TOPIC/TITLE SEASONS IN THE PHILIPPINES

Relation of Seasons to the Position of the

Sun in the Sky
GRADE LEVEL Grade 7
TIME ALLOTMENT 120 minutes
TEACHER Karen P. Cotingjo – Katipunan NHS
CONTENT STANDARD The learners demonstrate an understanding of the
relationship of the seasons and the position of the
Sun in the sky.
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.
LEARNING COMPETENCY
Using models, relate the tilt of the Earth to the length of daytime; the length of daytime
to the amount of energy received; and the position of the Earth in its orbit to the height
of the sun in the sky; and show what causes change in the seasons in the Philippines
using models.
Learning Competency Code: S7ES – Ivh – 9/ S7ES-IVi-10
OBJECTIVES
At the end of the lesson, 85% of the learners are expected to;
1. Infer the effect of length of daytime and nighttime on seasons;
2. Interpret data about sunrise and sunset to tell when daytime is long and when
daytime is short;
3. Provide a sound scientific reason why the seasons change.
TEACHER ACTIVITY STUDENT ACTIVITY
Procedure (5 mins)

Before we start our class, let us rise first for A student leads the prayer. ( Everyone
the prayer, (Assigns a student to lead the recites the Lord’s prayer.) Good morning
prayer.) Good morning students! Please take Ma’am!
your seats and please say present when your Thank you, Ma’am.
name is called, for your attendance. (Responses in checking the attendance).
ELICIT (ACCESS PRIOR KNOWLEDGE) 5 minutes
What have you learned from our lesson last I learned about global atmospheric
meeting? Yes, Rey mark? phenomena like the greenhouse effect and
global warming.
Excellent, Rey mark.
Is it really important to learn about these Yes, Ma’am, because it has a direct effects
atmospheric phenomena, Neil? to people, plants, animals and the
physical environment around the world.
Very good. It seems that you are doing good
in this lesson.
ENGAGE (GET THE STUDENTS’ MIND FOCUSED ON THE TOPIC) 5 minutes
Minute Paper

Before we will have our activity today, you The students will follow the given
need to seat first together with your instructions.
groupmates. Please proceed to your
assigned area silently and then you seat in a
circular form.
To ignite your minds for our lesson today, let Students will follow the instructions as
us have first have an activity and we will call they work with their respective group.
it minute paper. I will flash some images on
the screen, and using the meta cards and Answers may vary as they present their
marker that I will be giving to you, you are output to the class.
going to write terms related to the images
that you have seen, and from that terms,
you have to construct a sentence. After that,
a representative from each group will share
your output to the class.

You are given five minutes to perform the

activity.

(images – Earth, sun, Philippine map)

Now that you have these basic

understanding about seasons particularly in
our country, Philippines, I am sure that you
will be doing well in our activity this
morning. Are you ready?
EXPLORE (PROVIDE STUDENTS WITH A COMMON EXPERIENCE) 35 minutes
Small group activity

This morning you are going to perform

different activities. For groups 1 and 2, you
turn your book on page 256, and do Activity
1, entitled “Why seasons change?”. You
answer the follow up questions and present
it to the class through talk show.

For groups 3 and 4, you turn your book on

page 260, and do Activity 2, entitled “How
does the length of daytime and nighttime
affect the season?” You answer the follow up
questions and present it to the class through
newscasting.

Group 5, you are going to provide sound

scientific reasons why the seasons change
through a jazz chant.

Are the instructions clear to you? Yes, Ma’am!

Good. You may start now. If you have some Students will follow the instructions as
questions, feel free to ask me. You are only they work with their respective group.
given 25 minutes to perform the activity.
EXPLAIN (TEACH THE CONCEPT, SHOULD INCLUDE INTERACTION BETWEEN
TEACHER AND STUDENTS) 35minutes
Now that you are done with your activity, it’s
time for you to present your ideas to the
class. Each group will be given three minutes
to do the presentation.
Can we start with group 1, to be followed by Group 1 and 2 are expected to present the
group 2, 3, 4 and 5? following ideas to the class through an in
formative talk show.

1. The North Pole is tilted toward the Sun

in June. (That means that the Northern
Hemisphere is also tilted toward the Sun
in June.)

2. The North Pole is tilted away from the

Sun in December. (That means that the
Northern Hemisphere is also tilted away
from the Sun in December.)

3. In June, the Northern Hemisphere

receives direct rays from the Sun. (This
is the reason why it is warm during this
time in the Northern Hemisphere. Actually,
from April to August, different countries
just north of the equator will receive direct
rays and experience summer.)

4. In December, the Southern

Hemisphere receives direct rays from the
Sun. (Therefore it will be summer in the
Southern Hemisphere in December. That
is strange to hear for people like us who
live in the Northern Hemisphere. Since the
Northern Hemisphere will not receive
direct rays, it will become cold and winter
will fall.)

Group 3 and 4 are expected to present the

following ideas to the class through
newscasting.

1. From January to December, the time of

sunrise changes from being late (6:25
am), then becoming earlier (5:27 am),
then becoming late again (6:16 am). (The
teacher must see to it that the students
will realize that the Sun does not rise at
the same time the whole year round.)

2. From January to December, the time of

sunset changes from being early (5:50
pm), then becoming late (6:28 pm), then
becoming early again (5:32 pm).

3. The Sun rose earlier on June 22, 2011.

 4. The Sun set later on December 22,
2011.

5. Daytime was longest on June 22, 2011.

6. Daytime was shortest on December 22,

Very good, students. I am so amazed with 2011.
the eagerness that you have just shown in
our activities this morning.

To add up, you know that there are 24 hours

in a day. You probably think that daytime
and nighttime are always equal. But you can
infer from the activity that the length of
daytime changes from month to month.
When the North Pole is tilted toward the
Sun, daytime will be longer than nighttime in
the Northern Hemisphere.

What happens when daytime is longer than

nighttime?

Yes, Emanuel?
The time of heating up during the day will
be longer than the time of cooling down at
night. The Northern Hemisphere steadily
warms up and the result is summer. At the
same time, in the Southern Hemisphere,
the opposite is happening. Nights are
Well said, Emanuel. longer than daytime. It is winter there.
You have to remember that, when the Earth
has moved farther along its orbit, the North
Pole will then be tilted away from the Sun.
Nighttime will then be longer than daytime in
the Northern Hemisphere. There would be a
shorter time for heating up and longer time
to cool down. The result is winter in the
Northern Hemisphere. In tropical Philippines,
it is the cold season. Meanwhile, it will be
summer in the Southern Hemisphere.
ELABORATE (STUDENTS APPLY THE INFORMATION LEARNED IN THE
“EXPLAIN”) 20 minutes
At this point, let here the presentation of Group 5 is expected to present the
group 5,because they will explain to us why following scientific reasons through jazz
the seasons change. chanting:
1. the tilt of the Earth;
2. its revolution around the Sun; the
direct rays of the Sun, and
3. the length of daytime.
Very good, group 5! Your chant is vey
informative and at the same time
entertaining.

Remember class, there are other factors that

affect the seasons but what group 5
mentioned awhile are the most important.
EVALUATE (HOW WILL YOU KNOW THE STUDENTS HAVE LEARNED THE
CONCEPT) 15 minutes
To evaluate your understanding of today’s It is hotter in April because the days are
lesson, let’s have a short quiz. You get ½ longer during that month than in
crosswise and answer the question posted in December.
the board.

Study the photos below. The arrows

represent the rays of the Sun. Explain why it
is warmer in April than in December?

EXTEND (DEEPEN CONCEPTUAL UNDERSTANDING THROUGH USE IN NEW

CONTEXT) 5 minutes
Class, to concretize your understanding with
our lesson for today, let me ask you the
following questions. You may brainstorm
with your classmates as you arrive with your
answers. We will have a brief discussion
about these tomorrow.

Essential questions:
1. What is the significance of the Earth’s
movements to the changing of
seasons?
2. How do seasons impact on the
activities of people around the world?

Do you have questions or clarifications class? No, Ma’am.

Okay, that’s all for today. Goodbye class and Goodbye, Ma’am.
see you tomorrow.