent
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
Key Questions:
1. What resources are
available in your community?
2. How are they used?
Name at least five natural
resources utilized by the
people in your community
Key Questions:
1. How did you come up
with your designed
procedure?
2. What are the difficulties
you encountered in
designing the procedure?
The following are the
factors that can influence
the amount of water in the
watershed: Vegetation,
Slope of the Area, Kind of
First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
EXTEND
Aside from describing the
location of the Philippines
using latitude and longitude,
what are other ways of
describing the location of a
place?
Choose your answers from the
box.
1. What bodies of water are
found to the west of the
Philippines?
2. What large landmass is
found to the north of the
Philippines?
3. What bodies of water are
found to the east of the
Philippines?
What are the importance/uses
of bodies of water and land
masses in a particular place?
Soil and Amount of
Grade 8
Rainfall.
Quarter 4
If you want to determine
Page 5
the effect of the amount of
rainfall on the amount of
water in the watershed,
1. What factor will you
change?
2. What factor will you
control?
As a student, how can you
help conserve our natural
resources?
(optional) Make a poster and
slogan on conservation of
natural resources.
Video clip about the
importance of water shed.
https://www.youtube.com/
watch?v=1fB2N7chZlU
As a student, is it
important to keep
watersheds healthy?
Why?
V. REMARKS
VI. REFLECTION
From the evaluation,
No. of Learners who earned:
 80% and Above:
 Below 80%:
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
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
Daily Lesson Log
Week No. 1
Grade 8
Quarter 4
Page 6
Prepared by:
Teacher:
Signature:
Date Submitted:
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
Checked by:
School Head:
Signature:
Date:
First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Grade 7
Daily Lesson Log
Junior HS Science
Week No. 2
I.
OBJECTIVES
Content Standard
Performance Standard
School
Teacher
Grade Level
Learning Area
7
Earth & Space (Earth Science)
Teaching Dates
Quarter
Fourth
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
Demonstrate an understanding of geographical location of the Philippines to its environment.
Analyze the advantage of the location of the Philippines in relation to climate, weather and seasons.
Recognize that soil, water, rocks coal and other fossil fuels are
Describe ways of using Earth’s resources sustainably.
Learning Competency
Earth materials that people use as resources.
Code: S7ES-IVb-3/ S7ES-IVb-4
Trace the formation of soil
Locate the metallic mineral Identify the effects of some Suggest ways to reduce
SUMMATIVE
from rocks; and
deposits across the
human activities on natural the effects of some
ASSESSMENT
country;
resources.
human activities on
Identify factors acting
natural resources; and
together on rocks to form
Find out the geologic
soil.
features which are common
Involve students in
in areas where the mineral
hands-on activities that
deposits are found;
help you learn more
DAILY TASK
about:
Give a possible reason for
 reducing waste
the association between
 reusing material
metallic mineral deposits
 recycling
and geologic features in the
 composting
country; and
 conserving natural
resources and
energy.
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
First Version: November 2016
Grade 8
Quarter 4
Page 7
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Infer why an area or region
is rich or not rich in mineral
deposits.
II.
CONTENT
The Philippine Environment
III.
LEARNING RESOURCES
Teacher’s Guide
page 62
Learner’s Materials
pp. 90-92
IV.
LEARNING TASKS
What are the three types of
ELICIT
rocks?
pp. 63-67
pp. 92-101
pp.67-69
pp.101-103
pp. 68-70
pp. 103-104
What are minerals?
What is meant by resources?
How do you classify them?
Where do rocks come from?
How are minerals being
classified?
Identify some resources that
we have in the country.
Perform Activity 4
“How are soils formed from
rocks?”
LM- pp. 90-91
Perform Activity 5
“Where are the mineral
deposits in the Philippines?”
LM- pp. 92-101
Discuss questions 1 and 2, LM
page 90
Discuss- Table 1: -page 93
Metallic minerals in the
Philippines and their Location
-Questions 1 to 8
LM- page 97
Where are the mineral
deposits in the Philippines?
Perform the following:
Activity 6
“How do people destroy
natural resources?”
LM- pp. 92-103
Discuss Table 2.
Ways People Destroy
Natural Resources
What are the effects of
human activities on our
natural resources?
How can we recover from
this destruction of nature
due to human activities?
Perform Activity 7
LM- pp. 103-104
ENGAGE
EXPLORE
EXPLAIN
How are soils formed from
rocks?
ELABORATE
Grade 8
Quarter 4
Page 8
Give the relevance of the
geologic features of a place to
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
Why do people destroy
natural resources?
How would you protect and
conserve resources?
As a youth/student what can
you contribute for the
protection and preservation
of our natural resources?
How would you do it?
(Make a group plan on the
protection and preservation
of our natural resources)
First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Give the different factors of soil
formation. (5 points)
EVALUATE
Differentiate “ROCKS” from
“SOIL”.
EXTEND
V.
REMARKS
VI.
REFLECTION
the abundance of its mineral
deposits.
List down the 5 most
abundant METALS in the
country.
Enumerate at least 3 factors
that determine the abundance
of minerals in a certain
place/locality.
Write at least 5 ways or
means to protect and
conserve our Philippine
natural- resources.
Write a short essay about:
“Too much is taken from
Earth and too much is put
into Earth!” (10 points) Use
one whole sheet pad paper.
Write an essay: “Plan your
work. Work your plan.”
Explain the following on your
science notebook, to be
checked next meeting:
Prepare a short skit on
protection and preservation
of our natural resources.
(Group Presentation to be
presented next meeting)
The 5 R’s of
ENVIRONMENTAL
PRESERVATION.
From the evaluation,
No. of Learners who earned:
 80% and Above:
 Below 80%:
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
First Version: November 2016
Grade 8
Quarter 4
Page 9
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
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
Daily Lesson Log
Week No. 2
Grade 8
Quarter 4
Page 10
Prepared by:
Teacher:
Signature:
Date Submitted:
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
Checked by:
School Head:
Signature:
Date:
First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Grade 7
Daily Lesson Log
Junior HS Science
Week No. 3
I. OBJECTIVES
Content Standard
Performance Standard
School
Teacher
Grade Level
Learning Area
7
Earth & Space (Earth Science)
Teaching Dates
Quarter
Fourth
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
Demonstrate an understanding of the different phenomena that occur in the atmosphere.
Analyze the advantage of the location of the Philippines in relation to the weather, climate and seasons.
Discuss how energy from the Sun interacts with the layers of the atmosphere.
Learning Competency
Explain how some human activities affect the atmosphere.
Code: S7ES-IVd-5/ S7ES-IVd-6
Describe and compare the
Explain the basis for the
Construct a model
Relate the concept of
Summative
features of the five layers of
division of the layers of the greenhouse; and
greenhouse to the
Assessment
DAILY TASK
the atmosphere.
atmosphere.
increasing temperature of
Find out if your model
Earth’s atmosphere.
greenhouse retains heat.
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
What are the three layers or
What is the coldest layer of
What are the different gases or
Does greenhouse retains
spheres of the Earth?
the Earth’s atmosphere?
elements that made up the
heat or release heat?
ELICIT
Why?
Earth’s atmosphere?
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
First Version: November 2016
Grade 8
Quarter 4
Page 11
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
ENGAGE
EXPLORE
EXPLAIN
What layer maintains the
existence of life?
Perform Activity 1
What is the basis for dividing
Earth’s atmosphere into layers?
LM pp. 105-107
Discuss questions 1 – 8
LM page 106
What are the different elements
or gases that the Earth’s
atmosphere contains?
What is the layer of the
Earth’s atmosphere that
merges into outer space?
Why?
Do activity on TG p. 78 on A
Sample Table of Data about
the Earth’s Atmosphere
Is this mixture of gases pure?
Why? Why not?
Discuss: What is the basis for
dividing Earth’s atmosphere
into layers?
Why does temperature
decreases with altitude?
Discuss questions 1 to 9
LM page 109
ELABORATE
EVALUATE
Answer in ½ crosswise the
following question: (5 pts.)
List down the five layers of the
Earth’s atmosphere according
to its increasing temperature.
Answer the following
questions in ½ crosswise:
1. What is the most
abundant element in
the Earth’s
atmosphere?
2. How about the least?
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
Perform Activity 2:
Does a greenhouse retain or
release heat?
LM pp. 108-113
Questions
1. Why are greenhouse
gases like the glass in
the greenhouse?
2. What gas is present in
Venus that explains its
high surface
temperature?
3. Is Earth getting
warmer? Cite the
evidences.
Answer the following questions
in ½ crosswise:
1. What layer of Earth’s
atmosphere contains
ozone layer? ____
2. What are the two major
greenhouse gases?
What is the difference
between GREENHOUSE
EFFECT and GLOBAL
WARMING? Explain.
Discuss:
What is the
GREENHOUSE EFFECT?
LM page 107- Figure 2.
TM- page 79
Discuss: “Analogy of a Car”
TG page 80
Questions:
1. Does greenhouse
retains or release
heat?
2. How is greenhouse
related to the
increasing
temperature of
Earth’s
atmosphere?
Answer the following
questions in ½ crosswise:
1. Which layer of the
Earth’s
atmosphere
contains the ozone
layer? ____
First Version: November 2016
Grade 8
Quarter 4
Page 12
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
3. . What are the bases
for dividing Earth’s
atmosphere into
layers? (3 points)
Answer the following question
in your science notebook, to be
checked next meeting :( 5 pts.)
EXTEND
Give the characteristics of each
atmospheric layer
Search for other information
about Earth’s atmosphere to
be shared and discussed with
the class on the meeting.
(5 points)
3. Why are scientists
concerned about the
greenhouse effect?
Explain (3 points)
Questions, to be answered and
checked next meeting. Write
down in your science notebook:
 Why is the average
temperature of Venus
very much higher than
that of Earth? Explain
2. Why is the
presence of ozone
above the
troposphere
important for the
survival of living
things on Earth?
Explain. (3 points)
What is the impact of
greenhouse Effect to life on
Earth as well as the
environment?
IV. REMARKS
V. REFLECTION
From the evaluation,
No. of Learners who earned:
 80% and Above:
 Below 80%:
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
First Version: November 2016
Grade 8
Quarter 4
Page 13
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
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
Daily Lesson Log
Week No. 3
Grade 8
Quarter 4
Page 14
Prepared by:
Teacher:
Signature:
Date Submitted:
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
Checked by:
School Head:
Signature:
Date:
First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Grade 7
Daily Lesson Log
Junior HS Science
Week No. 4
I.
OBJECTIVES
Content Standard
Performance Standard
Learning Competency
Code:
School
Teacher
Grade Level
Learning Area
7
Earth & Space (Earth Science)
Teaching Dates
Quarter
Fourth
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
The learners demonstrate an understanding of the different phenomena that occur in the atmosphere
The learners shall be able to analyze the advantage of the location of the Philippines in relation to the climate, weather, and seasons
The learners should be able to account for the occurrence of land and sea breezes, monsoons, and intertropical convergence zone (ITCZ)
S7ES-IVe-7
Explain what happens when
Explain what happens to the Compare which warms up
Use the results of the
Summative
air is heated.
air in the surroundings as
faster: sand or water;
activity to explain sea
Test
DAILY TASK
warm air rises.
Compare which cools faster: breeze and land breeze.
sand or water
What Happens When Air is
What Happens to the Air in
Which Warms Up Faster
Sea Breeze and Land
II.
CONTENT
Heated
the Surrounding as Warm
Breeze
Air Rises
III.
LEARNING RESOURCES
Teacher’s Guide
TG p. 105-106
TG p. 107-108
TG p. 108
TG p.109
LM p. 128-129
LM p. 130-131
LM p. 132-133
LM p. 134-135
Learner’s Materials
st Edition, 2013)
st
st
(1
(1 Edition, 2013)
(1 Edition, 2013)
(1st Edition, 2013)
Balloon, glass bottle, hot water
Internet source on Sea
Breeze and Land breeze
Additional Materials
https://www.youtube.com/watch?v=
L1QJlrneJUw
IV.
ELICIT
LEARNING TASKS
Predict – Observe – Explain
Materials:
Balloon, glass bottle, hot water
Review on what happens when
air is heated.
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
Right after the review on the
previous lesson, Begin by a short
discourse or informal debate.
Brainstorming
First Version: November 2016
Grade 8
Quarter 4
Page 15
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
ENGAGE
EXPLORE
Key Questions:
1. If I insert this deflated balloon
in the glass bottle what do
you think will happen?
2. Gather students’ prediction.
3. Perform the activity (Insert
the deflated balloon on the
glass bottle and let them
observe).
4. Record students’ responses.
5. What happens to the balloon
as it was placed in the glass
bottle with hot water?
6. Why does the balloon inflate?
Key Question:
As warm air rises, what
happens to the air in the
surrounding?
Essential Question:
What happens when air is heated?
Essential Question:
What happens to the air in the
surroundings as warm air rises?
Essential Question:
Which warms and cools faster,
land or water?
Perform Activity No. 3, pp. 128129 – What Happens When Air
is Heated?
Answer questions in the activity.
Activity No. 4, LM pp. 130-131
– What Happens to the Air in
the Surroundings as Warm Air
Rises?
Key Questions:
1. What do you think will
happen if you place a
Activity No. 5 – Which Warms
Up Faster?
Key Questions:
1. Which has a higher
temperature after 25 minutes
in the Sun, water or sand?
2. After 25 minutes, how
many Celsius degrees was
Key Questions:
1. What does the candle flame
do to the air in the bag?
Key Question:
Issue to discuss: Which warms
faster: sand or water?
In five minutes let the group
prepare their stand and be able
to present their basis.
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
Key Questions:
1. How often you go to the
beach? What do you do
there?
2. When is the time you go to
the beach, day time or night
time? Why?
3. What do you feel if you
swim at day time? Night
time? Why do you say so?
4. During day time at the
beach, how does your hair
go about with the wind? To
what direction does your
hair being blown? Towards
the sea or away from the
sea?
5. What about the night time?
6. How would you explain
these observations?
Essential Question:
What is sea breeze and land
breeze?
No Activity but instead activity
no. 4 result will serve as basis
for discussion on sea breeze
and land breeze.
Key Questions:
1. From the previous activity,
you learned that sand heats
up faster than water. In the
First Version: November 2016
Grade 8
Quarter 4
Page 16
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
EXPLAIN
2. What happens when air is
heated?
3. If the air expands, where will
the expanding air go?
4. When the air goes out of the
bag, does it become lighter or
heavier?
5. Will the bag sink or rise?
Explain.
smoke source near the
hole?
2. Was your prediction
accurate?
3. What happened?
4. Can you explain why?
Students will present their
observation.
Key Questions:
Presentation of Group’s
output follows.
Key Questions:
1. What makes the air move?
2. What happens to the air in
the surroundings?
3. How can you tell that the
air is moving?
1. What happens when air is
heated?
2. As warm air rises, what is its
effect in the surroundings?
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
the increase in the
temperature of the water? Of
the sand?
3. Based on the graph, which is
heated faster, water or sand?
4. What happened to the
temperature of the water and
sand when brought to the
shade?
5. How many Celsius degrees
was the decrease in
temperature of the water after
25 minutes? Of the sand?
6. Based on the graph, which
cooled down faster, water or
sand?
Presentation of group’s output.
Key Questions:
1. Which from the two heats up
faster?
2. Which cools down faster?
3. What makes the sand heats
up and cools down faster
than water?
same way, when land
surfaces are exposed to
the Sun during the day,
they heat up faster than
bodies of water. At night,
when the Sun has set,
the land loses heat faster
than bodies of water.
How does this affect the air
in the surroundings?
2. When does sea breeze
occur?
3. What will happen at night,
when the Sun is gone?
4. When does land breeze
occur?
Processing of students’
response and do a Lecturette
on sea breeze and land
breeze.
Key Questions:
1. Based on what you learned
so far, in what direction
does air move, from a lowpressure area to a high
pressure area or the other
way around? Expand.
2. What causes the sea
breeze and the land
breeze?
First Version: November 2016
Grade 8
Quarter 4
Page 17
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Key Questions:
1. What is the result if air is
heated?
2. Why does hot air rise?
ELABORATE
EVALUATE
Key Questions:
1. What happens to the warm
air?
2. How is the air in the
surroundings affected?
Right after students will have
a grasp on the process
involve in sea breeze and land
breeze let them watch a video
presentation for them to
understand better the
process.
Sea Breeze and Land Breeze:
https://www.youtube.com/watc
h?v=L1QJlrneJUw
Key Question:
1. What is sea breeze? Land
breeze?
Deepening of the lesson
follows.
True or False
True or False
True or False
Multiple Choice
1. Warm air is heavier than cool 1. The constant changes of
1. The sand cools faster 1. Which is the best answer
air so it sinks while cooler air
warm air in the atmosphere
than water. (T)
for which breezes blow?
rises. (F)
causes changing weather
2. The water cools faster
a. High pressure to low
2. Cool air is heavier than warm
condition. (T)
than sand. (F)
pressure*
air so it sinks while warm air 2. As warm air rises, it
3. The sand heats faster
b. West to east
rises. (T)
becomes warmer. (F)
than water. (T)
c. Low pressure to high
3. As air becomes heated
4. The water heats faster
pressure
Answer this question briefly:
near the surface of the
than sand. (F)
d. North to south
Explain what happens when air
Earth, air molecules
5. The temperature of the 2. What type of breeze forms
is heated. (3 pts.)
expand, thus making the air
sand increases faster
when the land cools faster
denser than the cooler air
than water. (T)
than the ocean?
layers on top of it. (F)
a. Sea breeze*
4. Warm air rises and air
b. Valley breeze
moves toward the place
c. Mountain breeze
where warm air is rising. (T)
d. Land breeze
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
Key Questions:
1. If we relate the activity with
the sun’s rays, what can you
infer with the heating of the
water and the sand?
2. Do they heat up as fast as
each other?
3. Do land and water absorb
heat from the Sun in the
same way?
Process students’ responses.
First Version: November 2016
Grade 8
Quarter 4
Page 18
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
5. Wind refers to the air in the
surroundings moving
toward the place where
warm air is rising. (T)
You already know that warm air
rises, what is then the effect of
this to the surrounding?
EXTEND
V.
REMARKS
VI.
REFLECTION
What is/are the importance of
understanding the effect of
warm air and its effect to the
surroundings?
3. It is also called as offshore.
a. Sea breeze
b. Land breeze*
c. Mountain breeze
d. Valley breeze
What is the effect of fast
warming and cooling of land to
us? List ways that people do to
minimize the effect of heat
absorbed by land during day
time especially summer time.
Essay:
Explain sea breeze and land
breeze When these occur?
Make a creative drawing
showing the direction of wind
during the sea breeze and
land breeze.
From the evaluation,
No. of Learners who earned:
 80% and Above:
 Below 80%:
Did the remedial lessons
work? No. of Learners who:
 have caught up with
the lesson
 continue to require
remediation
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
First Version: November 2016
Grade 8
Quarter 4
Page 19
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
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
Daily Lesson Log
Week No. 4
Grade 8
Quarter 4
Page 20
Prepared by:
Teacher:
Signature:
Date Submitted:
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
Checked by:
School Head:
Signature:
Date:
First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Grade 7
Daily Lesson Log
Junior HS Science
Week No. 5
I.
OBJECTIVES
Content Standard
Performance Standard
Learning Competency
DAILY TASK
School
Teacher
Grade Level
Learning Area
7
Earth & Space (Earth Science)
Teaching Dates
Quarter
Fourth
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
The different phenomena that occur in the atmosphere.
Analyze the advantage of the location of the Philippines in relation to the climate, weather, and seasons.
Describe the effects of certain weather systems in the Philippines.
Code: S7ES-IVd-7
Interpret a map to determine Describe the occurrence
Illustrate why habagat brings Describe the occurrence
direction of wind
monsoons.
lots of rain; and
of ITCZ.
movement; and
Give examples how
Explain why it is cold
monsoons (amihan and
around in December to
habagat) affect people.
February and warm around
July.
II. CONTENT
III. LEARNING RESOURCES
Teacher’s Guide
Learner’s Materials
Monsoons
Part II pp. 109-111
Part II pp.120-124
FRIDAY
Summative
Assessment
Intertropical
Convergence Zone (ITCZ)
Part II pp.112-113
Part II pp.125-126
Additional Materials
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
First Version: November 2016
Grade 8
Quarter 4
Page 21
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
IV. LEARNING TASKS
ELICIT
ENGAGE
Recall the lesson on Habagat
1.What does the video clip
show?
2.What is low pressure area?
High pressure area?
1. Do you know her?
2. What is her power?
Let the students sing the song “ What is ITCZ?
Rain, rain go away”
What does the song tell ?
Group Activity:
Activity: Watch and study the
Video Clips
Watch and study the video
clip:
The monsoon effects
https://www.youtube.com/watc
h?v=uePm96AFV4Y
Perform Activity 6:
Refer to LM pp.121-124.
EXPLORE
Show a video clip:
Napapanahong Kaalaman:
ITCZ
https://www.youtube.com/wat
ch?v=xd4aafr1eVY
Video Clip presentation of low Show the picture of Amihan
pressure and high pressure
from Encantadia.
area
https://www.youtube.com/watc
h?v=rjODDPznqNM
Nakapanahong Kaalaman:
northeast Monsoon/ Amihan
https://www.youtube.com/watc
h?v=I7kBKWTBtmg
Southwest Monsoon/ Habagat
https://www.youtube.com/watc
h?v=gCO8bCu_b2U
Study Figures 19 & 20.
Part II LM p.125.
Guide Questions:
Figure19.
1. When do you observe
the direct rays of the sun?
at the equator? Or at a
higher altitude?
2. Where do you think will it
be warmer?
Figure 20
3. Where will this warm air
move?
4. How about the air away
from the equator, will it be
warm or cold?
5.Where will this air move?
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
First Version: November 2016
Grade 8
Quarter 4
Page 22
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Group Presentation
Key Questions:
1. Do the winds move toward
the low-pressure area or away
from it?
2. Do the winds move toward
the high-pressure area or
away from it?
EXPLAIN
3. In what direction do winds
blow? Do winds blow from
high-pressure areas to lowpressure areas? Or, from lowpressure areas to highpressure 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.
Key Questions:
Based from the video clips:
Video 1
1. What is northeast
monsoons?
2. What is its local name?
3. Where is it compared to?
4. How does it occur?
5. When does it occur?
Video 2
1. When is southwest
monsoon?
2. What is its local name?
3. Where is it compared to?
4. How does it occur?
5. When does it occur?
Lecturette:
Discuss further monsoons:
Habagat and Amihan (with the
aid of Figures 17 & 18)
Key Questions:
1. What does amihan bring?
2. What does Habagat bring?
3. Why does Habagat bring a
lot of rain?
Group Presentation
Key Questions:
Figure19.
1. When do you observe
the direct rays of the sun?
at the equator? Or at a
higher altitude?
2. Where do you think will it
be warmer?
Figure 20
3. Where will this warm air
move?
4. How about the air away
from the equator, will it be
warm or cold?
5. Where will this air move?
6. Where do the two rising
air from the northern and
southern hemispheres
meet?
(This is what we call ITCZ)
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?
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
First Version: November 2016
Grade 8
Quarter 4
Page 23
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
ELABORATE
1. How do winds move? Is it
from HPA to LPA or LPA to
HPA?
2. Why is it cold during
December to February and
warm July?
Answer the following
questions:
1.How do winds move?(3pts)
2.Explain why is it cold in
December to February and
warm in July? (3pts)
EVALUATE
Rubrics:
3 - Explain completely the
concepts of LPA & HPA.
2 - Lacking either 1 of the
concepts.
1 - Unrelated answer.
How does monsoon occur?
How do monsoons affect
people?
How does ITCZ occur?
Multiple Choice:
1.Notheast monsoon is locally
known as
a. Amihan
b. Habagat
c. Bagyo
d. Tag-ulan
2. Habagat is a local name of
the monsoon wind
a.Northeast
b.Southwest
c.Typhoon
d. Trade wind
3. Amihan occurs in the
following months EXCEPT
a.December
b.July
c.February
d.January
4.Habagat occurs in
a.December
b.January
c.February
d.July
1.Illustrate why habagat brings
lots of rains. (3pts)
2.Give at least 2 examples of
the effects of habagat to
people.
Explain how ITCZ occurs?
(5pts)
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
Rubrics:
3- All concepts were
explained..
2 - Lacking 1-2 concepts in the
explanation.
1- unrelated answer.
Rubrics:
5 - Explain the concept
completely .
4 - One concept was not
included.
3 - Two concepts were not
included.
2 - Three or more concepts
were not included.
1 - Unrelated answer.
First Version: November 2016
Grade 8
Quarter 4
Page 24
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
EXTEND
In what months of the year do
we experience heavy rains?
5. Which following statement/s
describe/s how monsoon
occurs?
a. Habagat occurs when the
wind moves from the high
pressure area in Australia
to low-pressure area in the
Asian continent.
b. Amihan occurs when the
wind blows from highpressure area in Asian
continent toward low
pressure area south of the
Philippines.
c. Habagat occurs when the
wind blows from lowpressure area in Asian
continent toward low
pressure area south of the
Philippines.
d. a & b
What effects do monsoons
bring?
Grade 8
Quarter 4
Page 25
What must people do to
prepare for the coming
habagat? Give at least 5
precautions.
How does ITCZ affect
people?
V. REMARKS
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
VI. REFLECTION
Grade 8
Quarter 4
Page 26
From the evaluation,
No. of Learners who earned:
 80% and Above:
 Below 80%:
Did the remedial lessons work?
No. of Learners who:
 have caught up with
the lesson
 continue to require
remediation
Which of my teaching strategies
worked well?
Why did these work?
What difficulties did I encounter
which my Principal/ Supervisor
can help me solve?
What innovation or localized
materials did I use/ discover
which I wish to share with other
teachers?
Grade 7, Quarter 4
Daily Lesson Log
Week No. 5
Prepared by:
Teacher:
Signature:
Date Submitted:
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
Checked by:
School Head:
Signature:
Date:
First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Grade 7
Daily Lesson Log
Junior HS Science
Week No. 6
I.
OBJECTIVES
Content Standard
Performance Standard
School
Teacher
Grade Level
Learning Area
7
Earth & Space (Earth Science)
Teaching Dates
Quarter
Fourth
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
The learners demonstrate an understanding of the relationship of the seasons and the position of the sun in the sky.
The learners shall be able to analyze the advantage of the location of the Philippines in relation to the climate, weather, and seasons.
9. Using models, relate:
9.1 the tilt of the Earth to the length of daytime;
9.2 the length of daytime to the amount of energy received;
Learning Competency
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
Assess the prior
Relate the position of the
Describe the relationship
Identify the different seasons Summative
knowledge of the
Earth to the amount of heat/
between latitude and the
of a specific locations on
Assessment
students on the
energy it receives; and
amount of heat/energy
earth.
DAILY TASK
topic.
received by an area.
Trace the position of the Earth
around the sun every quarter.
Seasons in the Philippines
II. CONTENT
Pre-assessment
(3.1 relation of the Seasons to the positions of the sun in the sky)
III. LEARNING RESOURCES
Teacher’s Guide
TG pp.93
Learner’s Materials
LM pp. 262- 265
www.livescience.com/25202Additional Materials
seasons.html
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
First Version: November 2016
Grade 8
Quarter 4
Page 27
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
IV. LEARNING TASKS
ELICIT
ENGAGE
EXPLORE
Ask students:
Why don’t we have
snow in the
Philippines? Elicit
different answers/
reasons from students
What is the effect of the tilting of
the Earth to the amount of heat
received by different
hemispheres?
What is good/ bad
about not having snow
in the Philippines?
(Open discussion with
students)
Ask students: Based on your
experience, how would you
compare the heat early in the
morning (just after sunrise), at
noon time and late in the
afternoon (just before sunset)?
Elicit answers from students.
Ask students
Perform Activity 1:
individually to answer Why do Seasons Change? LM
the following questions pp 262 ( figure 1)
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
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
Ask students about yesterday’s
activity. Allow them to recall the
tilting of the Earth, the direction of
revolution and the position of the
Earth at different months of the
year.
Ask a few volunteers to give their
answers to the question:What do
you think will be the effect if the
Earth is not tilting on its axis?
Continue Activity 1:
Figure 2 and 3,LM p.263
1. Describe the different tilting of
the Earth at different positions
around the sun.
2. Which hemisphere receives
more heat when the N-pole is
tilted towards the sun? tilted
away?
Using Fig. 2 and 3 on p. 263,
allow students to explain why
some parts of the earth receive
direct rays while others receive
oblique rays of the sun.
Continue Activity1:
Figure 4 and 5, LM p. 264
First Version: November 2016
Grade 8
Quarter 4
Page 28
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Group sharing
(refer to questions
posted on the explore
stage)
Discuss guide questions:
1. In which month is the north
pole tilted toward the sun- in
June or December?
2. In which month is the north
pole tilted away from the sun- in
June or December?
EXPLAIN
Allow each group to present the
answers to guide questions 3-4.
Guide Questions:
#3. In June, which hemisphere
receives direct rays from the
Sun- the Northern hemisphere or
Southern hemisphere?
#4. In December, which
hemisphere receives direct rays
from the sun- the northern
hemisphere or southern
hemisphere?
Teacher presents a
general information
on the topics to be
undertaken.
Teacher focuses on the figure 1,
page 128, showing the tilting of
the Earth at different positions
around the Sun.
ELABORATE
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
Teacher focuses discussion to
figure 2, showing the tilting of the
Earth and the hemisphere
receiving the direct rays of the
sun.
Discuss with students the effect
of the heat of direct rays and
oblique rays of the sun to certain
areas
Discuss with students the effect
of the heat of direct rays and
oblique rays of the sun to
certain areas.
Guide Questions:
1. What do you think will happen
to the temperature of the place
receiving direct rays from the
sun? What will be its effect to
the season?
2. Compare the atmospheric
condition of a certain place
receiving direct rays of the sun
to a certain place receiving
oblique rays from the sun?
Points of emphasis during
discussion:
 Countries receiving direct
rays from the sun are
having warmer season
during those months.
 Countries receiving oblique
rays are having colder
season.
 The more oblique rays
received by a place, the
colder is the atmospheric
temperature which affects
the season.
First Version: November 2016
Grade 8
Quarter 4
Page 29
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
EVALUATE
Multiple Choice:
1. In which month is the north
pole tilted towards the Sun?
a. June
b. December
c. March
2. In which month is the north
pole tilted away from the sun?
a. June
b. December
c. September
True or False
3. The Earth is always tilting
towards the sun.
4. The Earth revolves on its orbit
in a counter clockwise direction.
5. In March, the North and South
poles are equally distant from the
sun.
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
 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.
Identification:
With the world map on hand,
1. In June, which
identify whether the following
hemisphere receives
countries have 2 or 4 seasons:
direct rays from the Sun?
1. Indonesia
2. In December, which
2. Thailand
hemisphere receives
3. Peru
direct rays from the sun?
4. Philippines
3. In which month is the
5. North Korea
north pole tilted towards
the sun?
4. In which month is the
south pole tilted towards
the sun?
5. How many degrees is
the tilt of the Earth?
First Version: November 2016
Grade 8
Quarter 4
Page 30
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
EXTEND
Prepare to discuss your answer
to the question:
What do you think will be the
effect if the Earth is not tilting on
its axis?
Identify at least 5 countries
having snow. Locate their
position on the map. Bring a
world map for the next lesson.
Do we experience 4 seasons in
the Philippines? Why? Why not?
(Prepare for summative test)
V. REMARKS
VI. REFLECTION
From the evaluation,
No. of Learners who earned:
 80% and Above:
 Below 80%:
Did the remedial lessons
work? No. of Learners who:
 have caught up with
the lesson
 continue to require
remediation
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I
encounter which my Principal/
Supervisor can help me
solve?
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
First Version: November 2016
Grade 8
Quarter 4
Page 31
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
What innovation or localized
materials did I use/ discover
which I wish to share with
other teachers?
Grade 7, Quarter 4
Daily Lesson Log
Week No. 6
Grade 8
Quarter 4
Page 32
Prepared by:
Teacher:
Signature:
Date Submitted:
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
Checked by:
School Head:
Signature:
Date:
First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Grade 7
Daily Lesson Log
Junior HS Science
Week No. 7
I. OBJECTIVES
Content Standard
Performance Standard
School
Teacher
Grade Level
Learning Area
7
Earth & Space (Earth Science)
Teaching Dates
Quarter
Fourth
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
The learners demonstrate an understanding of the relationship of the seasons and the position of the Sun in the sky.
The learners shall be able to analyze the advantage of the location of the Philippines in relation to the climate, weather, and seasons.
9. Using models, relate:
9.1 The tilt of the Earth to the length of daytime;
9.2 The length of daytime to the amount of energy received;
Learning Competency
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
Interpret data about sunrise Infer the effect of length of
Give the reasons why
Enumerate the seasons in Summative
and sunset to tell when
daytime and nighttime on
seasons change.
different locations in the
Assessment
DAILY TASK
daytime is long and when
seasons.
hemispheres.
daytime is short.
II. CONTENT
Seasons in the Philippines (3.2 Causes of seasons in the Philippines)
III. LEARNING RESOURCES
Teacher’s Guide
TG, 1st ed.Part 2 p.114-115
TG, 1st ed.Part 2 p.114-115
TG, 1st ed.Part 2 p.114-115
Learner’s Materials
LM pp266- 267
LM pp266- 267
LM pp. 262- 267
Internet
website:www.livescience.co
Additional Materials
m/25202-seasons.html
https://www.youtube.com/wat
ch?v=10jzw1hjov4
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
First Version: November 2016
Grade 8
Quarter 4
Page 33
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
IV. LEARNING TASKS
ELICIT
What is the effect of the Earth
tilt to the amount of heat
received by different
hemispheres on Earth?
Is the tilt affecting the length of
daytime and night time that we
experience?
Refer to LM p.266, Table 1:
1. What day has the longest
daytime? Shortest daytime?
2. What time is the earliest
sunrise? latest sunset?
Try to elicit students’ ideas by
asking them: What do you
think is the effect of length of
daytime and nighttime to the
seasons?
ENGAGE
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
Based on the discussion
yesterday, who can explain
how the length of day time and
night time affect the seasons in
certain places?
Simple Game:
(HOT SEAT: Quick Questions)
Ask at least 3 students to
answer the same set of
questions. The student who
can finish answer the questions
quickly and correctly, wins.
Recall the past discussion on
the factors that affect the
changing of seasons.
Let the students identify the
different seasons.
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?
First Version: November 2016
Grade 8
Quarter 4
Page 34
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Peform Activity 2: “How does
the length of daytime and night
time affect the season?” LM
pp. 266- 267.
Students continue the activity
by reading the LM p.267
Group Discussion:
Students must identify all the
factors that affect the changing
of seasons.
Guide Questions:
1. Compare the times of
sunrise from Jan. 2011December, 2011. What have
you noticed?
2. Compare the times of
sunset during the same period.
What do you notice?
Discuss the following Guide
Students will present their
Questions:
answers to the class.
1. When the north pole is tilted Factors affecting seasons are:
towards the sun, what
 the Earth’s tilt;
happens to the length of
 Revolution;
daytime? Night time?
 length of day and night;
2. What happens when
 latitude of the place;
daytime is longer than night
 angle of the rays of the
time?
sun.
Teacher emphasizes that the
times of sunrise and sunset
vary. The length of daytime
also varies.
Discuss the following points of
emphasis:
When the north pole is tilted
away from the sun, the north
hemisphere experiences
shorter daytime and longer
night time, while the south
hemisphere experiences the
opposite.
EXPLORE
EXPLAIN
ELABORATE
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
Points to emphasize during
discussion:
 Due to the tilt and
revolution, different
regions on Earth receive
different amounts of heat
from the sun.
 The length of daytime and
night time that a certain
Teacher shows different
pictures showing different
seasons (summer, autumn,
winter, spring) Allow students
to have small group
discussions. Students have
to describe each photo and
infer the atmospheric
condition whether it’s cold or
warm based on the clues that
can be seen in each photo.
The representative of each
group will present their
answer to the class.
The teacher will sum
up/consolidate the answers
Points of emphasis during
discussion:
 Earth is divided into three
different regions in terms
of seasons: tropical,
*
temperate and polar.
 Tropical areas have two
seasons, rainy and
summer.
First Version: November 2016
Grade 8
Quarter 4
Page 35
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
EVALUATE
Based on the table 1 of the
activity:
1. What day has the longest
length of daytime?
2. Which day has the shortest
daytime?
3. Do the sunrises always
happen at the same exact
time?
4. Do the sunsets occur
exactly at the same time?
5. What could be generally
experienced if the length of
daytime is short-Colder or
warmer night?
Shorter daytime results to
colder atmospheric
temperature and results to
winter, while longer daytime
results to warmer atmospheric
temperature and results to
summer.
place receives depend
also on the tilt and earth’s
revolution.
*Varied amounts of heat
received by different regions on
Earth result to different
seasons.
Answer the following:
1. When the north axis is tilted
towards the sun, what is
experienced by the northern
hemisphere- longer or shorter
daytime?
2. What is experienced by the
southern hemisphere- longer
or shorter daytime?
3. When daytime is longer,
what would be the resulting
season?
4. When daytime is shorter,
what would be the resulting
season?
Identify the following:
1-2 Cite two factors affecting
seasons.
(3-5 answer with a Yes or No.)
3. If the earth is not tilting,
would there be a change in
season?
4. If the Earth is not tilting,
would there be a change in the
length of daytime and night
time?
5. If the earth revolves in a
perfect circular orbit, would
there be a change in seasons?
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
 Temperate areas have
four seasons, winter,
spring, summer and
autumn.
 Polar areas have two
seasons, summer and
winter.
 The equinox is time when
the length of daytime and
night time are equal.
 Solstice is the time when
the length of day and
night is not equal. (Either
longer daytime or longer
night time).
1-2. What are the two
reasons why we have
different seasons on Earth?
3. How do we call the region
on Earth that experiences
four seasons?
4. It refers to equal length of
day and night
5. It refers to the unequal
length of daytime and night
time.
First Version: November 2016
Grade 8
Quarter 4
Page 36
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
EXTEND
If the North pole is tilted
towards the sun, what is its
effect to the length of daytime
in the Northern hemisphere?
Southern Hemisphere?
5. If the Philippines is having
cold season, what is being
experienced by the southern
hemisphere- winter or
summer?
Bring a world map
Grade 8
Quarter 4
Page 37
Differentiate: tropical,
Prepare for summative test.
temperate and polar regions on
Earth?
V. REMARKS
VI. REFLECTIONS
From the evaluation,
No. of Learners who earned:
 80% and Above:
 Below 80%:
Did the remedial lessons
work? No. of Learners who:
 have caught up with
the lesson
 continue to require
remediation
Which of my teaching
strategies worked well?
Why did these work?
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
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
Daily Lesson Log
Week No. 7
Grade 8
Quarter 4
Page 38
Prepared by:
Teacher:
Signature:
Date Submitted:
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
Checked by:
School Head:
Signature:
Date:
First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Grade 7
Daily Lesson Log
Junior HS Science
Week No. 8
I. OBJECTIVES
Content Standard
Performance Standard
Learning Competency
Code:
DAILY TASK
School
Teacher
Grade Level
Learning Area
7
Earth & Space (Earth Science)
Teaching Dates
Quarter
Fourth
MONDAY
TUESDAY
WEDNESDAY
The learners demonstrate an understanding of the occurrence of eclipse.
Construct model of eclipses (solar and lunar eclipses).
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.
S7ES – IVj – 12 and S7ES – IVj – 13
Explain how shadows are
Demonstrate understanding Illustrate how lunar and
formed in space.
of the occurrence of
solar eclipses occur.
eclipse. Identify the types of
eclipse.
II. CONTENT
Solar Eclipse and Lunar Eclipse
III. LEARNING RESOURCES
Teacher’s Guide
TG pp.134-135
TG pp. 136-139
Learner’s Materials
LM pp.153-154
LM pp.155-158
Additional Materials
IV. LEARNING TASKS
In your experience, what do
1. What is formed on the
you usually observe during
surface of the earth?
ELICIT
brown outs?
2. What is formed on the
white paper?
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
THURSDAY
FRIDAY
Discuss whether or not
beliefs and practices about
eclipses have scientific
basis.
SUMMATIVE
TEST
TG pp. 136-138
LM 156-158
TG pp. 139-140
LM pp.158-160
Mystery box (video clip of El
Gamma Penumbra)
1. Where is the moon in
relation to the sun and earth
during solar eclipse?
First Version: November 2016
Grade 8
Quarter 4
Page 39
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Video Presentation (How
shadows are formed in space.)
3. What happens to the
moon’s shadow as you move
the moon around the earth?
Video Presentation (Solar and
Lunar Eclipse)
ENGAGE
Activity 3: Are there Shadows
in Space? (Refer to L.M pp.
268 – 270)
How do eclipses happen?
(Refer to L.M pp. 270 – 273)
EXPLORE
EXPLAIN
1. Base from your activity,
what is formed on the other
side of the moon?
2. What is formed on the
surface of the earth?
1. Based on the figures that
are presented to you (refer to
the figures in module), Where
does the shadow of the moon
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
2. Where is the earth in
relation to the sun and moon
during a lunar eclipse?
1. What can you say about the Video presentation (Eclipses:
video clip?
Facts, Myths, and
2. What images did you see in superstitions.
the video clip?
3. How did the performers
form the images?
Working in groups, students
Activity 4: Does a Bakunawa
will design an activity/follow
cause eclipse? (Refer to L.M
guided activity simulating the
pp. 270 – 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
Student will present their
diagram.
1. Which beliefs and practices
have scientific bases? Why do
you say so?
First Version: November 2016
Grade 8
Quarter 4
Page 40
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
3. What is formed on the white
paper?
4. What happens to the
Moon’s shadow as you move
the moon around the earth?
The planets and their satellites
are opaque bodies in space.
As they travel around the sun,
they sometimes block the path
of light coming from the sun
and their shadows are formed.
ELABORATE
The shadow formation
happens when the earth or the
moon intercepts the path of
light coming from the sun as
they revolve in their respective
orbits.
The formation and darkening
is exactly the same as the
formation of shadows
commonly seen around you.
fall? Where does the shadow
of the earth fall?
2. When does the shadow of
the moon fall on earth?
3. When does earth cast a
shadow on the moon?
4. Where is the moon in
relation to the sun and the
earth during a solar eclipse?
5. Where is the earth in
relation to the sun and the
moon during a lunar eclipse?
The shadow of the moon
cannot be noticed until it falls
on the earth. When it does,
people in the place where the
shadow falls experience an
eclipse of the sun or a solar
eclipse.
A solar eclipse occurs when
the moon comes directly
between the sun and the
earth.
In areas where the umbra of
the moons falls. The eclipse is
called a total solar eclipse.
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
Key Questions.
1. Based on the diagram, how
do solar and lunar eclipses
occur?
2. At what phase of the moon
will solar and lunar eclipse
occur?
2. Which beliefs and practices
have no specific bases?
Support your answer.
Key Questions:
1. Is it possible for solar
eclipse to happen every new
moon phase?
2. Is it possible for lunar
eclipse to happen every full
moon phase?
3. Will all places on earth
experience total solar and
lunar eclipses at the same
time? Why? Why not?
Superstitious beliefs about the
occurrence of an eclipse:
 In many regions, it was
believed that eclipse
occurs when evil
mythological creature
attack the sun: a giant
turtle (Vietnam), a jaguar
(Latin America), a
dragon (Asia), or a
werewolf (Romania).
 In Tahiti, eclipses have
been interpreted as the
lovemaking of the sun
and the moon. So,
people in Tahiti find the
event to be something to
look forward to, since
eclipse seems to be the
First Version: November 2016
Grade 8
Quarter 4
Page 41
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
When shadows are formed on
astronomical objects, a
darkening effect is observed.
In places where the penumbra
falls. The eclipse is called
partial solar eclipse.
When the moon is at apogee;
consequently, a ring of light
(called antumbra) surrounds
the umbra, the eclipse is
called annular eclipse.
A lunar eclipse occurs when
the moon is directly on the
opposite of the earth as the
sun.
In a lunar eclipse the shadow
of the earth also darkens the
moon.
Lunar eclipse happens during
full moon. But just like in solar
eclipse, it does not happen
every full moon because of
the tilting of the moon’s orbit.
Total eclipse of the moon
happens when the moon
crosses the umbra of the
earth’s shadow.
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
harbinger of a divine
blessing.
Practices and Rituals that are
followed during an eclipse:
 During an eclipse,
impure gases circulate in
the environment. These
gases are also absorbed
by our food and water,
so people should avoid
eating and drinking
during the eclipse phase.
Water can be made pure
by adding basil leaves.
The cooked food should
be eaten before the
eclipse begins. Pregnant
woman should strictly
observe these tips.
Practices and rituals that
counteract the negative
effects of eclipses:
 Chinese people shoot
fireworks in the sky and
make a brighter
hullabaloo by shaking
bells or beating in gongs,
pots, and drums to chase
away the dragon that
First Version: November 2016
Grade 8
Quarter 4
Page 42
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
The moon frequently passes
the earth’s penumbra, but the
shadow cast by the earth on
the moon’s surface is hardly
visible.
EVALUATE
Read the following questions
carefully. Pick out the letter of
the correct answer.
1. Which of the following
statement is true on how
shadows are formed in space.
a. When shadows are formed
on astronomical objects, a
darkening is observed.
b. The shadows formation
happens when the earth or the
stars intercepts the path of
light coming from the sun as
they revolved in their
respective orbits.
c. The planets and their
satellites, as they travel
around the sun, sometimes
Supply the missing word or
group of words to complete
the sentences.
1. The darkest part of a
shadow cast by an opaque
object is called _______?
2. Lunar eclipse can happen
during _____ phase?
3. Solar eclipse can happen
during _____ phase?
4. During annular eclipse, the
ring of light that surrounds the
umbra is called ______?
5. In areas where the umbra
of the moon falls, eclipse is
called _______?
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
guzzled the piece of the
sun.
Draw and explain the position
of the moon, sun, and earth
during:
1. Solar eclipse
2. Lunar eclipse
In science, explanations are
supported with evidence.
Beliefs related to eclipse, such
as the increase off harmful
microorganisms during an
eclipse, are passed on by
adults to young children. Until
now, no proof has been
offered to show that they are
true.
With the practices and rituals
that we have discussed,
select at least one and
evaluate. Make a simple
explanation if it is possible to
happen.(5 pts.)
First Version: November 2016
Grade 8
Quarter 4
Page 43
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
block the path of light coming
from the sun and their
shadows are formed.
d. The shadows formation
happens when the earth or the
moon intercepts the path of
light coming from the sun as
they revolved in their
respective orbits.
e. When shadows are formed
on astronomical objects, a
brighter effect is observed.
How do eclipses happen?
Grade 8
Quarter 4
Page 44
Why do we not experience
solar and lunar eclipse every
month?
EXTEND
Gather 5 beliefs in your
community about eclipses.
Which beliefs have scientific
bases? Why do you think so?
Using the latest eclipse as
basis, discuss how you were
able to observe the
phenomenon. Were you able
to observe some changes in
the environment?
V. REMARKS
VI. REFLECTIONS
From the evaluation,
No. of Learners who:
 80% and Above:
 Below 80%
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
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
Daily Lesson Log
Week No. 8
Grade 8
Quarter 4
Page 45
Prepared by:
Teacher:
Signature:
Date Submitted:
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
Checked by:
School Head:
Signature:
Date:
First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Grade 7
Daily Lesson Log
Junior HS Science
School
Teacher
Grade Level
Learning Area
7
Earth & Space (Earth Science)
Teaching Dates
Quarter
Fourth
Week No. 9
MONDAY
TUESDAY
WEDNESDAY
I. OBJECTIVES
Content Standard
Demonstrate understanding of the occurrence of eclipses.
Performance Standard
Construct model of eclipses (solar and lunar eclipses).
Learning Competency
Collect, record, and report data on the beliefs and practices of the community in relation to eclipses.
Code:
S7ES-IVj-13
Collect beliefs and practices about eclipses; Preparation for the
Actual Presentation of
and
presentation
the Role play on the
DAILY TASK
Evaluate beliefs and practices about eclipses
beliefs and practices
with scientific basis.
about eclipses.
II. CONTENT
Beliefs and Practices about Eclipses
III. LEARNING RESOURCES
Teacher’s Guide
Part II p. 127
Learner’s Materials
Part II pp. 139-140
Additional Materials
IV. LEARNING TASKS
ELICIT
What are the different atmospheric phenomena?
Watch a video clip:Filipino myths about eclipse
https://www.youtube.com/watch?v=ryqTVrtGKIA
ENGAGE
What are the beliefs and practices you have
seen in the video clip?
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
THURSDAY
FRIDAY
Review for the
summative and
final exam
Summative
Assessment
First Version: November 2016
Grade 8
Quarter 4
Page 46
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
EXPLORE
EXPLAIN
ELABORATE
EVALUATE
Do Activity 4:
Does a Bakunawa cause eclipses?
Refer to Part II LM pp139-140.
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?
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
Tell whether beliefs and practices about eclipses
have scientific basis or no scientific basis.
Write ( √ ) if it has scientific basis while ( 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.
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
Students will be given
time to prepare for their
presentation.
Grade 8
Quarter 4
Page 47
Criteria for scoring:
Content - 60%
Teamwork - 30%
Props
- 10%
Total - 100%
First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
EXTEND
5. The Bakunawa gets irritated with the
noise and spews out the sun and the moon
back to the people.
Prepare a presentation on how you are going to
educate people in the community about beliefs
and practices on eclipses.
Grade 8
Quarter 4
Page 48
V. REMARKS
VI. REFLECTION
From the evaluation,
No. of Learners who earned:
 80% and Above:
 Below 80%:
Did the remedial lessons
work? No. of Learners who:
 have caught up with
the lesson
 continue to require
remediation
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I
encounter which my Principal/
Supervisor can help me
solve?
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
What innovation or localized
materials did I use/ discover
which I wish to share with
other teachers?
Grade 7, Quarter 4
Daily Lesson Log
Week No. 9
Grade 8
Quarter 4
Page 49
Prepared by:
Teacher:
Signature:
Date Submitted:
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
Checked by:
School Head:
Signature:
Date:
First Version: November 2016