Department of Education
Region IV-A CALABARZON
DIVISION OF QUEZON
WHITE CLIFF NATIONAL HIGH SCHOOL
SAN NARCISO, QUEZON
DAILY LESSON LOG
SCIENCE 7
Date: ________________
I. OBJECTIVES
Content Standard :
Performance Standard
:
Learning Competencies :
Objectives :
LC CODE :
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
show what causes change in the seasons in the Philippines using models;
At the end of the lesson, the students will be able to:
1. Identify the names of the four seasons.
2. Demonstrate with a partner how sun moves (rotation and revolution) in the
solar system.
3. Tell how the angle of the earth determines the seasons.
S7ES-IVi10
II. CONTENTS
Topic :
The REASON FOR THE SEASONS
III. LEARNING RESOURCES
A. References
Curriculum Guide :
Teacher’s Guide :
Learner’s Material :
Materials :
Page 123
NA
Module 6- Page
Visual aids, chalk, eraser, scotch tape, Television, Manila Paper
IV. PROCEDURES
A. Preliminary Activity
a. Review
Locate the following on the globe:
• North pole/North Hemisphere
• South pole/South Hemisphere
• Equator
• Axis
• Orbit
b. Motivation
•
•
•
•
The teacher collects a variety of seasonal pictures that show the four different seasons.
The teacher divides the objects into even piles-with one pile for each group.
The group will sort the pictures depending upon the category they think the pictures should
be sorted.
After each group is finished, the teacher will talk with the class about the different way the
objects were sorted. Did any group choose to sort their items by the four seasons?
Presentation of the Lesson
The teacher will tell that they will be learning more about what each season is and why we
have seasons.
B.
Activity
•
Each student should choose a season, and draw a picture of what the weather looks like, using crayons
or colored pencils. After they have finished their drawings, have the students turn the bond paper over
and write 1-2 sentences using an Adjective or descriptive word about the season they chose.
C. Analysis
•
•
•
•
Using the globe, point out the equator line, the north pole and south pole.
Tell the class that we live closer to the equator.
Explain that the earth spins around in a circle (called rotation) while making a path (also called an
orbit) around the sun (called revolution).
Explain how the rotational axis determine the seasons.
D. Abstraction
The teacher will ask some questions leading to a generalization for the lesson of the day.
E. Application
“Fill me Out!”
Direction: Fill out the table below by listing down the different activities that people do, foods that
people more often eat, and the type of Clothes that people ware during those seasons.
SEASONS
SUMMER
WINTER
SPRING
AUTUMN
V. EVALUATION
FOOD
ACTIVITIES
CLOTHES