SALUG NATIONAL HIGH SCHOOL

Salug, Zamboanga del Norte

Pob. East Salug, Zamboanga del Norte

SCIENCE DEPARTMENT 7Es LESSON PLAN

Teacher: MARK LESTER B. BANAGA Grade Level: 7
Teaching Dates: MONDAY – THURSDAY Learning Area: SCIENCE 9
Teaching Time: 2:00-3:00 Quarter: 3rd QUARTER

I. Learning Targets/
Specific Objectives

A. Content Standards
The learners demonstrate an understanding of:
The learners demonstrate an understanding of volcanoes found in
the Philippines.
The learners shall be able to:
B. Performance Standards The learners shall be able to participate in activities that reduce
risks and lessen effects of climate change.
The learners shall:
The learners should be able to:
C. Learning Competencies/ Objectives (L.C. Code)
Describe the different types of volcanoes (S9ES -IIIa25)

1. Describe the Different Parts of the Volcano.

Specific (Daily) Objective/s
2. Explain what happens when volcanoes erupt.
II. Learning Content and Learning Resources

A. References
1. Teacher's Guide Pages Pages 134-137

2. Learner's Materials Pages Pages

3. Textbook Pp. Page 309-313
4. Additional Materials from LR portal
Power point presentation, visual aids, TV,
B. Other Learning Resources
laptop.
III. PROCEDURE
A. Preliminar
y Activities 1. Prayer
2. Greetings
3. Energizer (Mind and
Memory Exercise)
4. Checking of attendance
5. Setting of Classroom
rules
Asking Questions: (Recalling the previews topic
Elicit: (5mins)
(The activities in this section will evoke or draw out prior about the difference between a crater and a caldera
concepts or prior experiences from the students)
through an activity called Picture Puzzle using
Silvertek Application)
TEACHING
STRATEGY:
PROPEL
Present the Lesson and the learning objectives through a
Picture Puzzle
power point presentation (let the learners read the
learning objectives as an integration of reading program
B. Reviewing PROPEL.)
previous lesson or (Presentation of
presenting the new learning objectives)
At the end of the lesson, 90% of the learners are expected
lesson
to:
1. Describe the Different Parts of the Volcano.
2. Explain what happens when volcanoes erupt.

Using power point presentation write the following

words: onion, cake, atmosphere, soil, jackets.
Tell students “With the person sitting next to you,
Engage: (10mins) discuss what all of these words have in common.”
C. Presenting (The activities in this section will stimulate their thinking
examples/ instances and help them access and connect prior knowledge as a
of the new lesson. jumpstart to the present lesson.) Give students time to discuss, then listen to what they
came up with. a. Tell students, “They all have layers!
TEACHING
Today we are going to talk about the atmosphere and
STRATEGY:
Learning by Doing
what is happening in each of its layers.”

Ask students “What is the atmosphere?” (gases that

surround the Earth held in place by gravity). i. Write
the definition on the board.

D. Discussing new Explore (15 minutes):

concepts &
practicing new 1. Have students get out a piece of paper.
skills #1 2. Tell students “We are going to watch a brief video.
While you watch, write down each layer of the
atmosphere and at least one fact about each layer.”
3. Play the video.
4. Have students get into pairs.
Explore: (15mins) 5. Using their notes to help them, have students
(In this section, students will be given time to think, plan,
investigate, and organize collected information; or the
performance of the planned/prepared activities from the create the layers of the atmosphere. a. Between the
students’ manual with data gathering with Guide
Questions) two of them, have them stack 5 of their notebooks,
E. Discussing new TEACHING
folders, booklet on top of one another. b. Have them
concepts & STRATEGY: explain to their partner what each book/item
practicing new
BRAINSTORMING represents which layer of the atmosphere.
skills #2
6. Give students a chance to build their stack of
layers.
7. Then, choose a couple volunteers to share their
stack and explain each layer of “their atmosphere.” a.
Be sure to correct students if they do not layer their
atmosphere correctly, but reassure them there will be
much more practicing throughout the lesson to get it
right
Explain: (10mins) 1. Pass out the Earth’s Atmosphere handout.
(In this section, students will be involved in an analysis of
their exploration. Their understanding is clarified and
modified because of reflective activities)/Analysis of the
gathered data and results and be able to answer the 2. Tell students “As we have already learned, the atmosphere is
Guide Questions leading to the focus concept or topic for
the day.) made up of 5 layers.” a. Ask students “what are the five layers,
starting from the Earth’s surface?” (troposphere, stratosphere,
mesosphere, thermosphere, exosphere). b. Let’s write these terms in
our handout (write them on the board so students can copy them
down).
3. Layers of the atmosphere:
a. Troposphere - closest layer to the Earth’s surface, 0-12 km in
height. This is where our weather and climate take place, because
almost all of the atmosphere's water is found in this layer.
b. Stratosphere - second layer, 12-70 km in height. The ozone layer
is found here that filters the Sun’s UV rays to allow life to survive
on Earth. Jets fly in this layer to help to avoid turbulence of
weather.
c. Mesosphere (middle) - third layer, 50-80 km in height. Coldest
layer in the atmosphere with extreme temperatures as low as -90℃.
d. Thermosphere - fourth layer, 80-400 km in height. Space shuttles
F. Developing travel around the earth and the northern lights are seen. i. Write the
mastery
following gases on the right side of the illustration. They are found
in the first four layers of the atmosphere: atomic oxygen, molecular
oxygen, atomic nitrogen, molecular nitrogen, helium, and hydrogen.
e. Exosphere - final layer, 400-2000 km in height. It is the barrier
between Earth’s atmosphere and the emptiness of space. i. Write in
the following gases on the right side of the illustration: hydrogen,
helium, carbon dioxide, and atomic oxygen.
4. Tell students “Take a look at the graph in your handout. This
illustrates the layers of the atmosphere as well as the temperatures,
height, and pressures at each layer.
a. Using this graph, try and answer these questions with a partner.
5. Give students time to work, then go through the answers together
as a class (key attached).
G. Finding practical Elaborate (25 minutes):
applications of 1. Put students into groups.
concepts and
skills in daily living 2. Assign each group one of the layers of the
atmosphere.
3. Each group needs to come up with a 30 second
commercial about their layer of the
atmosphere, trying to persuade someone to visit their
layer.
Elaborate: (10mins) 4. Their commercial must include: a. Accurate
(This section will give students the opportunity to expand
and solidify/concretize their understanding of the concept information about their layer b. A catchy slogan about
and/or apply it to a real-world situation)
their layer. c. A visual aid to enhance their
TEACHING commercial.
STRATEGY: 5. Give all groups one piece of paper to use as their
r
Infomercial visual aid a. They can use the paper however they
want (drawing a picture, writing their slogan on it,
writing the name of their layer etc).
6. Give students time to brainstorm ideas and practice
their pitch.
7. Then, each group can perform their commercial for
the class.
8. After the groups are finished, you can use the
visual aids to display on the wall or in a particular
place in the classroom as a reminder of the layers of
the atmosphere.
IV. EVALUATING
LEARNING
Evaluation: (10mins)
(This section will provide opportunities for concept check
test items and answer key which are aligned to the 1. Have your students sign in to Legends of Learning
learning objectives – content and performance standards
and address misconceptions- if any) Mobile Application
TEACHING Instruct students to complete the Content Review playlist.
STRATEGY: Quiz 2. Analyze student results to determine what concepts
need to be a focus for reteaching.
POST-TEST
1. In which layer of the atmosphere where nearly all-
weather phenomena occur?
A. Mesosphere
B. Stratosphere
C. Thermosphere
D. Troposphere
2. Edmar, a pilot of a large jet chose to fly in the
stratosphere to avoid the weather systems. Is his decision
correct?
A.Yes, because the temperature in the stratosphere is
increasing.
B.Yes, because weather phenomenon exists only in the
troposphere.
C.No, because weather system occurs in all layers of the
atmosphere.
D.No, because most of the weather phenomenon occurs at
the stratosphere.
3. Which layer protects us from harmful ultraviolet rays?
A.Mesosphere
B. Stratosphere
C. Troposphere
D. Ozone layer
4. In which layer of the atmosphere do planes fly to get out
from the weather disturbances?
A. Exosphere
B. Mesosphere
C. Stratosphere
D. Thermosphere
5. In which layer of the earth’s atmosphere does
meteoroids burn up?
A. Mesosphere
B. B. Stratosphere
C. C. Thermosphere
D. D. Troposphere

. Assignment: Answer in not more than 5 sentences.

Enrichment/Extend: (5mins) Air pollution due to suspended particulate matter in the air primarily
(This section gives situation that explains the topic in a
new context, or integrate it to another discipline/societal
dust and smoke pose a major health problem to city dwellers. This
V. ADDITIONAL concern) is a concern not only in Metro Manila but all over the world, where
ACTIVITIES FOR urban cities are becoming highly industrialized.
APPLICATION
AND 1. What can factories do or implement to control air pollution that
REMEDIATION reaches the most affected layer of the atmosphere?
2. Write down at least one latest/recent discovery or breakthrough in
utilizing other energy sources that create less air pollution.

REMARKS

REFLECTION

A. No. of learners who earned 80% on the formative assessment

B. No. of learners who require additional activities for remediation

C. Did the remedial lessons work? No. of learners who have 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 works?

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:
MARK LESTER B. BANAGA
Subject Teacher

Quality checked: Concurred:

LIGAYA A. SUMALINOG JEFFRY P. DELA RAMA

MT II-Science HT III- Science Department
Approved:

YOLANDA CANTON, EMD

School Principal IV

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