ARCHDIOCESAN NOTRE DAME SCHOOL OF COTABATO

NOTRE DAME OF MASIAG, INC.

Masiag, Bagumbayan , Sultan Kudarat

UNIT LEARNING PLAN

SCIENCE 7
4TH QUARTER

CONTENT STANDARD: The learners demonstrate an understanding of the relation of geographical location of the Philippines to its environment
PERFORMANCE STANDARD: The learners shall be able to analyze the advantage of the location of the Philippines in relation to the climate, weather, and seasons
UNPACKED COMPETENCY STUDENT-CENTEDED ACTIVITY AND PROCEDURES

(FOR A): A1. ACTIVITY TITLE:

A1. Identify the 2 different ways (relative and absolute location) to locate a particular
area*
TREASURE MAP
PROCEDURES (EXPLORE):
- The class will be group into 6-8 groups with at least 5 members each.
- 3-4 groups will have to make a treasure map using compass. They have to indicate the steps
on how to locate their treasure. The treasure should have a mark or name of their group in
order for the other groups to identify.
- The remaining group will make their treasure map according to the relation of the spot on
the other places.
- After making the treasure map, the leader/ representative of the group will pick a number
to know whose treasure they have to find.
- After finding the treasure, a representative per group will give their experience while
finding the treasure.
- After the activity, the teacher will ask what are the ways in locating a particular area and
introduce the absolute and relative location.
INSTRUCTIONAL MATERALS/RESOURCES: Exploring Life Through Science 7. Chapter 13 and
compass

A2. describe the location of the Philippines with respect to the continents and oceans of A2. ACTIVITY TITLE:
the world; MAP ANALYZATION
S7ES-IVa-2 PROCEDURES (EXPLORE):
- The class will be group into 6-8 groups with at least 5 members each. This activity is allotted
for 10mins.
- Each group will be given Philippine map.
- The students will have to identify the continents and oceans that surrounding the
Philippines.
 - They have to categorize the continents and oceans that are located in north, south, east and
west.
- After the activity, the teacher will ask about their output and ask about the importance of
giving right direction.
INSTRUCTIONAL MATERALS/RESOURCES: A2. . Map/ globe, Exploring Life Through Science 7.
Chapter 13

A4. recognize that soil, water, rocks, coal, and other fossil fuels are Earth materials that A4. ACTIVITY TITLE (EXPLORE):
people use as resources; MAP ANALYZATION
S7ES-IVb-3 PROCEDURES:
- The class will be group into 6-8 groups with at least 5 members each. The activity is good for
10mins.
- Each group will be given Philippine map with indicated natural earth resources.
- The group will have to list the natural resources that can be seen in Luzon, Visayas and
Mindanao.
- The teacher will ask on “how rich is the Philippines?” based on the map.
- The teacher will process their answers by giving feedback.
INSTRUCTIONAL MATERALS/RESOURCES: Map with labeled resources

(FOR M): A3. ACTIVITY TITLE (FIRM UP):

A3. demonstrate how places on Earth may be located using a coordinate system MAP ANALYZATION
S7ES-IVa-1 PROCEDURES:
- The class will be group into 6-8 groups with at least 5 members each. The activity is good
for 10mins.
- Each group will be given world map and different continents and oceans for them to locate
using latitude and longitude.
- After the group discussion, a representative per group will have to present their output.
- The teacher will give feedback and follow up questions on how they use the latitude and
longitude in finding a location.
INSTRUCTIONAL MATERALS/RESOURCES: Map/ globe,Exploring Life Through Science 7. Chapter 13

A5. describe ways of using Earth’s resources (renewable and non-renewable) sustainably;
S7ES-IVc-4
A5. ACTIVITY TITLE (DEEPEN):
2 COLUMN TABLE
PROCEDURES:
- The students will have to find their partner. The activity is good for 10mins.
- Each pair will be given worksheet for them to study
and tell if they have observed the activities listed in the worksheet can be seen in their
locality.
- Discuss the effects of these activities on natural resources.
- Write the effects on the column opposite the activities. An activity may have more than one
effect. Some of the effects have already been listed in the table.
- Write other activities that can have harmful effect in our environment.
- After the activity, the teacher will ask about the ways to conserve our environment.
 INSTRUCTIONAL MATERALS/RESOURCES: Worksheets on Ways People Destroy Natural Resources

(FOR T):
A6. Promote Philippines in terms of location, natural resources, climate, weather and A6. ACTIVITY TITLE (TRANSFER):
season.*  REHIYON XII, ANGAT KA!
PROCEDURES :
Scaffold Activity
- The teacher will present on how to make a brochure about promoting a certain place.
- The class will be grouped into 6-8 groups with 5 members each. Each group will pick a place
in region XII for them to promote in terms of location, natural resources and weather.
- Each group will be given an example brochure for their guide.
- The teacher will help each group in picking a place for them to promote and guide them
how to do research and making layout of the brochure.
- Their presentation will be graded according to the criteria: visual appeal, presentation and
content.
- After the presentation, the students will be asked questions on how they come up with their
output.

UNPACKED COMPETENCY STUDENT-CENTEDED ACTIVITY AND PROCEDURES

(FOR A):
A7. Identify the layers of the atmosphere (troposphere, stratosphere, mesosphere, A7. ACTIVITY TITLE:
thermosphere and exosphere);* LABELING
NDMIS7ES-IVd-5 PROCEDURES (EXPLORE):
- The class will be group by pair. The activity is allotted for 5-10mins.
- Each pair will be given a worksheet. In each worksheet there is a selection in which will be
their guide in answering their work.
- After answering their worksheets, the teacher will check their work.
- Then the teacher will ask follow up questions about their work.
INSTRUCTIONAL MATERALS/RESOURCES: Worksheet on layers of the atmosphere, pictures of layers
of the atmosphere

(FOR M): A8. ACTIVITY TITLE:

A8. discuss how energy from the Sun interacts with the layers of the atmosphere VIDEO ANALYSIS
S7ES-IVd-5 PROCEDURES (FIRM UP):
- The teacher will present a video about the interaction of sun to the layers of the
atmosphere
 - After watching, the students will share what they learned about the video with their
seatmates.
INSTRUCTIONAL MATERALS/RESOURCES: https://study.com/academy/lesson/solar-energy-
effects-on-earths-temperature.html

A9.explain how some human activities affect the atmosphere A9. ACTIVITY TITLE (FIRM UP):
S7ES-IVe-6 SITUATION ANALYSIS
PROCEDURES:
- The class will be grouped into 6-8 groups with at least 5 members each. The activity is good
for 10mins.
- Each group will be given articles about how the different human activities affect our
atmosphere.
- The group should read and analyze the situation written in the article and give their insights
including the cause and effect of the situation.
- The secretary per group will write his/ her teammates insights.
- Each group will report/ present their outcome.
INSTRUCTIONAL MATERALS/RESOURCES: Worksheets. Exploring Life Through Science 7. Chapter 14

A10. account for the occurrence of land and sea breezes, monsoons, and intertropical A10. ACTIVITY TITLE (FIRM UP):
convergence zone (ITCZ) DATA RETRIEVAL CHART ANALYSIS
S7ES-IVf-7 PROCEDURES:
- The class will be grouped into 6-8 groups with at least 5 members each. The activity is good
for 15mins.
- Each group will be given different topics (land breezes, sea breezes, monsoons and
intertropical convergence zone).
- Each group will have to research of occurrences of their topic.
- Their report will have to consists the following: the summary of the report and resources.
- After presenting their output, the teacher will ask follow up questions.
INSTRUCTIONAL MATERALS/RESOURCES: Worksheets. Exploring Life Through Science 7. Chapter 14

A11.describe the effects of certain weather systems(LPA, northeast and southwest A11. ACTIVITY TITLE (FRIM UP):
monsoon) in the Philippines; PICTIONARY
S7ES-IVg-8 PROCEDURES:
- The class will be grouped into 6-8 groups with at least 5 members each. The activity is good
for 15mins.
- Each group will be given different words about weather system.
- Each group will have a representative.
- The representative will pick a word and have to draw to word. He/ she is not allowed to talk
or speak.
- The members of the group have to guess the word according to the drawing of their
representative.
- The fastest group in guessing the correct answer will be the winner.
- After the activity, the teacher will ask follow up questions.

A12. using models, relate:
9.1 the tilt of the Earth to the length of daytime;
9.2 the length of daytime to the amount of energy received;
9.3 the position of the Earth in its orbit to the height of the Sun in the sky;
9.4 the height of the Sun in the sky to the amount of energy received;
9.5 the latitude of an area to the amount of energy the area receives;
S7ES-IVh-9
INSTRUCTIONAL MATERALS/RESOURCES: Pictures and maps showing the effects of weather system
A12. ACTIVITY TITLE (DEEPEN):
Why do the seasons change?
PROCEDURES:
- The activity will be performed by group within 15mins. Each group will have at least 5
members each.
- Each group will be given worksheets with picture for them to analyze.
- They have to answer the guide questions written in the worksheet.
- After answering, the representative per group will have to present their output.
INSTRUCTIONAL MATERALS/RESOURCES: worksheets
How does the length of daytime and nighttime affect the season?
PROCEDURES:
- The activity will be performed by group within 15mins. Each group will have at least 5
members each.
- Each group will be given worksheets with picture for them to analyze.
- They have to answer the guide questions written in the worksheet.
- After answering, the representative per group will have to present their output.
INSTRUCTIONAL MATERALS/RESOURCES: worksheets
Are there shadows in space?
PROCEDURES:
- The activity will be performed by group. Each group will have at least 5 members each.
- All groups should bring
- All throughout the activity, the students should stay at the back or at the side of the
flashlight as much as possible. None of the students should stay at the back of the big ball,
unless specified.
- Pierce the small ball in the middle with the barbecue stick. Then push the stick into a
Styrofoam block to make it stand. The small ball represents the Moon. Do the same to the
big ball. The big ball represents the Earth.
- Hold the flashlight and shine it on the small ball. The distance between the flashlight and the
ball is one footstep. Observe the small ball as you shine light on it. The flashlight represents
the Sun.
- The students will answer the guide question number 1 written in the worksheet.
- Place the Earth one footstep away from the Moon (see drawing below). Make sure that the
Sun, Moon, and Earth are along a straight line. Turn on the flashlight and observe.
- The students will answer the guide question number 2 written in the worksheet.
- Place the white paper one footstep away from the Earth (see drawing below). The white
paper must be facing the Earth. Observe what is formed on the white paper.
- The students will answer the guide question number 3 written in the worksheet.
- Ask a group mate to move the Moon along a circular path as shown below.
- The students will answer the guide questions number 4 and 5 written in the worksheet.
INSTRUCTIONAL MATERALS/RESOURCES: 1 big ball (plastic or Styrofoam ball), 1 small ball (diameter
 must be about ¼ of the big ball), flashlight or other light source, 2 pieces barbecue stick (about one
ruler long), any white paper or cardboard larger than the big ball , Styrofoam block or block of wood
as a base, worksheets, Science 7 LM unit4 module 3

A13. explain how solar and lunar eclipses occur

S7ES-IVj-11 A13. ACTIVITY TITLE (DEEPEN):
VIDEO ANALYSIS
PROCEDURES:
- The teacher will let the students watch a video about the lunar and solar eclipses occur.
- After watching the video, the students will share their insights about the video with their
seatmates.
- Then the teacher will call representatives to share their insights about the video and give
follow up questions.
INSTRUCTIONAL MATERALS/RESOURCES: https://www.youtube.com/watch?v=SczY9FtfhNw,
https://www.youtube.com/watch?v=GnZ3dogED7w, laptop, tv/ projector
(FOR T):
A14. show what causes change in the seasons in the Philippines using models; A14. . ACTIVITY TITLE (TRANSFER):
S7ES-IVi-10 SCAFFOLDING
PROCEDURES:
- The class will be divided into groups with at least 5 members each.
- The students will prepare the materials that the teacher told them to bring.
- The teacher will guide the students in making a model of the earth.
- Push the straw through the center of the Styrofoam ball. This represents the axis about
which the earth rotates. One end is north and the other end is south. Place a rubber band
around the center of the ball (the earth’s equator). Looking at a globe or a map, find your
approximate latitude, and place the tack or dot there. (For example, San Francisco is at
37.75˚ north, so placing the tack not quite halfway between the equator and the North Pole
is an acceptable approximation.) Use the scissors to make a hole in the bottom of the plastic
cup, near the side, as shown above. It should be just large enough to accommodate the
diameter of the straw.
- Take an 8-cm piece of tape and stick a 2-cm piece to the center of the 8-cm piece (sticky
sides together). Place the straw into the hole in the cup, and use the modified tape to hold
the straw against the side of the cup, yet still allowing the straw to rotate in the hole. Use a
protractor to check the angle of the earth’s tilt. It should be 23.5 degrees.
- After making a model of earth. The teacher will set up the room. Use one bright lamp for the
whole group or flashlights for small groups. Designate some visual reference as Polaris, the
North Star. All straws should point to Polaris throughout the activity. Set up the light in the
center of the group or flashlights in the center of each small group. Before darkening the
room, make sure all earth models are oriented correctly toward polaris. Darken the room. -
-- To Do and Notice: Model a “Day” on Earth Each student should turn the straw so that the
earth spins counterclockwise (when viewed from the north) for one rotation. They should
notice that the dot is in light (day) for about half of the rotation and is in shadow (night) for
 about half of the rotation. Modeling the Seasons Divide the class into four groups. Have
each group move to one of the four seasonal positions around the lamp (or one student at
each position around a flashlight if using small groups): December 21, March 21, June 21,
and September 21.
- Modeling a Year. After students have been to each of the four dates: December 21, March
21, June 21, and September 21, they’ll have modeled a year: one earth revolution around
the sun.
- After the activity, the teacher will give prompt questions to the students.
INSTRUCTIONAL MATERALS/RESOURCES: For the whole group: a 150–200 watt light bulb (not
frosted) or a flashlight, a lamp or socket for the bulb, an extension cord, a room that can be made
dark For each student or pair of student, a Styrofoam ball, a large straw, a rubber
band, a flexible plastic cup (5.5 oz), scissors, tape, a thumbtack or sticky dot, a protractor, a ruler with
centimeters, worksheets

A15. collect, record, and report data on the beliefs and practices of the community in A15. ACTIVITY TITLE (TRANSFER):
relation to eclipses. Does a Bakunawa cause eclipses?
S7ES-IVj-12 PROCEDURES:
- The class will be divided into groups with at least 5 members each.
- Each groups will collect some beliefs about eclipses. They may ask older people in their
family or in the community Or, they may read on some of these beliefs.
- In collecting beliefs and practices about the eclipse, each group will make a 2 column table.
1st column are the beliefs and the 2nd are the scientific explanations about the beliefs.
- After investigating, the teacher will give prompt questions.

INSTRUCTIONAL MATERALS/RESOURCES: SCIENCE 7 LM unit 4 module 3

Prepared by: Checked by: Noted:

JANINE PHOEBE C. SILVA LANY T. CATAMIN ROSALIE E. CARMELO

Subject Teacher Department Head Academic Coordinator
Approved by:

DANILO B. MONTOY, MAEM

Principal