TACLOBAN NATIONAL Grade
School: AGRICULTURAL SCHOOL Level: 7
Learnin
GRADES 1 to 12 Teacher: MARK JONE L. DEL PILAR g Area: SCIENCE
DAILY LESSON April 18, 2024
LOG G7-Melon (MT-Th)
Teaching 9:00am- 10:00AM
Dates
and G7-Strawberry (MT-Th) Quarter: 4th Quarter
Time: 10:10AM- 11:10AM
G7-Mango(MT-Th)
11:10AM-12:10PM
I. OBJECTIVES
The learners demonstrate understanding about the relationship of
A. Content Standard
geographical location of the Philippines to its environment.
B. Performance The learners should be able analyze the advantage of the location of
Standard the Philippines in relation to climate, weather, and seasons.
C. Learning Discuss how energy from the Sun interacts with the layers of the
Competencies atmosphere. (S7ES-IVh-9)
Objectives:
The learner should be able to;
a) Find out how changes in the environment can affect species
extinction.
b) Distinguish environmental changes that may result in the loss
of the species.
c) Relate species extinction to the failure of populations of
organisms to adapt to abrupt changes in the environment.
Objectives explain the importance of biological diversity
b. find out how changes in the environment can affect species
extinction
c. distinguish environmental changes that may result in the loss
of the species
1. Describe greenhouse effect.
2. Identify the sources of greenhouse gases.
3. Cite ways to decrease the rising of greenhouse gases
II. CONTENT GREENHOUSE GASES
III. LEARNING
RESOURCES
References
1. Teacher’s Guide Grade 7 – Q4 Science MELCs
Pages
2. Learner’s Material Science 7 Quarter 4, Module 3
Pages
3. Textbook Pages
4. Other LMs from the
LR Portal
IV. Other Resources Laptop, PowerPoint presentations, TV, Instructional Materials, Manila
paper, projector
IV. PROCEDURE
A. Preliminary Activities
-Opening Prayer
At the beginning of each class, the teacher will play a video for
opening prayer.
-Greetings
The teacher warmly greets the entire class. This can include a brief
acknowledgment of the day, expressing enthusiasm for the upcoming
lesson, and checking in on how everyone is doing.
A. Reviewing Previous
Lesson or Presenting -Attendance Checking
New Lesson The teacher performs attendance checking, to ensure that all
students are present and engaged.
B. Review
1. What are the layers of atmosphere?
2. What is the sequence of the types of atmosphere?
Indicator 4
Plan, manage and implement developmentally sequenced teaching and
learning processes to meet curriculum requirements and varied teaching
contexts (Implementation of classroom rules will be imposed from the start
of class until end)
Direction: Read the word and by computing the problem below you
will get the correct answer.
B. Establishing the
Purpose for the 1. Greenhouse Effect. ( 7 x 7 )
Lesson A. (51) Process where heat remove the gases in the atmosphere
B. (48) Process where heat traps the gases in the atmosphere
C. (49) Process where greenhouse gases trap heat in the
atmosphere
D. (50) Process where greenhouse gases remove the heat in the
atmosphere
2. Greenhouse Gases. ( 45 ÷ 3 )
A. (13) A heat that traps gases in the atmosphere
B. (14) A heat that remove gases in the atmosphere
C. (16) Gases that remove heat in the atmosphere
D. (15) Gases that trap heat in the atmosphere
3. Carbon Dioxide, Methane, Nitrous Oxide, Water vapor. ( 4 x 9 )
A. (37) These are chemicals that traps heat in the atmosphere
B. (35) These are materials that traps heat in the atmosphere
C. (36) These are gases that traps heat in the atmosphere
D. (38) These are sun rays that trap gases in the atmosphere
Indicator 2
Used a range of teaching strategies that enhance learner achievement in
literacy and numeracy skills. (To solve the problem, learners must read and
solve the problem, which helps improve their literacy skills. Learners need
to apply mathematical skills, such as multiplication and division.
Let the students imagine that they were left inside a car, then they
noticed that the air condition is not working. Then they started to
sweat a lot
C. Presenting
Examples or Instances
about the Lesson Questions:
1. Why would you sweat a lot inside a car with a non-functional
air condition?
2. What happen to the heat that goes inside the car?
3. How would you compare this situation in global warming?
Indicator 3
Applied a range of teaching strategies to develop critical and creative
thinking, as well as other higher-order thinking skills.
(asking questions to the students helps to develop their higher-order
thinking skills)
D. Discussing New Activity 1. Label the Greenhouse Effect
Concepts and Directions: The student will group into 4 and they will complete the
Practicing New Skills diagram with the correct phrases about greenhouse effect. Choose
No. 1 your answer from the box given below.
Some of the heat escapes
Some of the heat is reflected from the Earth’s surface
The sun rays enter the Earth’s atmosphere as light and heat
energy
Some of the heat gets absorbed by the greenhouse gases in the
atmosphere
Guide questions:
1. What are the movement of sunrays after it goes inside the earth’s
atmosphere?
Activity 2: What’s Going On?
Directions: Study the diagram below about the greenhouse effect
and answer the given questions to your group that follow.
The sun ray warms up the Earth
E. Discussing New
Concepts and
Practicing New Skills
No. 2
Some heat
escapes into
space
Greenhouses gases absorb
infrared radiation from the
earth and re-radiate it back to
the Eath
Guide Questions:
Group 1
Q1. What is the Earth’s major source of heat?
Q2. What do the arrows represent?
Group 2
Q3. What will happen to Earth without the Sun’s energy?
Q4. What are the greenhouse gases as shown in the figure?
Group 3
Q5. What is the work of the greenhouse gases?
Group 4
Q6. Based on the diagram, what then is a greenhouse effect?
Rubrics in Answering the Question
Excellent (5 Strong (4 Fair (3 points) Needs
points) points) Improvement
(2 points)
Message Message is Message is Message is
stated is clear. somewhat not focused
Content clear, precise clear. and ideas
and shows given are far
insight from the
question
Information is Information is Information is Information is
relevant and relevant but somewhat not relevant.
Organization presented in not in a relevant.
a logical logical order.
order.
Directions: Watch the video and answer the following questions
GREENHOUSE EFFECT
F. Developing Mastery
(Leads to Formative
Assessment III) https://youtu.be/SN5-DnOHQmE?si=ViOUFhXJvs5jQRP4
Guide Questions:
1. Based on the video, how does greenhouse effect helps the plants
to keep warm even in the winter?
2. What are the causes for rising emissions of greenhouse gases?
Answer: Burning fossil fuel, Deforestation, Increasing livestock
1. What is crops?
2. In your own understanding, how does Global warming will affect
the crops of the farmers?
3. What is the importance of greenhouse in a farm?
G. Finding Practical Indicator 1
Applications of
Concepts and Skills in Apply knowledge of content within and across curriculum teaching
Daily Living areas
Agriculture
(Explain how global warming affecting the crops)
4. As a student, give some ways on how to decrease the greenhouse
gases.
H. Making
1. What is greenhouse effect?
Generalizations or
2. What are the gases that keep our planet warm?
Abstractions about the
3. Cite ways on how to prevent the rising of greenhouse gases
Lesson
I. Evaluating Learning
Students will answer the following 5-item multiple choice quiz on ¼
piece of paper.
1. Which of the following may happen to planet Earth without the
greenhouse effect?
A. It will die. B. It will stay normal.
C. It will become warm. D. It will become very cold.
2. How does the increased in carbon dioxide cause global warming?
A. It reflects more sunlight from clouds.
B. It traps more heat in the atmosphere.
C. It reduces the amount of oxygen in the air.
D. It allows more sunlight into the atmosphere.
3. National government has been looking for ways to help solve the
issue on global warming. Is planting trees one of the best ways to
help solve the problem? Why or why not?
A. Yes, because trees give us shed and protects us from the heat
of the sun.
B. No, because trees only to the carbon dioxide level in the
atmosphere.
C. No, because trees only give off oxygen as its by products in the
photosynthesis.
D. Yes, because trees help in absorbing the carbon dioxide, one
of the gases that traps the heat in the atmosphere.
4. Burning of fossil fuels
A. increased oxygen level
B. increases greenhouse gases
C. decreases greenhouse gases
D. increased ethane level
5. What is Greenhouse effect?
A. Process where heat remove the gases in the atmosphere
B. Process where heat traps the gases in the atmosphere
C. Process where greenhouse gases trap heat in the atmosphere
D. Process where greenhouse gases remove the heat in the
atmosphere
Indicator 5
Design, select, organize and use diagnostic, formative and summative
assessment strategies consistent with curriculum requirements.
(students will answer these following multiple choice question and get the
best answer.)
Search on the internet
V. REMARKS
why warm air rises and cold air sinking?
VI. REFLECTION
A. No. Learners with 80% ___ of Learners who earned 80% above
in Evaluation
B. No. of Learners for ___ of Learners who require additional activities for remediation
Remediation
C. Did Remedial Lessons ___Yes ___No
Work ____ of Learners who caught up the lesson
D. No. of Learners who ___ of Learners who continue to require remediation
will continue for
Remediation
E. Which Strategies used
work?
F. What are the
difficulties encountered
G. Innovations used to
be shared to my co-
teachers
Prepared by: Checked by:
MARK JONE L. DEL PILAR MARIA LORENA M. CAPACIO
Teacher Intern Master Teacher I
Approved by:
ADELANO S. MILLANO
HT-VI, JHS Assistant Principal-Designated
