Science 7 LAS Q4

7
Science
Fourth Quarter
LEARNING ACTIVITY SHEET

Republic of the Philippines
Department of Education
REGION II – CAGAYAN VALLEY
COPYRIGHT PAGE
Learning Activity Sheet in SCIENCE
GRADE 7
Copyright © 2020
DEPARTMENT OF EDUCATION
Regional Office No. 02 (Cagayan Valley)
Regional Government Center, Carig Sur, Tuguegarao City, 3500
“No copy of this material shall subsist in any work of the Government of the Philippines. However, prior
approval of the government agency or office wherein the work is created shall be necessary for
exploitation of such work for profit.”
This material has been developed for the implementation of K to 12 Curriculum through the Curriculum
and Learning Management Division (CLMD). It can be reproduced for educational purposes and the
source must be acknowledged. Derivatives of the work including creating an edited version, an
enhancement of supplementary work are permitted provided all original works are acknowledged and
the copyright is attributed. No work may be derived from this material for commercial purposes and profit.
Consultants:
Regional Director : BENJAMIN D. PARAGAS, PhD., CESO IV, DepEd R02
Assistant Regional Director : JESSIE L. AMIN, EdD,CESO V, DepEd R02
Schools Division Superintendent : CHERRY S. RAMOS, EdD,, CESO V, Santiago City
Asst. Schools Division Superintendent: JONATHAN A. FRONDA, PhD, CESE, Santiago City
Chief Education Supervisor, CLMD : OCTAVIO V. CABASAG, PhD
Chief Education Supervisor, CID : JANETTE V. BAUTISTA, EdD
Development Team
Writers: CONSUELO MICHELLE S. ECHURRE-Sinsayon National High School
MARK JOSEPH DE LEON-Naggasican National High School
ROSEMARIE L. ALEJANDRO- Santiago City NHS
CATHERINE MARY C. CO- Santiago City NHS
MARY ANN B. CURIBANG- Santiago City NHS
LEAH DELA CRUZ- Santiago City NHS
ARCHEL T. PASCUAL- Santiago City NHS
Content Editors: LEILANIE P. DOMINIA, PhD., Education, EPS– SCIENCE
GRACE FERNANDEZ, Santiago South Central School
CONCHITA C. OBENA, Bannawag Elementary School
JOSEPH C. BAHINGAWAN, Santiago City NHS
MARIO JAMES S. DELA CRUZ, Santiago City NHS
SHAILA TANGLOD,
Illustrator: MARIO JAMES S. DELA CRUZ, Santiago City National High School
Layout Artists: MAY FLOR VIRAY, Santiago West Central School-SSES
EARL AARON O. VILLANOZA, Patul National High School
Focal Persons: LEILANIE P. DOMINIA, PhD., Education Program Supervisor– SCIENCE
MARIVEL G. MORALES, Division LRMDS Coordinator
ESTER GRAMAJE, Education Program Supervisor– SCIENCE, CLMD, DepEd R02
RIZALINO G. CARONAN, Education Program Supervisor–LRMDS, CLMD, DepEd R02
Practice Personal Hygiene at all times ii

TABLE OF CONTENTS
Competencies Page Number
Demonstrate how places on earth may be located using a 1-4

coordinate system. (S7ES-IVa-1)
Cite and explain ways of using Earth’s resources sustainably.

5-11
Discuss how energy from the Sun interacts with the layers of 12-17
the atmosphere (S7ES-IVd-5).
Account for the occurrence of land and sea breezes. (S7ES-

IVf-7) 18-22
Using models, relate:

1. the tilt of the Earth to the length of daytime; 23-37
2. the length of daytime to the amount of energy
received;
3. the position of the Earth in its orbit to the height of
the Sun in the sky;
4. the height of the Sun in the sky to the amount of
energy received;
5. the latitude of an area to the amount of energy
the area receives; and
6. tilt of the Earth and the seasons (S7ES-IVh-9)
Explain how solar and lunar eclipses occur using models. 38-43
Practice Personal Hygiene at all times iii

SCIENCE 7
Name of Learner:_____________________________ Grade Level :____________
Section:_____________________________________ Date: ___________

Locating Places On Earth
Background Information for Learners

Your street name and house number furnish your absolute location. Latitude and
longitude provide absolute location for a place on the globe. We can locate places on earth by
determining where lines on latitude and longitude cross.
Latitudinal lines and longitudinal lines make up a grid on the earth’s surface that allows
us to locate points. Latitudinal lines run around the earth and are parallel to the equator.
Longitudinal lines also called meridians are half circles that run from the north pole to the south
pole. They form imaginary grid over the earth’s surface. By knowing latitude and longitude’s
you can easily locate any place on earth but in order to locate a place, we need to know its exact
longitude and latitude the location is the place where these two lines intersect.`
When you put two coordinates together as a pair(X, Y), you can locate anything on earth.
Latitude and longitude form our coordinate system grid. Also you can express coordinates in
different ways. For example, you can use decimal degrees or degrees-minutes -seconds These
coordinates can be distinguished from one another by their distinct definitions.
Equator- It divides the earth into two halves, Northern Hemisphere and Southern Hemisphere.
Prime Meridian- It passes through the Greenwich, England.
Lines of Latitude- Is a measurement of distance North or South of the equator.
Lines of Longitude- Is the measurement East or West of prime meriadian.
International Date Line-Is an imaginary line on earth’s surface located at about 180 degrees
East or West of the Greenwhich Meridian.
• Each latitude and

longitude are 15° away from each other.
Latitude = N or S Longitude = E or W
1° = 70 miles = 60 min
• When writing a location’s latitude and longitude, always write latitude first.
Learning Competency and Code

Demonstrate how places on earth may be located using a coordinate system. (S7ES-Iva-1)
Practice Personal Hygiene at all times 1

ACTIVITY 1
KNOWING ME AND KNOWING YOU!
Directions: Read the following statements. Then, write if the following statements are True or
False. Correct the false ones if possible.
_______________1. You cannot see parallels or meridians.
_______________2. Geographical coordinates give us the exact location of a place.
_______________3. The Equator divides the earth into two hemisphere: East and West.
_______________4. There 360 parallels.
_______________5. The prime meridian crosses Washington.
_______________6. The latitude of the Equator is 90°.
_______________7. Lines of latitude is a measurement of distance North or South of the equator.
_______________8. Latitudinal lines and longitudinal lines make up a grid on the earth’s surface
that allows us to locate points.
_______________9. Lines of latitude Is the measurement East or West of prime meriadian.
_______________10. International Date line is an imaginary line on earth’s surface located
at about 180 degrees East or West of the Greenwhich Meridian.
ACTIVITY 2 FINDING LATITUDE OR LONGITUDE

Directions: Give the lines of latitude and longitude of the given letter as shown on the map
below.
1. A=________________________________________
2. B=________________________________________
3. C=________________________________________
4. D=________________________________________
5. E=________________________________________
6. F=________________________________________
7. G=________________________________________
8. H=________________________________________

9. I =________________________________________
10. J = ________________________________________
ACTIVITY 3
LET’S KEEP IN TOUCH!
Directions: Read the clues and fill in the missing letters.
1. You can borrow a book here. ___ ___ ___ rar___
2. You can buy your groceries here s ___ ___ er___ ___ rket
3. You can buy medicine here ph ___ ___ m ___ ___ y
4. You can study here ___ ___ h___ ___ l
5. You can see old things here ___ ___ s ___ um
6. You can see lots of animals here z___ ___
7. You can buy bread here ___ ___ ___ ery
8. You can keep your money here b___ n ___
9. You can see a doctor here cl ___ ___ ___ c
10. You can eat here r ___ ___ tau ___ ___ ___ t
11. You can exercise here ___ y ___
12. You can buy a postage stamp here p ___ ___ t ___ ff ___ c ___
13. You can get on a plane here. ___ ___ rp___ ___ t
14. You can buy a dog here. ___ ___ t s h ___ ___
15. You can play outside here. ___ ___ rk
Reflection
Direction: Complete the following statements.
I learned that _________________________________________________________________

____________________________________________________________________________
I enjoyed most on ____________________________________________________________
____________________________________________________________________________
I want to learn more on ______________________________________________________
____________________________________________________________________________
References
A. Books
Alvie Jay Asuncion et al Science 7 Learner’s Material, Pasig City, Philippines,
Published by the Department of Education
Jomar Aries T Laurente et al., (2015) Science for the 21st Century Learner 7
Makati City, Philippines, Diwa Learning System Inc.
Answer Key
equator.
TRUE 7. Lines of latitude is a measurement of distance North or South of the
TRUE 6. The latitude of the Equator is 90°.
FALSE, Greenwhich , England 5. The prime meridian crosses Washington.
TRUE 4. There 360 parallels.
FALSE-N&S 3. The Equator divides the earth into two hemispheres: East and West.
TRUE 2. Geographical coordinates give us the exact location of a place.
TRUE 1. You cannot see parallels or meridians.
True or False. Correct the false ones if possible.
Directions: Read the following statements. Then, write if the following statements are
ACTIVITY # 1 KNOWING ME AND KNOWING YOU!
4 Practice Personal Hygiene at all times
TRUE 8. Latitudinal lines and longitudinal lines make up a grid on the earth’s
surface that allows us to locate points.
FALSE, Longitude 9. Lines of latitude Is the measurement East or West of prime
meridian.
TRUE 10. International Date line is an imaginary line on earth’s surface located at
about 180 degrees East or West of the Greenwhich Meridian.
ACTIVITY # 2 FINDING LATITUDE OR LONGITUDE
Directions: Give the lines of latitude and longitude of the given letter as shown on the map
below.
A= 75°N, 90°W
B=60°N,120°W
C=30°S,0°
D=15°N,45°W
E=0°,150°W
F=60°S,150°W
G=30°S,0°
H=15°S,45°E
I =45°S,150°E
J = 150°N,30°E
ACTIVITY # 3 LET’S KEEP IN TOUCH!
Directions: Read the clues and fill in the missing letters.
You can borrow a book here. Library
You can buy your groceries here supermarket
You can buy medicine here pharmacy
You can study here school
You can see old things here museum
You can see lots of animals here zoo
You can buy bread here bakery
You can keep your money here bank
You can see a doctor here clinic
You can eat here restaurant
You can exercise here gym
You can buy a postage stamp here post office
You can get on a plane here. airport
You can buy a dog here. pet shop
You can play outside here. park
CONSUELO MICHELLE S. ECHURRE
Writer
SCIENCE 7
Name: _____________________________________ Grade Level: _________
Date: ______________________________________ Score:_______________
Energy resources is something that can produce electricity, heat, or move objects. There
are two types of natural resources on Earth. These are renewable s and nonrenewable resources.
Though these energies cannot run out in nature it does not mean that we will not use it wisely.
All of us must take accountability in protecting and conserving the natural resources.
Learning Competency with Code

Cite and explain ways of using Earth’s resources sustainably.
ACTIVITY 1
PROS AND CONS
Directions: A. Multiple Choice: Choose what renewable resources is being described in the
statements below. Write the letter of your answer.
Note: There are items where multiple answer is possible.
A. Wind energy C. Hydrothermal energy E. All of the above

B. Solar energy D. Geothermal energy
____ 1. Block a river flow ____ 7. Weather dependent

____ 2. It is clean and renewable ____ 8. Good domestic potentials
____ 3. No monthly electricity bills ____ 9. No fuel required to operate
____ 4. Emits sulfur dioxide and silica ____10. Construction and materials are
____ 5. A drought could potentially expensive
affect its function
____ 6. The turbine can be a threat to wildlife (e.g. birds, bats).
B. Choose which statements above are some of the “Pros” and “Cons” of renewable resources.
Write your answer in the table below.
Pros of Renewable Resources Cons of Renewable Resources

ACTIVITY 2
ENERGY UP OR DOWN
Directions: Encircle the thumbs up sign if the picture shows “Energy Savings” and thumbs
down if not. If it is not an energy savings, cite other ways on how to conserve energy in such
action or activity.
6.
1.
_______________________________ _________________________________
_______________________________ _________________________________
2. 7.
_______________________________
_________________________________
_______________________________ _________________________________
3. 8.
_______________________________
_________________________________
_______________________________ _________________________________

4. 9.
_______________________________ _________________________________
_______________________________ _________________________________
5. 10.
____________________________ _____________________________
____________________________ _____________________________
ACTIVITY 3
ENERGY SAVER
A. Directions: Fill in the boxes below. Then explain the given questions.
What is energy conservation?
Name two energy resources that are nonrenewable
Why is it important to conserve energy consumption?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
B. Refer
to the
items below. Give examples on what is being asked.

3 Things I can” Reuse” and 3 things Name 3 things that are “helpful” to
I can “ Recycle” to help conserve natural resources Earth and 3 things
natural resources are; that are “hurtful” to the Earth’s
natural
______________________________
resources______________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
ACTIVITY 4
ENERGY CONSERVATION
Materials/ Ways of energy conservation Materials/ Ways of energy

Equipment Equipment conservation
Ex. Turn off the TV and unplug
1. it completely when not in use. 6.
2. 7.
3.
8.
4.
9.

5.
10.
A. Directions: Name ways on how to conserve the energy consumption of the following
materials/equipment.
B. Directions: Suggest a solution to the following issues.

Problem Solution
1. Your little brother throw leftover foods I would
in
the trash bin..
2. You saw an open faucet wasting water in I would
the
bathroom.
3. Many sheets of paper with the back in I would
blank
are thrown in the trash bin.
4. Your friend throw plastics in the river? I would
5. A lot of plastic bottles and tin cans are I would

being
piled up in the garage.
6. You saw your neighbor hurting an I would
animal
7. Your brother is playing Mobile Legend I would
in
his cellphone while watching TV.
8. You saw your father fuel the car in the I would
gasoline station at 12 noon.
9. Your sister keep charged cellphone and I would
laptop plugged - in
10. Your classmates leave fans on an empty I would
classroom.
Reflection:
I learned that _________________________________________________________________

____________________________________________________________________________
I enjoyed most on _____________________________________________________________
____________________________________________________________________________

I want to learn more on _________________________________________________________
____________________________________________________________________________
References:
Internet Resources
https://energized.edison.com/stories/easy-ways-to-save-energy-while-cooking
https://greentumble.com/10-examples-of-renewable-and-non-renewable-resources/
https://www.budgetdumpster.com/blog/world-nature-conservation-day/
https://www.eslprintables.com/vocabulary_worksheets/environment_and_nature/natural_resour
ces/Conservation_of_Natural_Resour_914628/
https://www.melbournewater.com.au/water-data-and-education/education-resources/browse-
resources-year-level/using-and-saving-water
https://www.onegreenplanet.org/lifestyle/home-items-you-can-reuse-over-and-over-again/
https://www.srpnet.com/energy/advice/energyWastingHabits.aspx
Answers Key:
B.
10. E C
9. E D
8. B B
7. A E
6. A C
A.
ACTIVITY 1

Writer
ROSEMARIE L. ALEJANDRO
9. Inspect door seals, do not place the refrigerator near direct sunlight or stove
10.Sort out the laundry before plugging the flat iron, hang clothes and fold them correctly to
avoid ironing of clothes, iron more clothes at once if possible.
B. Students answers may vary
I would tell my brother not to throw leftover food instead put it in a refrigerator to avoid
waste of food. Leftovers can be recooked into a new dish.
I would close the faucet.
I would recycle or reuse the paper.
I would tell my friend not to throw garbage in the river because it may contribute to water
pollution. I would advise him to observe proper disposal and segregation of waste.
I would reuse or recycle these materials or sell it to junk shop.
I would tell my neighbor not to hurt animals or else I will report him to proper authority.
I would turn off the TV and tell my brother not to use multiple devices at the same time to
conserve energy consumption.
I would tell him that the best time to load fuel is during early morning or late afternoon to
avoid large amount of fuel waste due to evaporation.
I would tell her to unplug charged gadgets because it still uses a bit of power
I would turn off the fan and report the incident to our adviser, so that it will not happen
again in the future because it’s a waste of electricity.
SCIENCE 7
Name of Learner: ________________________________ Grade Level: _____
Section: _________________________________________ Date: ____________

Solar Energy and The Atmosphere
The Sun is the main source of energy here on earth. Almost all activities we do on the
surface are powered by the sun’s energy. This energy, however, can also be harmful to living
organisms inhabiting the earth especially when there is no way to protect us from it. Luckily, the
earth is composed of different spheres within and outside its surface. The atmosphere is one
among the spheres which composed of different mixtures of gases. This layer serves as our
protection from the intense heat and light coming from the sun. Moreover, this also helps living
organisms on earth particularly plants and other microorganisms with chlorophyll which aids for
the process of photosynthesis to occur.
On the other hand, the atmosphere also gives birth to different atmospheric patterns from
non-devastating cloud formation to devastating super typhoons and many others. This
phenomena account for its interaction with the sun’s heat and light energy and some activities of
humans here on earth. This sphere also consists of different layers with varying properties and
composition.

Discuss how energy from the Sun interacts with the layers of the atmosphere (S7ES-IVd-5).
ACTIVITY 1
ATMOSPHERIC WORD SEARCH
Directions: Search and encircle the word/s related to the layers of the atmosphere. The answers
may be found horizontally (upward/downward), vertically (to the right/left) or diagonally. There
are nine (9) words included in this activity.

ACTIVITY 2
LAYERS OF THE ATMOSPHERE
Directions: Identify the layers of the atmosphere by choosing from the options given inside the
box below. Write your answer inside the box provided within the figure and answer the questions
that follow regarding the figure/graph.
Stratosphere Mesopause Stratopause Exosphere

Troposphere Tropopause Mesosphere Thermosphere
K
i
l
o
m 2.
e
t
e
r
s 3.
4.
5.
6.
7.
8.
1. What are the five (5) major layers of the atmosphere?
_____________________________________________________________________
2. In which layer is temperature increasing with increasing altitude?
_____________________________________________________________________
3. In which layer is temperature decreasing with increasing altitude?
_____________________________________________________________________
4. What happens with the temperature as the height increases in the following layers?
a. Troposphere - ___________________________________________________
b. Stratosphere - ___________________________________________________
c. Mesosphere - ___________________________________________________
d. Thermosphere - __________________________________________________
e. Exosphere - _____________________________________________________
5. From the graph, can you generalize that the higher the layer of the atmosphere (that is
closer to the Sun), the hotter the temperature? Why or why not?
______________________________________________________________________
____________________________________________________________________
ACTIVITY 3
THE GREENHOUSE EFFECT
Directions: Study the picture of a greenhouse (Figure A) and the earth’s atmosphere (Figure B)
below. Compare their functions by answering the questions that follow.
Solar energy
Earth’s Atmosphere
Glass/Plastic
Earth’s Surface
Figure A Figure B
Figure A
https://www.af.mil/News/ArticleDisplay/Article/134864/a https://pixabay.com/vectors/greenhouse-effect-ecology-
irmen-help-local-school-rebuild-greenhouse/ scheme-146552/
Refer to Figure B:
1. What energy enters the earth’s atmosphere as shown from the illustration?
__________________________________________________________________
2. What happens with the energy that entered the earth’s atmosphere and to the
surface?
__________________________________________________________________
__________________________________________________________________

3. Where will most of the energy go after it is reflected from the earth’s surface?
__________________________________________________________________
__________________________________________________________________
4. Which is responsible for absorbing the energy coming from the sun that is retained in
the earth’s atmosphere?
__________________________________________________________________
Refer to Figures A and B:
1. Is the glass/plastic in the greenhouse has similar function with the trace gases in the
atmosphere? Explain your answer.
___________________________________________________________________
___________________________________________________________________
________________________________________________________________
2. The “greenhouse effect” is a natural process that warms the earth. Is it good for the
earth to be receiving heat or warmth from the Sun? Explain your answer.
___________________________________________________________________
___________________________________________________________________
________________________________________________________________
ACTIVITY 4
THE GREENHOUSE GASES
Directions: Study and analyze the graph below showing the global carbon dioxide emissions
and temperature changes from 1960 to 2010. Answer the questions that follow.
https://spartanspeaks.com/12052/news/climate-change-affecting-autumnal-
migrations/#modal-photo
1. What variable is placed in the x-axis of the graph?

__________________________________________________________________
2. What variable is placed in the y-axis?
__________________________________________________________________
3. What is the trend in the global carbon dioxide emissions? Temperature changes?
__________________________________________________________________
__________________________________________________________________
4. How is global carbon dioxide emissions related to the global temperature changes?

__________________________________________________________________
__________________________________________________________________
5. What is the implication of the relationship of the two variables when people
continuously produce carbon dioxide in doing different activities on earth?
__________________________________________________________________
__________________________________________________________________
Reflection
Direction: Complete the following statement.
I learned that _______________________________________________________________

___________________________________________________________________________
I enjoyed most on ____________________________________________________________
___________________________________________________________________________
I want to learn more on __________________________________________________________
____________________________________________________________________________
References
Acosta, H. et al. (2015). Grade 7 Science Learner’s Manual. (1st Edition). Meralco Avenue,
Pasig City, Philippines: Department of Education.
Martinez, J. (2007). The Atmosphere. Namayan, Mandaluyong City: Merryland Publishing

Corporation.
Thompson, G. and Turk, J. (2005). Earth Science and The Environment. (3rd Edition). Toronto,
Ontario, Canada: Thomson Learning, Inc.
https://www.af.mil/News/Article-Display/Article/134864/airmen-help-local-school-rebuild-
greenhouse/
https://pixabay.com/vectors/greenhouse-effect-ecology-scheme-146552/
https://spartanspeaks.com/12052/news/climate-change-affecting-autumnal-migrations/#modal-
photo

ACTIVITY 1: ATMOSPHERIC WORD SEARCH
ACTIVITY 2: THE LAYERS OF THE ATMOSPHERE
a. In the illustration
1. Exosphere 5. Stratopause
2. Thermosphere 6. Stratosphere
3. Mesopause 7. Tropopause
4. Mesosphere 8. Troposphere
b. Below the illustration
1. Exosphere, Thermosphere, Mesosphere, Stratosphere, Troposphere
2. Stratosphere, Thermosphere, Exosphere
3. Troposphere, Mesosphere
Answers Key
Writer
ARCHEL T. PASCUAL
4. a. decreases
b. increases
c. decreases
d. increases
e. increases
5. No, the temperature trend is different in every layer of the atmosphere. This is
due to the differences in gas composition for each layer.
ACTIVITY 3: THE GREENHOUSE EFFECT
For Figure B:
Solar/Heat/Light Energy
Some components of the solar energy will be absorbed in specific layers
of the atmosphere and most of it will be reflected from the earth’s surface.
Most of the energy will go back to the atmosphere and some will escape
to space.
The greenhouse gases specifically carbon dioxide is responsible for
absorbing the energy coming from the sun that is retained in the earth’s
atmosphere.
For Figures A and B
Yes, the glass/plastic in the greenhouse has a similar function with the
trace gases in the atmosphere of trapping heat in the atmosphere or in the
greenhouse.
Yes, living organisms need solar energy in order to perform several life
processes. Most importantly, the process of photosynthesis by plants and other
living organisms which have chlorophyll which provide food to many other
organisms including humans.
ACTIVITY 4: THE GREENHOUSE GASES
The year from 1960 to 2010 is placed in the X-axis.
The carbon dioxide (CO2) emissions (metric tons/capita) and the
temperature changes (oC) are in the Y-axis.
The trend in the global CO2 emissions is increasing. The temperature
change trend is also increasing.
The global CO2 emissions is directly related or proportional to the global
temperature changes. This means that as the global CO 2 emissions increase, the
SCIENCE 7
Name of Learners: ______________________________ Grade Level: ________________
Section:_______________________________________ Date:__________________

Land and Sea Breezes

BREEZES
Land breeze, a local wind system characterized by a flow from land to water late at
night. Land breezes alternate with sea breezes along coastlines adjacent to large bodies of water.
Both are induced by differences that occur between the heating or cooling of the water surface
and the adjacent land surface. The land breeze is typically shallower than the sea breeze since
the cooling of the atmosphere over land is confined to a shallower layer at night than the heating
of the air during the day.
Sea breeze, a local wind system characterized by a flow from sea to land during the day.
Sea breezes alternate with land breezes along the coastal regions of oceans or large lakes in the
absence of a strong large-scale wind system during periods of strong daytime heating or
nighttime cooling.
NORTHEAST MONSOON (AMIHAN)
Amihan is the Filipino term of Northeast monsoon, which is a cool and dry northeast
wind coming from Siberia and China and blows down to Southeast Asia. This season is
characterized with slight to moderate rainfall and a prevailing cold wind that affects east of the
Philippines. The monsoon commonly occurs from October to late March, although occurrence
may vary every year.
SOUTHWEST MONSOON (HABAGAT)
Habagat, on the other hand, is the southwest wind characterized by frequent heavy
rainfall and humid weather. During Southwest monsoon or hanging Habagat, the high-pressure
area is at the Australian continent, and the low-pressure area is at North China, Mongolia, and
Siberia. The gusty winds from the west and excessive rainfall often turn to dangerous typhoons.
Occurs during the months of June to October each year.

Account for the occurrence of land and sea breezes. (S7ES-IVf-7)

ACTIVITY 1
FILL ME!
Directions: Use the picture below and description of what is happening at various times. Fill in
the blanks to complete the statement about sea and land breezes. Choose your answers on the
boxes. You can use the words as many times as you can.
HIGH LOW EVENLY EQUAL FLOWS SUN

HOTTER HOT COLDER OCEAN LAND COLD
WARMER
Wind flows from _________ pressure to ___________ pressure.

Pressure differences occur when earth’s surface heated __________ by the sun.
TIME 8:00 AM
Land Temperature _________ Ocean Temperature __________
At 8 AM, the land and sea temperature are _________. Heat is equal, so no air ________

TIME 12:00 Noon
Sea Breeze
During the day, when the ____ comes up. The land gets _______ than the ocean. The air
above the land gets _____ too and is less dense, so it rises. Meanwhile, the air over the ocean is
_______/ more dense and falls. The falling dense air creates ______ pressure over the ocean and
the rising thin air creates ______ pressure over the land. A “sea breeze” develops from the
______ to the _______.
TIME 6:00 PM

At 6:00 PM, the land and sea temperature are ________. Heat is equal, so no air _______.
TIME 3:00 AM
Land Breeze
During the night, when the ______ is down. The land gets _______ than the Ocean. The
air above the land gets _____ too and is less dense, so it sinks. Meanwhile, the air over the ocean
is _______/ less dense and rises. The sinking dense air creates ______ pressure over the ______
& the rising air creates ______ pressure over the______. A “land breeze” develops from the
______ to the _______.

ACTIVITY 2
DRAWING SEA BREEZE AND LAND BREEZE
Directions: Below are two pictures representing land and sea. Draw what needs to happen for
the wind to blow onto the land during the day in picture 1, and draw what needs to happen in
order to have the wind blow out to sea in picture 2. Use blue arrows (cool air) and red arrows
(warm air) to show the convection currents.
Place labels to identify where in the process’s radiation, convection
and conduction occur.
Picture 1 (Day time)
During the day

Explanation:
____________________________________________________________________________
____________________________________________________________________________
_________________________________________________________________________
___________________________________________________________________________
Picture 2 (Night time)
During the Night

Explanation:
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
_______________________________________________________________________

Reflection
I learned that _________________________________________________________________

____________________________________________________________________________
I enjoyed most on _____________________________________________________________
____________________________________________________________________________
I want to learn more on _________________________________________________________
____________________________________________________________________________
References
Online Materials:
https://agendaweb.org/vocabulary/weather-worksheets-resources.html
https://www.elcivics.com/worksheets/weather-match.pdf
https://www.researchgate.net/figure/Land-breeze-and-sea-breeze-from-Garrison-
1993-fig-813_fig7_312317198
https://www.softschools.com/language_arts/reading_comprehension/science/14/atmos
phere_and_air_temperature/
https://www.teachengineering.org/content/utpa_/activities/utpa_breezy/utpa_breezy_a
ctivity1_worksheetas_v4_tedl_dwc.pdf

ACTIVITY 1
Wind Flows From _____HIGH_____ pressure to _____LOW______ pressure.
Pressure differences occur when earth’s surface heated ____UNEVENLY_____ by the sun.
At 8 AM, the land and sea temp. are ____EQUAL_____. Heat is Equal, so no air
_____FLOWS____
During the day, when the __SUN__ comes up. The land gets __HOTTER_____ than the
Ocean. The air above the land gets __HOT___ too and is less dense, so it rises. Meanwhile,
the air over the ocean is ___COLDER____/more dense and falls. The falling dense air creates
__HIGH____ pressure over the ocean & the rising thin air creates __LOW____ pressure over
the land. A “sea breeze” develops from the __OCEAN____ to the __LAND_____.
At 6 PM, the land and sea temp. are ___EQUAL_____. Heat is equal, so no air
___FLOW____ Writer
MARK JOSEPH DE LEON
During the night, when the ___SUN___ is down. The land gets __COLDER_____ than the
Ocean. The air above the land gets __COLD___ too and is less dense, so it sinks. Meanwhile,
the air over the ocean is ___WARMER____/less dense and rises. The sinking dense air
creates __HIGH____ pressure over the ___LAND___ & the rising air creates __LOW____
pressure over the__OCEAN____. A “land breeze” develops from the __LAND____ to the
___OCEAN____.
ACTIVITY 2
PICTURE 1
Radiation comes from the sun and heats the land (as well as the surface of the water really,
but not as much).
Conduction heats the air just above the surface of the land (from the heated land).
Convection is the process in which this warmer air rises, causing the cooler air over the water
to take its place.
PICTURE 2
No radiation (or much less) from the sun, so the surface of the land cools faster than the
surface of the water.
Conduction from the warmer water surface still heats the air directly above it.
Convection causes this warmer air to rise, causing the cooler air over the land to take its place.
Answers Key
SCIENCE 7
Name of Learner: ____________________________ Grade Level: ___________
Section: ___________________________________ Score: ________________

Seasons and Positions of Sun in the Sky
As the sun rises at the east and sets at the west, the Earth rotates on its axis just like every
other planet in the solar system. Earth’s axis is the imaginary line that runs from North Pole to
South Pole.
EARTH’S
AXIS 23.40
NORTH
EQUATOR
SOUTH
The Earth rotates on its axis every 23 hours, 56 minutes and 4 seconds which is known
as sidereal day. It is the amount of time the Earth rotates once on its axis with respect to the stars.
The amount of time the Sun return to its same position in the sky is referred to as solar
day. An extra 4 minutes is needed for the Sun to be same position the next day giving it exactly
24 hours. Thus, solar day is longer than sidereal day by 4 minutes.
Earth is about 150 million (93 million miles away) from the Sun. It takes 365.25 days for
the Earth to complete one revolution with an orbital velocity of 18.5 miles per second. Thus, it
takes eight minutes for the light coming from the Sun to reach the Earth.

EARTH’S AXIS 23.40
NORTH
SUN’S RAYS
LARGE
AREA
EQUATOR
SUN’S RAYS
SMALL
AREA
SOUTH
Different parts of the Earth received different amount of sunlight. At, the equator where
the Sun’s rays strikes directly, the amount of sunlight focuses on a small area. At the poles where
the Sun’s rays strikes at an angle, the amount of light spreads out over a large area.
A tiny fraction (1/2,000,000,000) of the Sun’s radiation enters the Earth’s atmosphere.
The rate at which solar energy is received outside Earth’s atmosphere on a flat surface placed
perpendicular to the Sun’s rays, and at the average distance of Earth from the Sun, is referred to
as solar constant. The value of the solar constant is about 2 calories per square centimeter per
minute (1370 Watts per square meter).
The amount of solar radiation or the amount of energy from the Sun is affected by
latitudes. The equator and places near equator (places at lower latitues)receives most of its
radiation. The poles and places away from the equator (places at higher latitudes) receive least
of the solar radiation.
In the absence of atmospheric effects, sunlight is most intense at the place on Earth where
the Sun is directly overhead, that is, at the zenith for that location. As the Sun’s position in the
sky lowers, the sunlight received on horizontal surfaces decreases.
The Sun’s path is highest in the sky on the equinoxes and lowest on the solstices.There
are only two times of the year when the Earth's axis is tilted neither toward nor away from the
sun, resulting in a "nearly" equal amount of daylight and darkness at all latitudes. These events
are referred to as equinoxes.
The word equinox is derived from two Latin words - aequus (equal) and nox (night). At
the equator, the sun is directly overhead at noon on these two equinoxes. The "nearly" equal
hours of day and night is due to refraction of sunlight or a bending of the light's rays that causes

the sun to appear above the horizon when the actual position of the sun is below the
horizon. Moreover, the days become a little longer at the higher latitudes (those at a distance
from the equator) because it takes the sun longer to rise and set.
The summer solstice occurs at the moment the earth's tilt toward from the sun is at a
maximum. Therefore, on the day of the summer solstice, the sun appears at its highest elevation
with a noontime position that changes very little for several days before and after the summer
solstice. The winter solstice marks the shortest day and longest night of the year.
The height of the sun which is also known as the solar altitude varies as the earth orbits
around the sun and as to where you live. The sun reaches its maximum around noon time. On
the equinox and for several days before and after the equinox, the length of day will range from
about 12 hours and six and one-half minutes at the equator, to 12 hours and 8 minutes at 30
degrees latitude, to 12 hours and 16 minutes at 60 degrees latitude.
On the day of the summer solstice, the sun appears at its highest elevation with a
noontime position that changes very little for several days before and after the summer solstice.
North
Equator
Spring
Equinox
March 21 or
South
March 22
North North
Equator Equator
Winter
Summer
Solstice Solstice
South June 21 or December 21or

South
December 22
June 22
North
Equator
Autumn
Equinox
September 21 or
South
September 22
There are four events that mark the passing stages of the sun: Summer Solstice, Winter
Solstice, Spring (Vernal) Equinox and Autumn Equinox.

The two solstices happen June 20 or 21 and December 21 or 22. These are the days when
the sun’s path in the sky is the farthest north or south from the Equator. A hemisphere’s winter
solstice is the shortest day of the year and the summer solstice the year’s longest.
In the Northern Hemisphere the June solstice marks the start of summer: this is when the
North Pole is tilted closest to the sun, and the sun’s rays are directly overhead at the Tropic of
Cancer.
The December solstice marks the start of winter when the South Pole is tilted closest to
the sun, and the sun’s rays are directly overhead the Tropic of Capricorn.
The equinoxes happen around March 21 and September 23. These are the days when the sun is
exactly above the Equator, which makes day and night of equal length.

Using models, relate:
1. the tilt of the Earth to the length of daytime;
2. the length of daytime to the amount of energy received;
3. the position of the Earth in its orbit to the height of the Sun in the sky;
4. the height of the Sun in the sky to the amount of energy received;
5. the latitude of an area to the amount of energy the area receives; and
6. tilt of the Earth and the seasons. (S7ES-IVh-9)
ACTIVITY 1
WHY IS THE EARTH TILTED?
Directions: The activity allows to describe the Giant Impact Theory from excerpts of articles
which explains why the earth is tilted.
Read the articles and answer the following questions on a separate sheet.
Below is a brief of Giant Impact Hypothesis which an online space and astronomy news called
Universe Today posted last July 18, 2020 entitled, “The Moon Might Have Formed A Little
Later than Originally Believed’.
According to the Giant Impact Hypothesis, the Moon formed when a Mars-sized object
(named Theia) collided with Earth billion years ago, at a time when the Earth was still a
ball of magma. This event not only led to the Earth-Moon system we recognize today, it is
also believed to have led to the differentiation of the Earth’s core region into a molten
Outer Core and a solid Inner Core.
Another article written by Jeremy Deaton posted on last June 19, 2019 entitled, “Summer
is about here. For that you can thank a 4-billion-year-old rock” had the explanation of Doug
Hamilton, an astronomy professor at the University of Maryland on Earth’s tilt and seasons.

The process of forming planets has a bunch of stages, and the last stage is what’s called
the ‘giant impact’ phase,” said Doug Hamilton, a professor of astronomy at the University
of Maryland. “That’s when the planets are pretty big, and there’s a lot of them, and you
actually have planets running into one another.”
Scientists estimate that Earth suffered around 10 of these giant collisions. Each altered
the tilt of the Earth by knocking it one direction or the other. In the last of these encounters,
a rocky orb roughly the size of Mars smashed into the Earth. Upon impact, Hamilton said,
it would have been traveling more than 10 kilometers per second, fast enough “that it
would have melted everything. So immediately after the impact, you have a molten Earth
that’s rapidly cooling.”
Hamilton said that scientists may spar over the details of the collision, but they broadly
agree on what happened next. The Mars-sized planet hit the Earth at such an angle and
with such force that it sent pieces of both celestial bodies flying into space. That debris
settled into orbit around the Earth and eventually coalesced into the moon.
This impact was the last to alter the tilt of the Earth. Today, instead of rotating upright,
the Earth’s axis is tilted 23.5 degrees. The angle varies a little over time, but the
gravitational pull of the moon prevents it from shifting by more than a degree or so. This
tilt is what gives us seasons.
GUIDE QUESTIONS:
1. What is the main topic of the two articles all about?

______________________________________________________________________
____________________________________________________________________
2. Describe the Giant Impact Hypothesis.

______________________________________________________________________
______________________________________________________________________
___________________________________________________________________
3. Explain the formation of the moon from the Theia (Mar sized object) impact.
______________________________________________________________________
______________________________________________________________________
___________________________________________________________________
4. Explain the alteration of the tilt of the Earth’s axis?

______________________________________________________________________
______________________________________________________________________
___________________________________________________________________
5. Describe the tilt of the Earth’s axis.

______________________________________________________________________
______________________________________________________________________
___________________________________________________________________

ACTIVITY 2
DAY AND NIGHT (PART 1)
Directions: Study the illustrations below to fill in the blanks on the length of day and night.
EARTH’S AXIS 00
NORTH
AB
EQUATOR
C D
SOUTH Figure 1. The Earth rotates on its axis at 00
If the Earth rotates on an upright position,
❖ it is at 1_____ degrees.
❖ the side facing the sun experiences 2 ________time.
❖ the side away from the experiences 3 ________time.
❖ places located at the northern hemisphere (above the equator) are 4_____ and 5_____.
❖ places located at the southern hemisphere (below the equator are 6_____ and 7_____.
❖ At the northern hemisphere, place 8___ experiences daytime while place 9_____
experiences nighttime.
❖ At the southern hemisphere, place 10___ experiences daytime while place 11_____
experiences nighttime.
❖ Hence, the earth experiences 12 ________ length of day and night.
ACTIVITY 3
Directions: Study the illustrations below to fill in the blanks on the length of day and night in
the given condition.
EARTH’S AXIS 23.40
NORTH
EQUATOR A B
C D
SOUTH

Figure 2. The Earth rotates on its axis at 23.40
If the Earth rotates on an inclined position,
❖ it is at 1_____ degrees.
❖ the side facing the sun experiences 2 ________time.
❖ the side away from the experiences 3 ________time.
❖ the 4________ pole is tilted towards the sun while the 5________ pole is tilted away
from the sun.
❖ the earth experiences 6________ length of day and night.
❖ At the northern hemisphere, place 7___ and some areas in located in place 8___
experiences longer 9_______.while the remaining areas in place A experience shorter 10
________.
❖ At the southern hemisphere, place 11___ and some areas in located in place 12___
experiences shorter13_______while the remaining areas in located in place D experience
longer14 _______.
ACTIVITY 4
LENGTH OF DAYTIME AND THE AMOUNT OF ENERGY RECEIVED
FROM THE SUN
Directions: Study the illustrations below to fill in the blanks on the length of daytime and the
amount of energy from the Sun in the given condition.
SURFACE

FILL IN THE BLANKS:
1. The flashlight represents __________.
2. The light from the flashlight represents __________.
3. The position of the flashlight represents the __________.
4. The light from the flashlight strikes on a flat __________.
5. The flashlight is positioned at different __________.
6. At angles ________, no amount of light strikes the surface.
7. At angles ________, an amount of light strikes a small surface.
8. At angles ________, an amount of light strikes a large surface.
9. At angle ________, an amount of light strikes directly the surface.
10. It is 12 noon at angle __________.
11. It is 6 am at angle __________.
12. It is 10 am at angle __________.
13. It is 4 pm at angle __________.
14. It is 6 pm at angle __________.
15. The amount of light received on a flat surface at its highest intensity (most amount light
received) is at angle ________ when it is directly overhead.
ACTIVITY 5
LATITUDE AND AMOUND OF ENERGY RECEIVED FROM THE SUN
A. Directions: Read carefully the paragraph below and answer the questions that follow.
Many factors influence the climate of a region. The most important factor is latitude
because different latitudes receive different amounts of solar radiation.The average amount of
incoming solar radiation decreases from the equator to the poles. The sun’s rays strike Earth’s
surface most directly at the equator. This focuses the rays on a small area. Because the rays hit
more directly, the area is heated more causing warmer temperatures. At higher latitudes, the
angle of solar radiation is smaller, causing energy to be spread over a larger area of the surface
and cooler temperatures. Because the angle of radiation varies depending on the latitude, surface
temperatures on average are warmer at lower latitudes and cooler at higher latitudes The more
focused the rays are, the more energy an area receives and the warmer it is; the less focused the
rays are, the less energy an area receives and the cooler it is.
The lowest latitudes get the most energy from the sun. The highest latitudes get the least.

Guide Questions:
1. What does latitude mean to the heating of the earth?
___________________________________________________________________
___________________________________________________________________
________________________________________________________________
2. Why does less solar radiation reach the poles?
___________________________________________________________________
___________________________________________________________________
________________________________________________________________
3. Explain why the Philippines and other countries which are located near the equator
experience warmer temperatures than the polar regions.
___________________________________________________________________
___________________________________________________________________
________________________________________________________________
B. TRUE OR FALSE: Write T if the statement is true and F if the statement is false.
________1. Earth’s axis points in the same direction all year round.
________2. Summer occurs in the hemisphere where sunlight hits it less directly.
________3. We have seasons because the Earth is tilted on its axis (23.5 0).
________4. Areas in lower latitudes receive less sunlight than in higher latitudes.
________5. A lot of solar energy that reaches the Earth hits the equator.
ACTIVITY 6
LENGTH OF DAYTIME, THE HEIGHT OF THE SUN AND THE
POSITION OF THE EARTH IN ITS ORBIT
Directions: The earth rotates revolves around the sun in a counterclockwise direction and in the
same matter as it rotates on its axis. Study the illustration and table of the length of day and the
height of the sun in Manila, Philippines. Then answer the following questions below.
North
Spring
Equator Equinox
March 21
or March
South
22
North North
Summer Equator
Equator
Solstice
Winter
June 21
Solstice
South or June South
22 December
21or
December
North 22
Equator
Autumn
Equinox
September 21 or September 22 South

The data below is from https://www.timeanddate.com/sun/philippines/manila. The clock format
used is 24-hour format. The solar altitude is:
TABLE A.
DATE SUNRISE SUNSET LENGTH OF NOON SOLAR
DAY TIME ALTITUDE
07/19/2020 5:27 18:27 12:59:25 11:57 81.20
07/20/2020 5:27 18:27 12:59:26 11:57 81.20
07/21/2020 5:28 18:27 12:59:26 11:57 81.20
07/22/2020 5:28 18:27 12:59:26 11:58 81.20
TABLE B.
DAY TIME ALTITUDE
09/19/2020 5:44 18:54 12:09:26 11:49 76.70
09/20/2020 5:44 18:53 12:08:37 11:49 76.30
09/21/2020 5:44 18:53 12:07:49 11:49 76.00
09/22/2020 5:45 18:52 12:07:00 11:48 75.60
TABLE C.
DAY TIME ALTITUDE
12/19/2020 6:15 17:31 11:16:00 11:53 52.00
12/20/2020 5:15 17:31 11:15:58 11:53 52.00
12/21/2020 6:16 17:32 11:15:57 11:54 52.00
12/22/2020 6:16 17:32 11:15:58 11:54 52.00
TABLE D.
DAY TIME ALTITUDE
03/19/2020 6:00 18;06 12:05:54 12:03 75.00
03/20/2020 6:00 18;06 12:06:44 12:03 75.40
03/21/2020 5:59 18:07 12:07:33 12:03 75.80
03/22/2020 5:58 18:07 12:08:22 12:02 76.20
GUIDE QUESTIONS:
1. Give the seasons indicated on the illustration and as shown in the table given.
Table A: _________________________ Table C: _________________________
Table B: _________________________ Table D: __________________________
2. Which table indicates longest length of day?

_________________________________________________________________________
3. Which table indicates shortest length of day?
_________________________________________________________________________
4. Which table indicates almost equal length of day?
_________________________________________________________________________
5. Which table or season indicates same solar altitudes?
_________________________________________________________________________
6. Which table or season indicates 75.00 and above solar altitudes?
_________________________________________________________________________
7. When do we experience the longest length of day (give the exact date)?
_________________________________________________________________________
8. When do we experience the shortest length of day (give the exact date)?
_________________________________________________________________________
ACTIVITY 7
FOUR SEASONS (PART 1)
Direction: Study the illustrations below to fill in the blanks on the tilt of the Earth’s axis and
different type of seasons.
North Spring
Equinox
Equator
March 21
South Winter
Solstice
December 21
North Summer North
Equator Solstice
Equator
June 21
South South
North Autumn
Equator Equinox
September 21
South

SEASON / LENGTH OF NORTHERN SOUTHERN
DAY and NIGHT HEMISPHERE HEMISPHERE
>At June 21 Summer Winter
Tilt of Axis Towards the Sun Away from the Sun
Length of Day Longer Shorter
Length of Night Shorter Longer
>At September 21 1____________ 3___________
Tilt of the Axis Neither tilted toward the sun
2_____________ nor tilted away from the sun
Length of Day Equal 4____________
Length of Night 5____________ Equal
>At December 21 6____________ 10____________
Tilt of Axis 7____________ 11____________
Length of Day 8____________ 12____________
Length of Night 9____________ 13____________
>At March 21 14____________ 17____________
Tilt of Axis 15____________ 18____________
Length of Day 16____________ 19____________
Length of Night Equal 20____________
ACTIVITY 8
Directions: Study the
diagram below and answer the
questions that follow.
D
A C
1. At position A, which hemisphere will receive more sunlight?

A. northern hemisphere C. equator

B. southern hemisphere D. all of the above
2. At position C, which hemisphere would experience winter season?

A. northern hemisphere C. equator
B. southern hemisphere D. all of the above
3. At position A, which hemisphere would experience cooler temperatures?
A. northern hemisphere
B. southern hemisphere
C. both hemispheres will have the same temperature
D. none of the above
4. What effect does the tilting of the earth have?
A. When the earth is tilted away from the sun, we have day.
B. When the earth is tilted away from the sun, we have night.
C. It changes the angle that the sun strikes the earth in different land areas.
D. It causes the earth to be farther away from the sun at different times of the year.
5. When it is summer in the southern hemisphere, which of the following position best
describes the tilting of the earth in the northern hemisphere?
A. towards the sun B. towards or away from the sun
B. way from the sun D. neither toward or away from the moon
Reflection
I learned that _________________________________________________________________

____________________________________________________________________________
I enjoyed most on _____________________________________________________________
____________________________________________________________________________
]I want to learn more on ________________________________________________________
____________________________________________________________________________
References
A. Books
Conceptual Science and Beyond.2013. Nadora, Anna Cristina G. , Pineda, Roldan P.,
Cerna Rainier I. And Villanueva, Francis Jasson Z. Brilliant Creations Publishing Inc.,
Novaliches, Quezon City.
B. Websites
https://www.universetoday.com/47176/earths-axis/
https://www.timeanddate.com/astronomy/axial-tilt-obliquity.html
https://www.universetoday.com/tag/giant-impact-theory/
https://www.washingtonpost.com/weather/2019/06/20/summer-is-about-here-that-you-
can-thank-billion-year-old-rock/
https://spaceplace.nasa.gov/review/dr-marc-earth/earth-rotation.html
https://www.universetoday.com/14382/10-interesting-facts-about-planet-earth/

https://www.natgeokids.com/au/discover/science/space/facts-about-the-earth/
https://www.nationalgeographic.com/science/space/solar-system/earth/
https://faculty.virginia.edu/skrutskie/ASTR1210/notes/sidday.html
https://courses.lumenlearning.com/suny-geophysical/chapter/energy-from-the-sun/
https://www.ametsoc.org/ams/index.cfm/education-careers/education-program/k-12-
teachers/project-atmosphere/training-opportunities/project-atmosphere-peer-led-
training/project-atmosphere-peer-training-resources/sunlight-seasons-module/
https://www.uen.org/core/science/sciber/sciber9/stand-3/1cb.shtml
https://sealevel.jpl.nasa.gov/education/classactivities/onlinetutorial/tutorial1/energydiff/
http://www.ces.fau.edu/nasa/module-3/why-does-temperature-vary/angle-of-the-
sun.php
https://www.uen.org/core/science/sciber/sciber9/stand-3/1cb.shtml
https://sealevel.jpl.nasa.gov/education/classactivities/onlinetutorial/tutorial1/energydiff/
http://www.ces.fau.edu/nasa/module-3/why-does-temperature-vary/angle-of-the-
sun.php
https://www.ck12.org/earth-science/latitude/lesson/Effect-of-Latitude-on-Climate-HS-
ES/
https://study.com/academy/lesson/solar-energy-effects-on-earths-temperature.html
https://www.windows2universe.org/earth/climate/cli_latitude.html
Answers Key
satellite the Moon.
debris settled into the orbit of the Earth and formed into its lone
angle and with such force sent both celestial bodies into space. The
14. night (s) or nighttime equal or the same
The Mar sized object (known as 12.
13. day (s) or daytime
Theia) hit the Earth at such an
11. C
12. C 10. D
theDmoon and the alteration of the tilt
11. of the Earth’s axis.
9. A
of 10. nightand
Earth (s) or last impact (known as8.Theia)
thenighttime B cause the formation
(s) orHypothesis
Giant
9. day daytime or C sized objects to the
is the collision7.ofD Mar
8. A 6. C or D
include
7. B the formation of the moon).5. B or A
6. unequal or not is
The topic same
theall about the tilt of the or B
4. AEarth’s axis (may also
5. south 3. night
4. north
ACTIVITY NO.1 WHY IS THE EARTH TILTED? 2. day
3. night 1. 0 (zero)
2. day DAY AND NIGHT (PART 1)
1. 23.4 ACTIVITY NO.2
ACTIVITY NO.3

radiation at higher latitudes is smaller causing
from the equator to poles. Also, the angle of
amount of incoming solar radiation decreases
6. 0 and 180
Writer
MARY ANN B. CURIBANG
CATHERINE MARY C. CO
ACTIVITY NO. 8
ACTIVITY NO. 7 FOUR SEASONS (PART 2)
1. Autumn
2. Neither tilted towards the sun or 1. A 2. A 3. A 4. C 5. B
tilted away from the sun
3. Spring
ACTIVITY NO. 6
4. Equal
LENGTH OF DAYTIME, HEIGHT OF
5. Equal
THE SUN AND POSITION OF THE
6. Winter
EARTH IN ITS ORBIT
7. Away from the sun
1. Table A. Summer Solstice
8. Shorter
Table B. Autumn Equinox
9. Longer
Table C. Winter Solstice
10. Summer
Table D. Spring Equinox
11. Towards the sun
2. Table A
12.Longer
3. Table C
13. Shorter
4. Table B and Table D
14. Spring
5. Table A and Table C or
15. Neither tilted towards the sun or
Summer Solstice and
Winter Solstice
16. Equal
6. Table B and Table D or
17. Autumn
Autumn Equinox and
18. Neither tilted towards the sun or
Spring Equinox
7. 07/20/2020 to 07/22/2020
19. Equal
8. 12/20/2020
20. Equal
SCIENCE 7
Name: _____________________________________________ Grade Level: _______
Date: ______________________________________________ Score: ____________

Solar and Lunar Eclipses
Background Information for the Learners
What is an eclipse? Have you seen an eclipse? How does it happen? Eclipse takes place
when one heavenly body such as a moon or planet moves into the shadow of another heavenly
body. These heavenly bodies block the light from the sun and form shadows. Eclipses happens
only when the Sun, Moon, and Earth are in a straight-line position. Two shadows are cast during
an eclipse: umbra (dark center of the eclipse shadow) and penumbra (the lighter shadow).
There are two types of eclipses that happens on Earth: an eclipse of the moon (lunar eclipse) and
an eclipse of the sun (solar eclipse). Let us find out the difference between solar and lunar eclipse.
Solar Eclipse
This type of eclipse occurs when the moon comes directly between the sun and earth. The
moon blocks the light coming from the sun from reaching the earth. As a result, the moon casts
shadow on earth. The following are three types of solar eclipses:
⮚ Total solar eclipse takes place when the sun, moon, and earth is directly in line. It can be
seen by people who are in the umbra of the moon’s shadow when it hits Earth.
⮚ Partial solar eclipse occurs when the sun, moon and Earth are not exactly lined up, the sun
is only partly hidden. This eclipse is witnesses by people located in the penumbra.
⮚ Annular eclipse happens when the moon is farthest from Earth which makes it look smaller.
It looks like a dark disk on top of a larger sun-colored disk which creates what looks like a
ring around the moon.
Lunar Eclipse
This type of eclipse occurs when the earth comes between the sun and the moon. The
earth blocks the sunlight falling on the moon. The following are the two kinds of lunar eclipse:
⮚ Total lunar eclipse happens when the moon and sun are on opposite sides of earth. The
eclipse is considered total lunar eclipse in the area where the umbra falls. The moon appears
red to people on earth because some sunlight that reaches the moon passes through the
Earth’s atmosphere and causes the Earth’s atmosphere to filter out most of the blue light.
⮚ Partial lunar eclipse happens when only part of earth's shadow covers the moon.
⮚ Penumbral lunar eclipse happens when the moon travels through the faint penumbral
portion of Earth’s shadow.
Solar eclipse occurs on a new moon while lunar eclipse occurs on a full moon phase of the month.
But do not expect that this phenomenon will occur every month because the plane of the Moon’s
orbit is slightly tilted by 50 from the plane of Earth’s orbit.

Explain how solar and lunar eclipses occur using models.

ACTIVITY 1
YOU SHOULD KNOW ME!
A. Directions: Identify the type of eclipse. Label its parts using the terms in Column A and
match the terms with its corresponding description in Column B by writing the letter of
the correct answer in the line provided.
Type of eclipse:
_____________________________
2. Type of eclipse:
_____________________________
Column A Column B
____ 1. Earth a. The planet where we live
____ 2. Moon b. The earth’s natural satellite
____ 3. Penumbra c. The source of light energy in our solar system

____ 4. Sun d. The darker shadow where total eclipse is observed
____ 5. Umbra e. The lighter outer shadow where partial eclipse is observed
ACTIVITY 2
MOON... COVER ME!
A. Directions: Study the illustration of solar eclipse and answer the questions that follows.
Guide Questions:
1. Where is the moon in relation to the sun and earth? _________________
2. In what moon phase will it occur? _________________
3. What do you call the moon’s dark shadow? _________________
4. What do you call the moon’s light shadow? _________________
5. When will this type of eclipse happen?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
B. Directions: Match the type of solar eclipse (Column A) with its corresponding pictures
(Column B) and illustrations (Column C).
Column A Column B Column C

.
1. Total Solar Eclipse Sun

A 1
Your answer: _________
Moon
2. Annular Eclipse Sun

B 2
Your answer: _________ Earth

Earth
3. Partial Solar Eclipse Sun
C 3
Moon
Your answer: _________
Illustrator: Lhian Ronard M. Dela Cruz
ACTIVITY 3
SUN… WHERE ARE YOU?
A. Directions: Study the illustration of lunar eclipse and answer the questions that follows.
Guide Questions:
1. Where is the earth in relation to the sun and moon? _________________
2. In which moon phase will it occur? _________________
3. Which part of the earth’s shadow falls on the moon? _________________
4. When will this type of eclipse happen?
______________________________________________________________________
______________________________________________________________________
______________________________________________
B. Directions: Name the type of lunar eclipse shown in the picture and show its formation by
drawing a moon in the different illustration.
Lunar Eclipse Type of Lunar Eclipse Illustration

Illustrator: Lhian Ronard M. Dela Cruz
Reflection
In this activity, I learned that ____________________________________________

____________________________________________________________________________
____________________________________________________________________________
_________________________________________________
I enjoyed most on_____________________________________________________

____________________________________________________________________________
____________________________________________________________________________
_________________________________________________
I want to learn more on ________________________________________________

____________________________________________________________________________
____________________________________________________________________________
_________________________________________________
References
Books
Rabago, Lilia M. et.al. 2003. Dynamic Science. An Integration of Physical and Biological
Sciences. Modular Approach. Quezon City, Philippines: Vibal Publishing House, Inc.
Villamil, A. & Sinugbuhan, R. 2003. Integrated Science I. Quezon City, Philippines: Abiva
Publishing House, Inc.
Internet Resources
Eclipse Portal. (2020) Accessed September 1, 2020. https://www.eclipseportal.com/types-of-

eclipse/
Eclipse 101. (2017) Accessed September 1, 2020. https://eclipse2017.nasa.gov/how-eclipses-
work
Lunar Eclipse (2019) Accessed August 30, 2020. https://www.txstate-epdc.net/types-of-
eclipses-and-how-they-work/
Lunar Eclipse (2019) Accessed August 30, 2020. https://solarsystem.nasa.gov/moons/earths-
moon/lunar-phases-and-eclipses/

What are eclipses and transits? (2020) Accessed August 31, 2020.
https://www.timeanddate.com/eclipse/eclipse-information.html
What is An Eclipse? (2017) Accessed August 23, 2020.
https://www.nasa.gov/audience/forstudents/5-8/features/nasa-knows/what-is-an-eclipse-
58
Wong, Grace. The Science Behind the Solar Eclipse. (2020) Accessed September 1, 2020.
https://edition.cnn.com/2012/11/13/world/asia/solar-eclipse-australia-
explained/index.html
Answers Key

LEAH M. DELA CRUZ
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7

LEARNING ACTIVITY SHEET

Practice Personal Hygiene at all times ii

Demonstrate how places on earth may be located using a 1-4

Cite and explain ways of using Earth’s resources sustainably.

Account for the occurrence of land and sea breezes. (S7ES-

Using models, relate:

Practice Personal Hygiene at all times iii

LEARNING ACTIVITY SHEET

Background Information for Learners

• Each latitude and

Learning Competency and Code

Practice Personal Hygiene at all times 1

ACTIVITY 2 FINDING LATITUDE OR LONGITUDE

Practice Personal Hygiene at all times 2

I learned that _________________________________________________________________

Background Information for Learners

Learning Competency with Code

A. Wind energy C. Hydrothermal energy E. All of the above

____ 1. Block a river flow ____ 7. Weather dependent

Practice Personal Hygiene at all times 5

Practice Personal Hygiene at all times 6

What is energy conservation?

Name two energy resources that are nonrenewable

Why is it important to conserve energy consumption?

Practice Personal Hygiene at all times 7

Materials/ Ways of energy conservation Materials/ Ways of energy

Practice Personal Hygiene at all times 8

B. Directions: Suggest a solution to the following issues.

5. A lot of plastic bottles and tin cans are I would

I learned that _________________________________________________________________

Practice Personal Hygiene at all times 9

Practice Personal Hygiene at all times 10

LEARNING ACTIVITY SHEET

Learning Competency with Code

Practice Personal Hygiene at all times 12

Stratosphere Mesopause Stratopause Exosphere

Practice Personal Hygiene at all times 14

Refer to Figures A and B:

1. What variable is placed in the x-axis of the graph?

Practice Personal Hygiene at all times 15

Direction: Complete the following statement.

I learned that _______________________________________________________________

Martinez, J. (2007). The Atmosphere. Namayan, Mandaluyong City: Merryland Publishing

Practice Personal Hygiene at all times 16

LEARNING ACTIVITY SHEET

Background Information for Learners

NORTHEAST MONSOON (AMIHAN)

SOUTHWEST MONSOON (HABAGAT)

Learning Competency with Code

Practice Personal Hygiene at all times 19

HIGH LOW EVENLY EQUAL FLOWS SUN

Wind flows from _________ pressure to ___________ pressure.

Practice Personal Hygiene at all times 20

Land Temperature _________ Ocean Temperature __________

Land Temperature _________ Ocean Temperature __________

Practice Personal Hygiene at all times 21

Practice Personal Hygiene at all times 22

Picture 1 (Day time)

During the day

Picture 2 (Night time)

During the Night

Practice Personal Hygiene at all times 23

1. Block a river flow 7. Weather dependent

Wind flows from _ pressure to ___ pressure.

Land Temperature _ Ocean Temperature __

Land Temperature _ Ocean Temperature __