Grade Level 7

School Del Monte National High School

Learning Area Science 7
DAILY Teacher Cheryline M. Otos
LESSON Teaching
LOG Dates and April 1, 2024 Quarter 4
Time
I. OBJECTIVES
A. CONTENT Demonstrate how places on earth may be located using a coordinate system (S7ES-
STANDARDS IVa-1).
B. PERFORMANCE Demonstrate how places on earth may be located using a coordinate system (S7ES-
STANDARDS IVa-1).
C. LEARNING Demonstrate how places on earth may be located using a coordinate system (S7ES-
COMPETENCIES/ IVa-1).
OBJECTIVES 1. Identify the latitude, longitude, equator and prime meridian.
Write the code for each 2. Explain and locate a specific place using the coordinate system; and
3. Recognize the relationship between latitude and the climate of a certain place.
II. CONTENT LATITUDE AND LONGITUDE
III. LEARNING
RESOURCES
A. REFERENCES
1. Teacher’s Guide Pages
2. Learner’s Materials Pages Science Teacher’s Material 7, pg. 109 - 112
SCIENCE Learner’s Material 7
3. Textbook Pages
4. Additional Materials https://drive.google.com/drive/folders/11ZsAvzuWHfu5RBJ1FzUeMDJYVfEATowt
from Learning Resource
(LR) portal
B. OTHER LEARNING Learner’s Module, Visual Aid, Activity Sheets, TV and Laptop
RESOURCES

IV. PROCEDURES Teacher’s Activity Student’s Activity

A. Reviewing previous lesson A. Daily routine activities (arranging of
or presenting the new chairs, prayer and checking of
lesson attendance). Reminding/giving task to the
ELICIT learner who is absent for some personal
reasons/issues.

B. Greetings

“Good Morning Class!” (Students will “Good Morning Ma’am Che.”

automatically stand up)

2. Prayer

“Before we proceed to our class, let us first ask the One student will stand up to lead
guidance of the Lord. Can someone lead the the prayer.
prayer?”

“Okay, you may now take your seat.” “Thank you, Ma’am.”

“Good morning class! How are you today, Class? “We are good, Ma’am.”
“Okay, I am glad to hear that. It is nice meeting
you all!”

C. Refreshing classroom rules:

“I want you to be aware of our classroom rules.

 Kindly read it please.”  Respect one another
 Answer only when
recognized
 Participate in the
class
 Be kind

“Are we clear about the classroom rules?” “Yes, Ma’am.”

D. Review
“What is the previous topic that we tackle “About electricity.”
last meeting?”

“Why do you think heat is important to The student answer varies.

our life?”

E. Motivation

The Earth has many interesting and wonderful

places that you can visit. From the deep blue
sprawling oceans to the vast and green fields and
lush forests, you can actually get lost while
wandering this amazing place.

“What would you do if you get lost?” The student answer varies.
“Will you ask directions?” “Yes, ma’am.”
That can be done indeed! However, if there comes “Map.”
a time that you have no one to ask, what will you
rely on?

Yes, a map would be a must-have.

It is a handy tool to aid you in going to different

places you haven’t been to.

Now the question is: “How do you locate places

on a map?”
B. Establishing a purpose for Activity 1: Draw and Share
the lesson Draw what you think what earth look like and
ENGAGE share it to the class.

C. Presenting examples/ Activity 2: Ponder and Share

instances of the new lesson The teacher will present some pictures for each
ENGAGE group.
 Picture 1. Study the images on the right that
describes the latitude lines in the globe to answer
the questions below:

Questions to Ponder:
1. How will you define equator in your own
words?
2. What are the two poles of the globe?
3. Differentiate Northern and Southern
hemisphere in your own words.
4. Are these lines of latitude imaginary or not?
5. Are the lines of latitude parallel to the equator
and to each other or not?

Picture 2. Study the images on the right that

describes the longitude lines in the globe to
answer the questions below. Write your answers
on a separate sheet of paper.

Questions to Ponder:
1. Are the lines of longitude parallel from each
other?
2. Does it form circles at the poles?
3. Do the lines of longitude meet or not?
4. In general, describe the lines of longitude?

D. Discussing new concepts The Earth’s Grid System

and practicing new skills #1 Earth’s grid or coordinate system can be
described and determined by means of the position
EXPLORE or location of any place on the Earth's surface.

Latitude is the measurement on a globe or map of

a place north or south of the equator. It is
measured in degrees, minutes, and seconds. The
greatest possible latitudes are 90° N and 90° S. To
identify different latitudinal positions on maps or
globes, equidistant circles are plotted and drawn
parallel to the equator and each other. These are
known as the parallels, or parallels of latitude.

The starting point for latitude is the equator at

latitude 0° (0 degree). At the North Pole, the
latitude is 90°N (90 degrees north) and at the
South Pole, the
latitude is 90°S (90 degrees south).

The lines of latitude are also known as parallels

of latitude. That is because the lines of latitude are
parallel to the equator and to each other. Five lines
of latitude have special names. They are listed in
the table below.

The latitude values have been rounded off to the

nearest half-degree.

Lines which run from north to south are called

longitudes. The longitude which passes through
Greenwich, England is called the prime
meridian.

As a reference point, the prime meridian is read

as 0º longitude. The degree increases as it moves
westward or eastward until it reaches the longitude
opposite to the prime meridian, the antemeridian
(read as 180 º longitudes).

The prime meridian and antemeridian divide the

globe into its eastern and western hemispheres.
The right side of the prime meridian is the eastern
hemisphere while the left side is the western
hemisphere.

Activity 3. Complete the Box

Directions: Fill the given boxes with letters to
form a word that is being described by
each statement below. Write your answers on a
separate sheet of paper.

1. The horizontal line the divides the earth into

northern and southern part.
2. It is called as the great circle on the globe.
3. It is the unit used in measuring the latitude of
the globe.
4. It is a three-dimensional representation of the
Earth.
5. An imaginary vertical line that divides the
globe into eastern and western Hemisphere.
E. Discussing new concepts What is Greenwich Mean Time (GMT)?
and practicing new skills
#2. EXPLORE Since the late 19th century, the Prime Meridian at
Greenwich has served as the reference line for
Greenwich Mean Time, or GMT.

Before this, almost every town in the world kept

its own local time. There were no national or
international conventions which set how time
should be measured, or when the day would begin
and end, or what length an hour might be.

When the railway and communications networks

expanded in the 1850s and 1860s, there needed to
be an international time standard. Greenwich was
chosen as the center for world time.

To sum it up, Latitude plays a crucial role in

determining climate. The angle of the sun’s rays
varies with latitude, which affects the amount of
solar energy received by different areas on the
Earth’s surface. Places closer to the equator
receive more direct sunlight, leading to warmer
temperatures, while places farther from the
equator, such as the poles, receive less direct
sunlight and experience colder temperatures.
Longitude, on the other hand, does not directly
affect climate, but it helps us locate specific
regions and understand their climatic patterns.

F. Developing mastery Activity 3: “Differentiated Activity”

(leads to Formative Group 1: Find the Latitude
Assessment 3)
EXPLAIN

Group 2: Find and Explain.

Group 3: Finding the Longitude

Group 4: Find the Latitude and Longitude

Group 5: Do a puzzle
Direction: Complete the crossword by identifying
the words being described in each item below.
Write your answers on a separate sheet of paper.
G. Finding practical Direction: Refer to the illustration on the below
application of concepts and and answer the following question.
skills in daily living
ELABORATE

1. What is the longitude of point 1?

A. 150 E
B. 150 W
C. 600 N
D. 600 S

2. What is the longitude of point 9?

A. 300 E
B. 300 W
C. 450 N
D. 45 0 S

3. What is the latitude and longitude of

point 2?
A. 150 N, 450 E
B. 150 N, 450 W
C. 450 N, 150 E
D. 450 N, 150 W

4. While doing the activity, how important is

 latitude and longitude?

5. Why is it important for navigators and explorers

to understand latitude and longitude?

6. Why is it crucial for farmers to consider latitude

when planning crop growth?
H. Making generalization and 1. What is latitude?
abstractions about the 2. What is longitude?
lesson 3. What is the relationship between latitude
and the climate?
I. Evaluating learning Directions: Read the following questions
EVALUATE carefully. Choose and write the letter of the
correct answer on a separate sheet of paper.

1. What do you call the line of the globe that runs

from north to south?
A. Equator
B. Latitude
C. Longitude
D. Prime meridian

2. What do you call to the imaginary line that

divides the places on the earth in an
east-west direction?
A. Equator
B. Latitude
C. Longitude
D. Prime meridian

3. What do you call the Great Circle of the globe?

A. Equator
B. Latitude
C. Longitude
D. Prime meridian

4. Which of the following BEST describes the

prime meridian?
A. 15 degree line
B. 180 degree line
C. Vertical, center line
D. Horizontal, center line

5. What do you call the opposite longitude of

prime meridian?
A. Equator
B. Latitude
C. Meridian
D. Antemeridian

Answer:
1. B
2. C
3. A
4. D
5. D
V. REMARKS
 VI. REFLECTION
A. No of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored
below 80%
C. Did the remedial lessons
work?
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 by: Approved by:

CHERYLINE M. OTOS REMEDIOS R. BATILARAN ROELAND B. LAMBO

Student Teacher Cooperating Teacher HT/SCIENCE