Republic of the Philippines

Department of Education
Region VIII
DIVISION OF SAMAR
SAN JORGE NATIONAL HIGH SCHOOL
San Jorge, Samar

Grade & Section: Grade 7 - Love

Date: April 22, 2024

A DETAILED LESSON PLAN IN SCIENCE 7

I.OBJECTIVES
AFTER THE 60 MIN.
PERIOD THE 80% OF
STUDENTS WERE
EXPECTED TO;

A. Content The learners demonstrate understanding of the different phenomena that occur in
Standards the atmosphere.

B. Performance The learners should be able to analyze the advantage of the location of the
Standards Philippines in relation to the climate, weather, and seasons.

C. Learning A.Learning Competency

Competencies/
Discuss how energy from the Sun interacts with the layers of the atmosphere. -
Objectives S7ES - IVd - 5

B.Learning Objectives

 Describe Greenhouse effect;

 Make an illustration of greenhouse effect; and
 Recommend ways to reduce greenhouse gases.

II. CONTENT Greenhouse Effect

III. LEARNING
RESOURCES

A. References

1. Teacher’s Science 7 Teacher’s guide pp. 189-190

Guide Pages

2. Learner’s Science 7 Learner’s Material pp. 317-321

Material Pages

3. Textbook
Pages
 4. Additional
Materials from
Learning Resources

B. Other Learning https://www.europarl.europa.eu/topics/en/article/20230316STO77629/climate-

Resources change-the-greenhouse-gases-causing-global-warming

IV. PROCEDURES Teacher’s Activity Learner’s Activity

Preliminary Prayer
Activities
Before we formally start our
discussion, let’s pray.
(One of the students will lead the
(Call student to lead the prayer.) prayer)

Greetings

Good afternoon class. Good afternoon, Ma’am.

Checking of attendance

Class monitor kindly check the (Checks attendance)

attendance.

Classroom rules

(Present classroom rules)

Here are the classroom rules that you

should always follow. Who will read?
 Listen if someone is speaking.
 Raise your hand before speaking
or leaving your seat.
 Keep your areas clean.
 Be friendly.
 Do not use your cellphones unless
A. Reviewing the teacher says you can.
previous lesson or
presenting the new Let’s have a game, this will serve as
lesson an introduction of the new lesson. I’ll
be showing some jumbled letters then
you’ll have to guess and provide a
short description of each word. Use
the numbers corresponding to the
letters. Are you ready?

Questions: Answers:

N E E G R O U H SE TCFFEE Greenhouse effect is the process by

which the Earth’s atmosphere
warms up.

The Greenhouse gases are Carbon

 NEEGROUHSE SS GAE Dioxide, methane, Ozone, Nitrous
oxide and chlorofluorocarbons or
CFCs.

Carbon dioxide is naturally produced

when people and animals breathe.
3 1 18 2 15 14 4 9 15 24 9 4 5 Vehicles produce CO2 too.

13 5 20 8 1 14 5 Methane comes from grazing

animals as they digest their food and
from decaying matter in wet rice
fields.

Our lesson for today is greenhouse

Very good students. What do you
effect.
think is our lesson for today?

B. Establishing a Today our competency will focus Discuss how energy from the Sun
purpose for the on: interacts with the layers of the
lesson atmosphere.
(Post learning objectives)
- S7ES - IVd - 5
At the end of the lesson, you should
be able to:  Describe Greenhouse effect;
 Make an illustration of
greenhouse effect; and
 Recommend ways to reduce
greenhouse gases.

C. Presenting
examples/instance
s of the new lesson

Based on the picture,which is one

hotter between natural greenhouse
I think Ma’am the enhanced
effect and the human enhanced
greenhouse effect is hotter because
greenhouse effect? Please give an
there is more heat trapped in the
example to support your claims.
atmosphere while in the natural
greenhouse effect there is less
gases trapped in the atmosphere.
Nowadays there are lots of vehicles
That’s correct! In Grade 9 you’ll dive that emit CO2 contributing to
deeper on the activities that reduce greenhouse gas making the Earth
risks and lessen effects of climate hotter.
change which involves the
 greenhouse gases and global
warming.

D. Discussing new (Attached herewith is the activity

concepts and sheets)
practicing new skill
#1 (Present instructions of the activity)

Read and understand the information

about greenhouse effect then answer
the guide questions. Next, make an
illustration based on your
understanding of the greenhouse
effect.
Guide Questions:
Q1. What is the Earth’s major source
of heat?
Q2. What will happen to Earth
without the Sun’s energy?
Q3. What are the greenhouse gases
as shown in the figure?
Q4. Based on the diagram, what
then is a greenhouse effect?
Q5. What activities contribute to
greenhouse effect?
Q6. How does your illustration relate
greenhouse effect?

(Assign designated area for each

(go to designated area.)
group & distribute activity sheets.)

Attached to your activity sheets is the

rubric in rating your group
presentation, do you have anything to
add or change? Are you okay with
this? Yes Ma’am.
(Attached herewith is the rubrics) (Approve or modify rubrics)
Before we start with the activity, do
you have any question? You have 15
minutes to finish your task. You may
now start.
(Perform activity)
(Facilitate activity)

Time’s up! Arrange your chairs first

but stay with your groupmates. Group (Presentation works)
representatives will present infront. (Recognize each presentation with
claps)

(Announce ratings)

E. Discussing new
concepts and
practicing new skill
#2
F. Developing (Check and validate students
Mastery answers)
I’d like to call those students who
were not able to answer yet. What is
greenhouse effect?
Correct! What are the greenhouse
gases?
Very good. What unnatural activities
contribute to greenhouse gases?
That’s right. What will happen if the
greenhouse gases continue to
increase?
Great job class.
Do you have any question or
clarification?
If there’s no question, I’ll be the one
to ask.
G. Finding practical Now, you already knew how our
applications of activities affect greenhouse gases.
concepts & skills in
daily living What ways can you recommend to
reduce the greenhouse effect?
Greenhouse effect is the process by
which the Earth’s atmosphere
warms up.
The Greenhouse gases are Carbon
Dioxide, methane, Ozone, Nitrous
oxide and chlorofluorocarbons or
CFCs.
The activities that contribute to
greenhouse gases are:
 burning of fossil fuel such as
coal, crude oil and natural
gas.
 Cutting down and burning of
trees releases carbon dioxide.
 Burying waste like the left-
over food, garden wastes,
and animal wastes collected
from our homes are thrown
into dumpsites. When lots of
wastes are compressed and
packed together, they
produce methane.
 Coal mining also produces
methane.
 CFCs uses in spray cans as
propellants, in refrigerators as
refrigerants, and in making
foam plastics as foaming
agents.
If the greenhouse gases continue to
increase global warming will
increase too causing too much heat
that are dangerous to people and
environment.
(Answers may vary)
(Answers may vary)
 Very good.

Everyone can contribute to

greenhouse gases even those people
living in the mountains with very
simple life. As an aware member of
the society, how are you going to
educate the indigenous people on
how they can help lessen greenhouse
gases/greenhouse effect for our good
and the good of mother Earth? (Answers may vary)
Good job!

H. Making How will you describe greenhouse Greenhouse effect is the process by
generalizations & effect? which the Earth’s atmosphere
abstractions about warms up.
the lesson What can you do at home or in school (Answers may vary)
to lessen greenhouse effect?

I. Evaluating Get ¼ sheet of paper and answer the following. Write the letter of the correct
Learning answer.

1. Which of the following BEST describe greenhouse effect?

A. It is the process by which the Earth’s atmosphere warms up.
B. It allows sun’s energy inside and keeps the plants warm same as
greenhouse effect is the Earth’s natural process of warming itself.
C. It reflects more sunlight from clouds.
D. It reduces the amount of oxygen in the air.

2. Which is an illustration of greenhouse effect?

A.

B.

C.

D.
 3. National government has been looking for ways to help solve the
issue on global warming. Is planting trees one of the best ways to help
solve the problem? Why or why not?
A. Yes, because trees give us shed and protects us from the heat of
the sun.
B. No, because trees only to the carbon dioxide level in the
atmosphere.
C. No, because trees only give off oxygen as its by products in the
photosynthesis.
D. Yes, because trees help in absorbing the carbon dioxide, one of
the gases that traps the heat in the atmosphere.

4. Which of the following are the best things to do to help slow down
global warming?
I.Use energy efficiently at home.
II. Participate in tree planting activities.
III. Continue using the single use plastics.
IV. Practice the 5Rs (Reduce, Reuse, Recycle, Repair and
Recover).
V. Promote the use of CFCs in the refrigerators and aerosol
sprays.

A. I and II only
B. II and IV only
C. I, IV and V only
D. I, II and IV only

5. CFCs are used as refrigerants in refrigerators. The use of CFCs has

been banned worldwide. Do you agree with the government’s idea of
not using CFCs anymore? Why or why not?
A. Yes, because CFCs are dangerous to human health.
B. No, because there is no study that supports the idea.
C. Yes, because CFCs causes global warming.
D. No, because CFCs play a vital role in refrigerator.

Answers:

1. A
2. B
3. D
4. D
5. C

J. Additional Directions: In a 1 whole sheet of paper complete the sentences by writing the
 activities for learning you gained from our lesson on greenhouse effect.
application or
remediation 1. I learned that __________________________.

2. One important thing I want to share to my friend is that _______.

3. I can help lessen global warming through ________________________.

V. REMARKS

VI. REFLECTION

A. No. of learners who

earned 75% in the
evaluation

B. No. of learners who

require additional activities
for remediation who
scored below 75%

C. Did the remedial lesson

work? No. of learners who
caught up with the lesson

D. No. of learners who

continue to require
remediation

E. Which of my teaching
strategies worked well?
Why did these work?

F. What difficulties did I

encounter which my
principal or supervisor can
help me solve?

G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?

Prepared by: Checked and approved by: Noted by:

GELYN D. TABOGOC MARIA VIRGINIA P. GEROCA KAREN C. DOROJA, Ph. D.

SST-I MT-I SSP-III

STRICTLY FOLLOW THE FOLLOWING:

1. Quietly form a circle within your group.
2. In a ¼ sheet of paper write your leader, secretary, 1 reporter and group members then pass
it to the teacher.
3. Leader will read the instructions to the group members.
4. 5 minutes will be given for you to finish your task.
5. Work SILENTLY.
6. Noisy group will get minus points.
7. ANSWERS should be written on the manila paper by the secretary.
8. Work as one.
9. Other group members will write their answers in their activity notebook.

STRICTLY FOLLOW THE FOLLOWING:

1. Quietly form a circle within your group.

2. In a ¼ sheet of paper write your leader, secretary, 1 reporter and group members then pass
it to the teacher.
3. Leader will read the instructions to the group members.
4. 5 minutes will be given for you to finish your task.
5. Work SILENTLY.
6. Noisy group will get minus points.
7. ANSWERS should be written on the manila paper by the secretary.
8. Work as one.
9. Other group members will write their answers in their activity notebook.

What makes me grow?

 Directions: Observe carefully the picture, use your knowledge and answer the
following questions.

Questions:

Q1. What do you think are the non-living things needed by this plant in order to grow?

Q2. What will happen if there’s not enough sunlight and water receive by plants?

Q3. Are plants considered living organisms? Why?