JANUARY 21-25, 2019

I. OBJECTIVES:
A. Content Standard
The learners demonstrate an understanding of the relation of geographical
location of the Philippines to its environment.
B. Performance Standard
The learner shall be able to analyze the advantage of the location of the
Philippines in relation to the climate, weather, and seasons.
C. Learning Competencies
The learner should able to demonstrate how places on Earth may be located
using a coordinate system; S7ES-IVa-1 and describe the location of the Philippines with
respect to the continents and oceans of the world S7ES-IVa-2.

Specific Objectives:
At the end of the learning process, at least 75% of the students should be able to:
A. describe the location of the Philippines using latitude and longitude;
B. locate places using map and globe; and
C. understand the standards used in telling time.
II. CONTENT (Subject Matter)
A. Unit 4: The Philippine Environment
Topic: Locating Places
B. Concepts:
 In locating places, it uses coordinates of latitude and longitude. Latitude are
lines measured in degrees North and South of the Equator. Longitude are lines
measured in degrees East or West of the Prime Meridian
 Equator is an imaginary line that separate Northern hemisphere and Southern
hemisphere.
III. LEARNING RESOURCES
A. References
 Science: Learner’s Material Unit 4 Module 1 pp. 211-215
 Teachers Guide in Science 7 pp. 73-77
B. Additional Materials
 Natural Resources [Link]
fields/[Link]
 [Link]
 [Link]
[Link]
IV. PROCEDURE
A. Reviewing previous lesson or presenting the new lesson.
 Let the students differentiate globe from map.
B. Establishing purpose for the lesson
 Ask: “Is there a connection between the location of our country and its natural
resources (abundant water, fertile soil, diverse plants and animals, precious metal
deposits, and geothermal power, to name a few)?
C. Presenting examples/ instances of the new lesson.
 Showing 2 different countries at the same time. (e.g. America and Philippines)
D. Discussing new concepts and practice skill #1.
 Discuss the different imaginary lines that used to locate places/country such
as longitude, latitude, equator, prime meridian and IDL.
E. Discussing new concepts and practicing skill #2
 Let the students know how to locate places using coordinate systems.
F. Developing Mastery
 Students will do the Activity 1 entitled “Where in the world is the Philippines?
(Part I)” Unit 4 Module 1 pp. 211-214
G. Finding practical application of concepts and skills in daily living.
 How do seafarers use maps to navigate the oceans?
 JANUARY 21-25, 2019

H. Making Generalizations and abstractions about the lesson.

The students will analyze the table below and give the importance of these in
locating places.

I. Evaluating Learning
Direction: Let the students answer the guide questions below.
Q1. Describe the lines of latitude.
Q2. Show the lines of latitude on the globe when your teacher asks you.
Q3. The starting point for latitude is the equator. The equator is at latitude 0° (0 degree). At the North
Pole, the latitude is 90°N (90 degrees north). At the South Pole, the latitude is 90°S (90 degrees
south). Show the following latitudes when your teacher calls on you: 15°N; 60°N; 30°S; 45°S.
Q4. The globe does not show all lines of latitude. If you wish to find 50°N, where should you look?
Q5. Describe the lines of longitude.
Q6. Show the lines of longitude on the globe when your teacher asks you.
Q7. The starting point for longitude is the Prime Meridian. The Prime Meridian is at longitude 0°. Show the
Prime Meridian on the globe when your teacher asks you.
Q8. To the right of the Prime Meridian, the longitude is written this way: 15°E (15 degrees east), 30°E (30
degrees east), and so on. To the left of the Prime Meridian, the longitude is written as 15°W (15
degrees west), 30°W (30 degrees west), and so on. On your globe, find longitude 180°. What does
this longitude represent?
Q9. Not all lines of longitude are shown on a globe. If you want to find 20°W, where should you look?
Q10. 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?
Q11. 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? Which body of water in the list is located to the east of the Philippines?
J. Additional activities for application or remediation
Answer the Science Learner’s Material in science about the natural resources.
V. REFLECTION
Formative test can be given through a 3 item guide questions. Proficiency level of the students
per section can be given to determine who needs remediation.
A. Which section needs remediation? __________________
B. Which section has to continue remediation? __________________
C. Which section needs enrichment? __________________
D. Which item no. is difficult and has to be refocused? __________________
E. Which of my teaching strategies worked well? Why did these work?
Pointers why it worked well: Why it did not work well:

F. What difficulties did I encounter which my principal or supervisor can help me solve?
Dept. Head: Principal: Supervisor:
G. What innovation or localized materials did I use/discover which I wish to share with other
teachers?
 JANUARY 21-25, 2019

I. OBJECTIVES:
A. Content Standard
The learners demonstrate an understanding of the relation of geographical
location of the Philippines to its environment.
B. Performance Standard
The learner shall be able to analyze the advantage of the location of the
Philippines in relation to the climate, weather, and seasons.
C. Learning Competencies
The learner should able to demonstrate how places on Earth may be located
using a coordinate system; S7ES-IVa-1 and describe the location of the Philippines with
respect to the continents and oceans of the world S7ES-IVa-2.

Specific Objectives:
At the end of the learning process, at least 75% of the students should be able to:
A. describe the location of the Philippines with respect to the surrounding
landmasses and bodies of water;
B. locate places using map and globe; and
C. recognize the importance of coordinate system.
II. CONTENT (Subject Matter)
A. Unit 4: The Philippine Environment
Topic: Locating Places
B. Concepts:
 In locating places, it uses coordinates of latitude and longitude. Latitude are
lines measured in degrees North and South of the Equator. Longitude are lines
measured in degrees East or West of the Prime Meridian
 Equator is an imaginary line that separate Northern hemisphere and Southern
hemisphere.
III. LEARNING RESOURCES
A. References
 Science: Learner’s Material Unit 4 Module 1 pp. 211-215
 Teachers Guide in Science 7 pp. 73-77
B. Additional Materials
 Natural Resources [Link]
fields/[Link]
 [Link]
 [Link]
[Link]
IV. PROCEDURE
A. Reviewing previous lesson or presenting the new lesson.
 Let the students locate places using the coordinate system.
B. Establishing purpose for the lesson
 Ask: “Is there a connection between the location of our country and its natural
resources (abundant water, fertile soil, diverse plants and animals, precious metal
deposits, and geothermal power, to name a few)?
 “How do object “Give out” different colors?”
C. Presenting examples/ instances of the new lesson.
 Showing 2 different countries at the same time. (e.g. America and Philippines)
D. Discussing new concepts and practice skill #1.
 Discuss the different imaginary lines that used to locate places/country such
as longitude, latitude, equator, prime meridian and IDL.
E. Discussing new concepts and practicing skill #2
 Let the students know how to locate places using coordinate systems.
F. Developing Mastery
 Students will do the Activity 2 entitled “Where in the world is the Philippines?
(Part II)” Unit 4 Module 1 pp. 211-214
G. Finding practical application of concepts and skills in daily living.
 JANUARY 21-25, 2019

 How does our latitude position affect the water, soil resources, and biodiversity in the
country?
 What mineral deposits do we have in the country? Where are they located and why
only in those places?
 Given our location, what energy resources are available?
H. Making Generalizations and abstractions about the lesson.
Labelling the different landmasses and bodies of water surrounding the
Philippines.

I. Evaluating Learning
Direction: Let the students answer the guide questions below.
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?
J. Additional activities for application or remediation
Answer the Science Learner’s Material in science about the natural resources.
II. REFLECTION
Formative test can be given through a 3 item guide questions. Proficiency level of the students
per section can be given to determine who needs remediation.
A. Which section needs remediation? __________________
B. Which section has to continue remediation? __________________
C. Which section needs enrichment? __________________
D. Which item no. is difficult and has to be refocused? __________________
E. Which of my teaching strategies worked well? Why did these work?
Pointers why it worked well: Why it did not work well:
1. 1.
2. 2.
3. 3.
F. What difficulties did I encounter which my principal or supervisor can help me
solve?
Dept. Head:
Principal:
Supervisor:
G. What innovation or localized materials did I use/discover which I wish to share with
other teachers?
 JANUARY 21-25, 2019

I. OBJECTIVES:
A. Content Standard
The learners demonstrate an understanding of the relation of geographical
location of the Philippines to its environment.
B. Performance Standard
The learner shall be able to analyze the advantage of the location of the
Philippines in relation to the climate, weather, and seasons.
C. Learning Competencies
The learner should able to demonstrate how places on Earth may be
located using a coordinate system; S7ES-IVa-1 and describe the location of the
Philippines with respect to the continents and oceans of the world S7ES-IVa-2.

Specific Objectives:
At the end of the learning process, at least 75% of the students should be able
to:
A. answer the quiz about locating places.
B. describe the location of the Philippines and other places ; and
C. show honesty in answering and checking the quiz.
II. CONTENT (Subject Matter)
A. Unit 4: The Philippine Environment
Topic: Locating Places
B. Concepts:
 In locating places, it uses coordinates of latitude and longitude.
Latitude are lines measured in degrees North and South of the Equator.
Longitude are lines measured in degrees East or West of the Prime Meridian
 Equator is an imaginary line that separate Northern hemisphere and
Southern hemisphere.
III. LEARNING RESOURCES
A. References
 Science: Learner’s Material Unit 4 Module 1 pp. 211-215
 Teachers Guide in Science 7 pp. 73-77
B. Additional Materials
 Natural Resources [Link]
worldfactbook/
fields/[Link]
 [Link]
 [Link]
e_
[Link]
IV. PROCEDURE
A. Reviewing previous lesson or presenting the new lesson.
 Checking students map individually.
B. Establishing purpose for the lesson
 Clarifying the instructions/procedure and objective of the quiz.
C. Presenting examples/ instances of the new lesson.
 Distributing the quiz booklet and the quedtionnaire.
D. Developing Mastery
 Answering the quiz about locating places.
E. Finding practical application of concepts and skills in daily living.
 How does our latitude position affect the water, soil resources, and
biodiversity in the country?
F. Making Generalizations and abstractions about the lesson.
Checking and determining he students most difficult item int he quz.
G. Evaluating Learning
Direction: Answer the following questions below.
Which bodies of water in the list are found to the west of the Philippines?
 JANUARY 21-25, 2019

1. The point on Earth’s surface having zero degrees latitude and zero degrees longitude
would be located
a. in Greenwich, England
b. at the North Pole
c. where the equator crosses the prime meridian
d. at the South Pole
2. To locate positions on Earth’s surface, scientists use units called
a. pixels c. contours
b. keys d. degrees
3. Crossing this longitude makes you “gain” or “lose” one day.
a. The International Dateline c. Tropic of Capricorn
b. The Greenwich Meridian d. 150º East Longitude
4. The Philippines is 8 zones ahead of the Greenwich Meridian. If it is 12 noon there, what
time is it here?
a. 8 am c. 4 pm
b. 4 am d. 8 pm
5. The Earth is generally divided into ____ time zone.
a. 360 c. 24
b. 12 d. 60
6. In which body of water is 15°S, 75°E located?
7. In which body of water is 30°N, 45°W located?
8. Is it possible for a city to be located at 120°S, 30°W? Explain.
[Link] the location of the different countries using coordicante syste.
H. Additional activities for application or remediation
Answer the Science Learner’s Material in science about the natural resources.
II. REFLECTION
Formative test can be given through a 3 item guide questions. Proficiency level of the students
per section can be given to determine who needs remediation.

A. Which section needs remediation? __________________

B. Which section has to continue remediation? __________________
C. Which section needs enrichment? __________________
D. Which item no. is difficult and has to be refocused? __________________
E. Which of my teaching strategies worked well? Why did these work?
Pointers why it worked well: Why it did not work well:
1. 1.
2. 2.
3. 3.
F. What difficulties did I encounter which my principal or supervisor can help me solve?
Dept. Head:
Principal:
Supervisor:
G. What innovation or localized materials did I use/discover which I wish to share with other
teachers?
 JANUARY 21-25, 2019

I. OBJECTIVES:
A. Content Standard
The learners demonstrate an understanding of the relation of geographical
location of the Philippines to its environment.
B. Performance Standard
The learner shall be able to analyze the advantage of the location of the
Philippines in relation to the climate, weather, and seasons.
C. Learning Competencies
The learner should able to recognize that soil, water, rocks, coal, and other fossil
fuels are Earth materials that people use as resources; S7ES-IVa-3 and describe ways
of using Earth's resources sustainably; S7ES-IVa-4.
Specific Objectives:
At the end of the learning process, at least 75% of the students should be able to:
A. describe the different variables that affect that amount of water in a
watershed.
B. design a procedure to show how a certain factor affects the amount of water
that can be stored underground or released by a watershed to rivers, lakes and
other bodies of water;
C. present and defend their ideas in class.
D. Recognize the importance of natural resources in maintaining earth’s
sustainability.
II. CONTENT (Subject Matter)
A. Unit 4: The Philippine Environment
Topic: Factors that will affect the amount of water in watersheds
B. Concepts:
 A watershed – an area of land on a slope which drains its water into a stream
and its tributaries (small streams that supply water to a main stream).
III. LEARNING RESOURCES
A. References
 Science: Learner’s Material Unit 4 Module 1 pp. 212-220
 Teachers Guide in Science 7 pp. 79-81
B. Additional Materials
 Natural Resources [Link]
fields/[Link]
 [Link]
 [Link]
[Link]
IV. PROCEDURE
A. Reviewing previous lesson or presenting the new lesson.
 Let the students identify the different natural resources found in the
Philippines.
B. Establishing purpose for the lesson
 Students will compare the amount of water that seeps through the soil 1) when
there are plants and without plants, 2) during light and heavy rain, 3) given different
kinds of soil-clay, loam or sandy, and 4) given different slopes/degrees of steepness
of the hill or mountain.
C. Presenting examples/ instances of the new lesson.
 Review the components of an investigation discussed in Quarter 1
D. Discussing new concepts and practice skill #1.
 Discuss the different factors that affect the water in watershed.
E. Discussing new concepts and practicing skill #2
 Let the students by group, choose one factor that you want to investigate.
a. Vegetation cover b. Slope of the area c. Kind of soil and d. Amount of rainfall
 JANUARY 21-25, 2019

F. Developing Mastery
 Students will do the Activity 3 entitled “What are some factors that will affect
the amount of water in watersheds?’ Unit 4 Module 1 p. 219
G. Finding practical application of concepts and skills in daily living.
 Let students present the results of their investigations. Refer to the
rubrics to help critique student’s outputs.
H. Making Generalizations and abstractions about the lesson.
Summarize the discussion by using a drawing below of a watershed and with
arrows, trace the flow of rainwater as it falls on the ground.

I. Evaluating Learning
Direction: Asnwer the following questions;
1. What are natural resources? These are materials or elements from the environment
that people______________.
a. did not create c. use to meet their needs
b. invented for themselves d. observe using a scientific equipment
2. What do you call a resource that people can use again and again but its supply can be
replaced?
a. renewable c. reliable
b. recyclable d. unlimited
3. What two factors have the greatest influence on soil formation?
a. temperature and rainfall
b. slope of the land and rainfall
c. kind of soil particles and temperature
d. reforestation and use of compost as fertilizer
4. Which pair of resources is renewable?
a. cotton and leather c. coal and solar energy
b. aluminum and iron d. soil and minerals
5. Give one factor that affects the aounbt of water in a watershed or any bodies of
water.
J. Additional activities for application or remediation
Answer the Science Learner’s Material in science about the natural resources.
II. REFLECTION
Formative test can be given through a 3 item guide questions. Proficiency level of the students
per section can be given to determine who needs remediation.
A. Which section needs remediation? __________________
B. Which section has to continue remediation? __________________
C. Which section needs enrichment? __________________
D. Which item no. is difficult and has to be refocused? __________________
E. Which of my teaching strategies worked well? Why did these work?
 JANUARY 21-25, 2019

Pointers why it worked well: Why it did not work well:

1. 1.
2. 2.
3. 3.
F. What difficulties did I encounter which my principal or supervisor can help me solve?
Dept. Head:
Principal:
Supervisor:
G. What innovation or localized materials did I use/discover which I wish to share with other
teachers?
 JANUARY 21-25, 2019

I. OBJECTIVES:
A. Content Standard
The learners demonstrate an understanding of the relation of geographical
location of the Philippines to its environment.
B. Performance Standard
The learner shall be able to analyze the advantage of the location of the
Philippines in relation to the climate, weather, and seasons.
C. Learning Competencies
The learner should able to recognize that soil, water, rocks, coal, and other fossil
fuels are Earth materials that people use as resources; S7ES-IVa-3 and describe ways
of using Earth's resources sustainably; S7ES-IVa-4.
Specific Objectives:
At the end of the learning process, at least 75% of the students should be able to:
A. identify the factors in the formation of soil from roc ks;
B. differentiate the different types of weathering;
C. trace the formation of soil from rocks; and
D. describe ways of using earth’s resources sustainably.
II. CONTENT (Subject Matter)
A. Unit 4: The Philippine Environment
Topic: Soil Formation
B. Concepts:
 The two types of weathering: the mechanical breaking of rocks or physical
weathering, and the chemical decay of rocks or chemical weathering.
III. LEARNING RESOURCES
A. References
 Science: Learner’s Material Unit 4 Module 1 pp. 219-222
 Teachers Guide in Science 7 pp. 81-82
B. Additional Materials
 Natural Resources [Link]
fields/[Link]
 [Link]
 [Link]
[Link]
IV. PROCEDURE
A. Reviewing previous lesson or presenting the new lesson.
 Show to the class different samples of rocks.
B. Establishing purpose for the lesson
 Ask: “ What you have observed with rocks and stones from the beach, from
construction sites, and other places?”
C. Presenting examples/ instances of the new lesson.
 Let the students infer why some are smooth, others are rough or with sharp edges;
some have beautiful colors and bands while other are plain.
D. Discussing new concepts and practice skill #1.
 Discuss the different types of weathering.
E. Discussing new concepts and practicing skill #2
 Discuss the factors that affect the formation of soil from rocks. Include also
the different types of rocks.
F. Developing Mastery
 Students will do the Activity 4 entitled “How are soils formed from rocks?’ Unit
4 Module 1 p. 219
G. Finding practical application of concepts and skills in daily living.
 Let students illustrate the processes of soil formation.
H. Making Generalizations and abstractions about the lesson.
Summarize the processes of soil formation using the illustration below.
 JANUARY 21-25, 2019

Figure 1 Soil Formation

I. Evaluating Learning
Direction: Answer the following questions;
1. What are the factors that act together on rocks to form soil?
2. What does the following sentence mean, “Soils were once rocks”?
a. When a piece of rock is exposed to the Sun, its outer part expands (becomes
bigger) because it heats up faster than the inner part.
b. On cooling, at night time, the outer part of the rock contracts or shrinks because
the outer part of the rock cools faster than the inner portion
c. Once broken, water enters the cracks causing some minerals to dissolve. The
rock breaks apart further.
d. Carbon dioxide from the air reacts with water to form an acid causing the rock to
soften further. Once soft and broken, bacteria and small plants start to grow in the
cracks of the rock

J. Additional activities for application or remediation

Answer the Science Learner’s Material in science about the natural resources.
V. REFLECTION
Formative test can be given through a 3 item guide questions. Proficiency level of the students
per section can be given to determine who needs remediation.
A. Which section needs remediation? __________________
B. Which section has to continue remediation? __________________
C. Which section needs enrichment? __________________
D. Which item no. is difficult and has to be refocused? __________________
E. Which of my teaching strategies worked well? Why did these work?
Pointers why it worked well: Why it did not work well:
1. 1.
2. 2.
3. 3.
F. What difficulties did I encounter which my principal or supervisor can help me solve?
Dept. Head:
Principal:
Supervisor:
G. What innovation or localized materials did I use/discover which I wish to share with other
teachers?