The daily lesson plan covers teaching students about the Earth's rotation and revolution over the course of a week. Each day focuses on a different learning objective related to these concepts. Activities include demonstrating how the Earth's rotation causes day and night using a globe and flashlight, and illustrating the Earth's revolution around the sun by tying a string to a pencil and moving it in a circular motion around a pushpin representing the sun. Formative assessments include multiple choice and true/false questions testing student understanding of concepts like seasons, day/night, and the Earth's movements.
1. The Earth revolves around the Sun in an elliptical orbit once every 365.25 days as it rotates on its tilted axis.
2. The tilt of the Earth's axis remains fixed as it orbits the Sun, causing the Northern and Southern Hemispheres to alternately face towards and away from the Sun over the course of a year.
3. When a hemisphere is tilted towards the Sun, it experiences summer, and the Sun appears higher in the sky, resulting in longer days. When tilted away, it experiences winter, and the Sun appears lower with shorter days.
This lesson plan is for a 10th grade geography class on Earth's rotation and revolution. It includes the core competencies, basic competencies, learning objectives, materials, teaching strategies, learning activities, assessment rubrics and sheets. The lesson will explain the definitions of rotation and revolution, their effects, and related terminology. Students will watch a video, discuss in pairs, present, and be assessed through written, spoken and portfolio tests. The goal is for students to understand Earth's movements and how they impact seasons and day/night.
Evolution (Educación Secundaria - Bachillerato - School of stars - Pamploneta...Planetario de Pamplona
Secundaria (3º y 4º), Bachillerato, EPA, CIP. Talleres...
Following the footsteps of two of the most important historical figures in science, Galileo and Darwin, we explore the concept of Evolution in two very different fields: the Universe itself and the life that has developed on Earth.
escuela.pamplonetario.org
This document provides a curriculum map for a Grade 5 science class unit on Earth's atmosphere and the solar system. The unit consists of 12 lessons over several days covering topics like the hydrologic cycle, heating of land and water, tropical cyclones, climate, seasons, the solar system, and more. Each lesson has clear learning objectives and incorporates activities, discussions, presentations, worksheets and quizzes to help students understand key concepts and practice critical thinking. The overarching goal is for students to realize the complexity of natural systems and promote initiative in identifying and resolving environmental issues.
The document discusses the seasons of the Earth. It begins with an introduction to sea breezes and land breezes. It then covers a lesson on the seasons, including a video explaining how the Earth's tilt and revolution around the sun cause the seasons in the Northern and Southern Hemispheres. Students participate in hands-on activities using models of the Earth to illustrate how its axis and movement result in different seasons. They also complete tables to demonstrate their understanding. The importance of understanding seasons and the passage of time is emphasized.
This document contains a daily lesson plan for a 6th grade science class at Mahabang Gulod Elementary School in Batangas, Philippines. The week-long lesson focuses on differentiating between the Earth's rotation and revolution and describing their effects. Each day's plan outlines the learning objectives, topics, resources, and procedures, which include reviewing concepts, discussing examples, and formative assessments. The goal is for students to understand how the Earth's motions result in phenomena like day and night and the seasons.
This lesson plan is for a 6th grade class on the rotation and revolution of the Earth. It includes objectives for students to understand key terms like rotation, revolution, axis, and seasons. Activities include using a globe to demonstrate rotation, a poster on revolution, and a worksheet. A video and diagrams are provided. Formative assessments include labeling diagrams, questions, and crosswords. The lesson aims to help students understand why the sun's position changes and what causes seasons.
The document is a science module that discusses how the height of the sun in the sky affects the amount of energy received on Earth. It begins with an introduction explaining the purpose is to understand how places vary in energy received from the sun based on the sun's position. It then provides a pre-test for students to assess their prior knowledge. The main lesson explains that the tilt of Earth's axis causes seasons by influencing which hemisphere receives more direct sunlight at different times of the year. When the sun's rays hit the ground at a high angle, more energy is absorbed compared to low angles when the sunlight is spread over a wider area. The module aims to help students understand this relationship between the sun's height and the seasonal energy changes
1. The Earth revolves around the Sun in an elliptical orbit once every 365.25 days as it rotates on its tilted axis.
2. The tilt of the Earth's axis remains fixed as it orbits the Sun, causing the Northern and Southern Hemispheres to alternately face towards and away from the Sun over the course of a year.
3. When a hemisphere is tilted towards the Sun, it experiences summer, and the Sun appears higher in the sky, resulting in longer days. When tilted away, it experiences winter, and the Sun appears lower with shorter days.
This lesson plan is for a 10th grade geography class on Earth's rotation and revolution. It includes the core competencies, basic competencies, learning objectives, materials, teaching strategies, learning activities, assessment rubrics and sheets. The lesson will explain the definitions of rotation and revolution, their effects, and related terminology. Students will watch a video, discuss in pairs, present, and be assessed through written, spoken and portfolio tests. The goal is for students to understand Earth's movements and how they impact seasons and day/night.
Evolution (Educación Secundaria - Bachillerato - School of stars - Pamploneta...Planetario de Pamplona
Secundaria (3º y 4º), Bachillerato, EPA, CIP. Talleres...
Following the footsteps of two of the most important historical figures in science, Galileo and Darwin, we explore the concept of Evolution in two very different fields: the Universe itself and the life that has developed on Earth.
escuela.pamplonetario.org
This document provides a curriculum map for a Grade 5 science class unit on Earth's atmosphere and the solar system. The unit consists of 12 lessons over several days covering topics like the hydrologic cycle, heating of land and water, tropical cyclones, climate, seasons, the solar system, and more. Each lesson has clear learning objectives and incorporates activities, discussions, presentations, worksheets and quizzes to help students understand key concepts and practice critical thinking. The overarching goal is for students to realize the complexity of natural systems and promote initiative in identifying and resolving environmental issues.
The document discusses the seasons of the Earth. It begins with an introduction to sea breezes and land breezes. It then covers a lesson on the seasons, including a video explaining how the Earth's tilt and revolution around the sun cause the seasons in the Northern and Southern Hemispheres. Students participate in hands-on activities using models of the Earth to illustrate how its axis and movement result in different seasons. They also complete tables to demonstrate their understanding. The importance of understanding seasons and the passage of time is emphasized.
This document contains a daily lesson plan for a 6th grade science class at Mahabang Gulod Elementary School in Batangas, Philippines. The week-long lesson focuses on differentiating between the Earth's rotation and revolution and describing their effects. Each day's plan outlines the learning objectives, topics, resources, and procedures, which include reviewing concepts, discussing examples, and formative assessments. The goal is for students to understand how the Earth's motions result in phenomena like day and night and the seasons.
This lesson plan is for a 6th grade class on the rotation and revolution of the Earth. It includes objectives for students to understand key terms like rotation, revolution, axis, and seasons. Activities include using a globe to demonstrate rotation, a poster on revolution, and a worksheet. A video and diagrams are provided. Formative assessments include labeling diagrams, questions, and crosswords. The lesson aims to help students understand why the sun's position changes and what causes seasons.
The document is a science module that discusses how the height of the sun in the sky affects the amount of energy received on Earth. It begins with an introduction explaining the purpose is to understand how places vary in energy received from the sun based on the sun's position. It then provides a pre-test for students to assess their prior knowledge. The main lesson explains that the tilt of Earth's axis causes seasons by influencing which hemisphere receives more direct sunlight at different times of the year. When the sun's rays hit the ground at a high angle, more energy is absorbed compared to low angles when the sunlight is spread over a wider area. The module aims to help students understand this relationship between the sun's height and the seasonal energy changes
The document is a science module that discusses the reasons for the seasons. It begins with an introductory message about how the module will help students understand why seasons change and why some countries have two seasons while others have four. The main points are that the tilt of the Earth's axis and its revolution around the sun cause the seasons by changing which hemisphere receives more direct sunlight over the course of a year. Questions and lessons in the module help students explore these concepts in more depth.
The document provides information about the geologic time scale which is used by geologists to describe Earth's history over the past 4.6 billion years. It discusses how the time scale divides Earth's history into eons, eras, periods and epochs based on major geological or biological events. Examples of some of the subdivisions and defining events of the geologic time scale are also provided.
The document provides an overview of the Earth, solar system and universe from a science perspective. It begins by outlining relevant TEKS and NGSS standards around developing models of the Earth-sun-moon system and patterns in space. It then provides a brief introduction to the solar system and identifies the 8 planets in order from the sun. The bulk of the document focuses on explaining the phases of the moon through diagrams and relying on the position of the moon in relation to the sun and earth. It also addresses the causes of seasons resulting from the earth's tilted axis.
Here are the correct words that fit in each sentence:
Currently, Earth is composed of seven continents surrounded by different
bodies of water. Locating a specific place would not be possible if not for Earth’s
models such as maps and globes. A map is a two-dimensional drawing which
can be used on flat surfaces and is easily carried. On the other hand, a globe is a three-dimensional representation of the spherical shape of Earth. A unique
feature of a globe is Earth’s tilt with respect to its North and South Poles. It also
represents Earth’s position relative to Sun
The document is a science module that discusses how the tilt of the Earth's axis affects the length of daytime. It contains background information on the topic, example questions to assess understanding, and a lesson on how the tilt of the Earth's axis relates to variations in the length of daytime in different locations and seasons. The tilt of the Earth's axis at 23.5 degrees causes the length of daytime to vary from place to place and seasonally. When the North Pole tilts toward the Sun, locations in the Northern Hemisphere experience longer days and summer conditions, as they receive more direct sunlight.
This document is a daily lesson log for an Earth and Life Science class at Tanglag National High School. It outlines the topics, learning competencies, and lesson plans for a week. The topics covered include the origin and structure of the Earth, the universe and solar system. Learning activities include lectures, videos, debates and a quiz. The objective is for students to understand concepts like the formation of the universe, properties of Earth and other planets, and factors that allow life.
This document provides an overview of a CLIL (Content and Language Integrated Learning) lesson plan for a primary school geography class on the North and South Poles. It includes activities where students discuss statements about the poles in groups, read a text comparing the poles, and play a running dictation game. It also suggests having students identify comparative language in the text and provides links to online tools for creating CLIL lessons and finding additional resources. The document gives examples of how to integrate content, language, and skills practice into a single lesson.
Earth is uniquely habitable due to several key factors:
1. It has liquid water, which covers 70% of its surface. Water is essential for life.
2. Its atmosphere shields the surface from solar radiation and helps regulate temperature.
3. It has a molten nickel-iron core that generates a magnetic field protecting the atmosphere from solar winds.
1) The document outlines a lesson plan for a Grade 10 Science class that discusses the effects of plate tectonics.
2) It includes objectives, topics, materials, teaching strategies, and procedures for explaining how two continental plates converging can form mountain ranges.
3) Key concepts from the lesson are that when two continental plates collide head-on, neither subducts under the other and the crust is pushed upward, forming mountain ranges and highlands like the Himalayas.
The document discusses facts about the Earth and Moon. It begins by providing basic information about the spherical shape and orbital motion of the Earth, and its rotation on its axis that causes the day-night cycle. It then discusses details about the Moon, including that it is Earth's only natural satellite, its composition of rock and craters, and how its phases are caused by the varying angles of illumination by the Sun as the Moon orbits Earth. The document uses various links and videos to illustrate and explain these concepts to students.
The document discusses facts about the Earth and the Moon. It begins by providing basic information about the spherical shape and rotation of the Earth, and states that the Earth's rotation causes the sun and moon to appear to move through the sky. It then provides more details about the Earth, such as that it takes 365 days to orbit the sun and is mostly covered in water. Facts about the Moon are also given, including that its name is the Moon, it has different regions like maria, and its phases are caused by its revolution around the Earth.
The document discusses facts about the Earth and Moon. It begins by providing basic information about the spherical shape and orbital motion of the Earth, and its rotation on its axis that causes the day-night cycle. It then discusses details about the Moon, including that it is Earth's only natural satellite, its composition of rock and craters, and how its phases are caused by the varying angles of illumination by the Sun as the Moon orbits Earth. The document uses various links and videos to help explain these concepts to students in an engaging way.
The document discusses facts about the Earth and the Moon. It begins by providing basic information about the spherical shape and orbital movement of the Earth, and its rotation on its axis that causes the day-night cycle. It then discusses details about the Moon, including that it is Earth's only natural satellite, its composition of rock and craters, and how its phases are caused by the positioning of the Moon in relation to the Sun and Earth during its orbit. The document uses various links and videos to help explain these concepts to students in an engaging way.
The document discusses facts about the Earth and Moon. It begins by providing basic information about the spherical shape and orbits of the Earth and Moon. It then discusses the rotation of the Earth on its axis, which causes day and night and the apparent movement of the sun and moon across the sky. The document also provides details about the Moon, including its phases and how they are caused by the positioning of the Moon in relation to the Earth and Sun during its orbit.
The document is about Earth and the solar system. It contains the following key points:
1. The solar system includes the Sun and objects that orbit it, like planets and satellites.
2. Earth is able to support life because it has an atmosphere, ideal temperature, and water.
3. The Earth rotates on its axis, causing day and night, and revolves around the Sun, causing seasons.
Q4 W5 DAY 4_ SCIENCE_Safety Precautions_Beverly Santiago.pptxBeverly Santiago
The document outlines a lesson plan about the effects of the sun on human activities. It includes an introduction, objectives, activities like a poem and graphic organizer, and a formative assessment question. The lesson is meant to teach students how the sun provides heat and light that enables important human tasks in areas like farming, construction, and drying laundry. It also discusses how sunlight affects mood and allows for recreational outdoor activities.
George Watts Montessori School Edible Garden Primary Lessons for Classroom & Garden
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
The document explains the process of weather cycles and seasons. It begins with a general statement introducing the topic of how seasons are caused by the Earth's rotation and tilt relative to its orbit around the sun. It then provides a series of logical steps explaining that the Earth's tilt causes the north and south poles to alternate being tilted toward the sun for half of the year each. This results in the hemisphere tilted toward the sun experiencing longer days, receiving more of the sun's rays directly, and having summer weather, while the hemisphere tilted away has winter weather. The explanation closes by stating that without the Earth's tilted axis there would be no seasons.
The document explains the day and night cycle caused by the Earth's rotation on its axis every 24 hours. It provides background information and definitions of key terms like axis, rotation, and tilt. It then describes a hands-on activity where students will use a globe and flashlight to model how the Earth's rotation results in day and night. By rotating the globe and shining a light on different areas, students can observe how different parts of the Earth experience day and night over the course of 24 hours due to the tilt and rotation of our planet.
The document provides information about percentages, rates, and bases. It gives examples of calculating percentages using the formula P=BxR. It then works through an example of calculating a boy Vincent's score on a 50 question test where he got 96% correct. The rest of the document describes a group activity on treasure hunting where students will work through percentage word problems and present their answers through rapping, singing, or poetry.
The document is a science module that discusses the reasons for the seasons. It begins with an introductory message about how the module will help students understand why seasons change and why some countries have two seasons while others have four. The main points are that the tilt of the Earth's axis and its revolution around the sun cause the seasons by changing which hemisphere receives more direct sunlight over the course of a year. Questions and lessons in the module help students explore these concepts in more depth.
The document provides information about the geologic time scale which is used by geologists to describe Earth's history over the past 4.6 billion years. It discusses how the time scale divides Earth's history into eons, eras, periods and epochs based on major geological or biological events. Examples of some of the subdivisions and defining events of the geologic time scale are also provided.
The document provides an overview of the Earth, solar system and universe from a science perspective. It begins by outlining relevant TEKS and NGSS standards around developing models of the Earth-sun-moon system and patterns in space. It then provides a brief introduction to the solar system and identifies the 8 planets in order from the sun. The bulk of the document focuses on explaining the phases of the moon through diagrams and relying on the position of the moon in relation to the sun and earth. It also addresses the causes of seasons resulting from the earth's tilted axis.
Here are the correct words that fit in each sentence:
Currently, Earth is composed of seven continents surrounded by different
bodies of water. Locating a specific place would not be possible if not for Earth’s
models such as maps and globes. A map is a two-dimensional drawing which
can be used on flat surfaces and is easily carried. On the other hand, a globe is a three-dimensional representation of the spherical shape of Earth. A unique
feature of a globe is Earth’s tilt with respect to its North and South Poles. It also
represents Earth’s position relative to Sun
The document is a science module that discusses how the tilt of the Earth's axis affects the length of daytime. It contains background information on the topic, example questions to assess understanding, and a lesson on how the tilt of the Earth's axis relates to variations in the length of daytime in different locations and seasons. The tilt of the Earth's axis at 23.5 degrees causes the length of daytime to vary from place to place and seasonally. When the North Pole tilts toward the Sun, locations in the Northern Hemisphere experience longer days and summer conditions, as they receive more direct sunlight.
This document is a daily lesson log for an Earth and Life Science class at Tanglag National High School. It outlines the topics, learning competencies, and lesson plans for a week. The topics covered include the origin and structure of the Earth, the universe and solar system. Learning activities include lectures, videos, debates and a quiz. The objective is for students to understand concepts like the formation of the universe, properties of Earth and other planets, and factors that allow life.
This document provides an overview of a CLIL (Content and Language Integrated Learning) lesson plan for a primary school geography class on the North and South Poles. It includes activities where students discuss statements about the poles in groups, read a text comparing the poles, and play a running dictation game. It also suggests having students identify comparative language in the text and provides links to online tools for creating CLIL lessons and finding additional resources. The document gives examples of how to integrate content, language, and skills practice into a single lesson.
Earth is uniquely habitable due to several key factors:
1. It has liquid water, which covers 70% of its surface. Water is essential for life.
2. Its atmosphere shields the surface from solar radiation and helps regulate temperature.
3. It has a molten nickel-iron core that generates a magnetic field protecting the atmosphere from solar winds.
1) The document outlines a lesson plan for a Grade 10 Science class that discusses the effects of plate tectonics.
2) It includes objectives, topics, materials, teaching strategies, and procedures for explaining how two continental plates converging can form mountain ranges.
3) Key concepts from the lesson are that when two continental plates collide head-on, neither subducts under the other and the crust is pushed upward, forming mountain ranges and highlands like the Himalayas.
The document discusses facts about the Earth and Moon. It begins by providing basic information about the spherical shape and orbital motion of the Earth, and its rotation on its axis that causes the day-night cycle. It then discusses details about the Moon, including that it is Earth's only natural satellite, its composition of rock and craters, and how its phases are caused by the varying angles of illumination by the Sun as the Moon orbits Earth. The document uses various links and videos to illustrate and explain these concepts to students.
The document discusses facts about the Earth and the Moon. It begins by providing basic information about the spherical shape and rotation of the Earth, and states that the Earth's rotation causes the sun and moon to appear to move through the sky. It then provides more details about the Earth, such as that it takes 365 days to orbit the sun and is mostly covered in water. Facts about the Moon are also given, including that its name is the Moon, it has different regions like maria, and its phases are caused by its revolution around the Earth.
The document discusses facts about the Earth and Moon. It begins by providing basic information about the spherical shape and orbital motion of the Earth, and its rotation on its axis that causes the day-night cycle. It then discusses details about the Moon, including that it is Earth's only natural satellite, its composition of rock and craters, and how its phases are caused by the varying angles of illumination by the Sun as the Moon orbits Earth. The document uses various links and videos to help explain these concepts to students in an engaging way.
The document discusses facts about the Earth and the Moon. It begins by providing basic information about the spherical shape and orbital movement of the Earth, and its rotation on its axis that causes the day-night cycle. It then discusses details about the Moon, including that it is Earth's only natural satellite, its composition of rock and craters, and how its phases are caused by the positioning of the Moon in relation to the Sun and Earth during its orbit. The document uses various links and videos to help explain these concepts to students in an engaging way.
The document discusses facts about the Earth and Moon. It begins by providing basic information about the spherical shape and orbits of the Earth and Moon. It then discusses the rotation of the Earth on its axis, which causes day and night and the apparent movement of the sun and moon across the sky. The document also provides details about the Moon, including its phases and how they are caused by the positioning of the Moon in relation to the Earth and Sun during its orbit.
The document is about Earth and the solar system. It contains the following key points:
1. The solar system includes the Sun and objects that orbit it, like planets and satellites.
2. Earth is able to support life because it has an atmosphere, ideal temperature, and water.
3. The Earth rotates on its axis, causing day and night, and revolves around the Sun, causing seasons.
Q4 W5 DAY 4_ SCIENCE_Safety Precautions_Beverly Santiago.pptxBeverly Santiago
The document outlines a lesson plan about the effects of the sun on human activities. It includes an introduction, objectives, activities like a poem and graphic organizer, and a formative assessment question. The lesson is meant to teach students how the sun provides heat and light that enables important human tasks in areas like farming, construction, and drying laundry. It also discusses how sunlight affects mood and allows for recreational outdoor activities.
George Watts Montessori School Edible Garden Primary Lessons for Classroom & Garden
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
The document explains the process of weather cycles and seasons. It begins with a general statement introducing the topic of how seasons are caused by the Earth's rotation and tilt relative to its orbit around the sun. It then provides a series of logical steps explaining that the Earth's tilt causes the north and south poles to alternate being tilted toward the sun for half of the year each. This results in the hemisphere tilted toward the sun experiencing longer days, receiving more of the sun's rays directly, and having summer weather, while the hemisphere tilted away has winter weather. The explanation closes by stating that without the Earth's tilted axis there would be no seasons.
The document explains the day and night cycle caused by the Earth's rotation on its axis every 24 hours. It provides background information and definitions of key terms like axis, rotation, and tilt. It then describes a hands-on activity where students will use a globe and flashlight to model how the Earth's rotation results in day and night. By rotating the globe and shining a light on different areas, students can observe how different parts of the Earth experience day and night over the course of 24 hours due to the tilt and rotation of our planet.
The document provides information about percentages, rates, and bases. It gives examples of calculating percentages using the formula P=BxR. It then works through an example of calculating a boy Vincent's score on a 50 question test where he got 96% correct. The rest of the document describes a group activity on treasure hunting where students will work through percentage word problems and present their answers through rapping, singing, or poetry.
This document contains a daily lesson log for a 6th grade science class. The lesson covers factors that affect weather and climate, including latitude, altitude, land mass, bodies of water, wind systems, and rainfall. The teacher's objectives are for students to define climate, observe how the Earth revolves around the sun, and identify factors affecting a place's climate. The lesson plan outlines content, resources, and procedures for discussing these concepts over five class days through examples, videos, diagrams, and class activities.
The DepEd Tambayan document is a home visit form used by teachers and guidance counselors. It collects a student's personal information like name, address, birthday, parents' names and contact numbers. The form is used to note the reason for a home visit, any remarks or agreements from the visit, and requires signatures from the student's parent and the student. It is approved by the school principal.
The Philippine Informal Reading Inventory (Phil-IRI) is a diagnostic tool used by teachers to determine students' reading levels. It consists of graded word lists and passages in both English and Filipino, as well as forms for recording student performance. The Phil-IRI helps identify students' independent, instructional, and frustration reading levels through individual oral reading, silent reading, and listening comprehension assessments. It also monitors reading growth and the effectiveness of instruction. All students in Grades 3 to 6 take the group screening test, while those reading below grade level undergo further individual assessment. The Phil-IRI is administered at the beginning and end of the school year.
This document contains a table of specifications for a summative test in English 6 at San Juan Integrated School for the third quarter of the school year 2020-2021. It outlines the modules, competencies, number of days taught, number of test items, percentage of items from each cognitive level, and the placement of items based on Bloom's taxonomy. The test will contain 20 multiple choice items, with 50% of items assessing understanding and 50% assessing application and higher-order thinking skills. It will cover the competencies of presenting viewpoints on an issue coherently, identifying word meanings from context clues, and identifying proper nouns.
ENHANCING THE FILIPINO CORE VALUES THROUGH MULTI.docxCeciliaTolentino3
Filipino core values shape culture and guide people, serving as an anchor especially in today's multimedia environment. These values define the Filipino identity as caring, joyful and trustworthy people who nurture relationships. Social media must thoughtfully incorporate these values by balancing speed, quality and cost to achieve the best outcomes in a competitive landscape.
This action plan by San Juan Integrated School aims to strengthen its Wins Program through teacher and student capacity building, establishing working committees, and partnering with local organizations. It will orient teachers and students on health and hygiene promotion. It will also form a Wins Committee and Technical Working Group with a budget of ₱500 and ₱100 respectively. Finally, it will monitor the program semi-annually and recognize committee members with certificates for their contributions.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Manage Your Lost Opportunities in Odoo 17 CRM
SCI6 WEEK 4 - Q4.docx
1. DAILY LESSON PLAN
School: SAN JUAN INTEGRATED Grade Level: VI
Teacher: CECILIA P. TOLENTINO Learning Area: SCIENCE
DATES: May 22-26, 2023 Quarter: 4 – WEEK 4
I.OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
A. Content Standards
The learner demonstrates
understanding on weather
patterns and
seasons in the Philippines:
The learner demonstrates
understanding on the earth’s
rotation and
revolution.
The learner demonstrates
understanding on the earth’s
rotation and
revolution.
The learner demonstrates
understanding on the earth’s
rotation and
revolution.
The learner demonstrates
understanding on the earth’s
rotation and
revolution.
B. Performance Standards
The learners should be able to
design an emergency and
preparedness plan and kit.
The learners should be able to
design an emergency and
preparedness plan and kit.
The learners should be able to
design an emergency and
preparedness plan and kit.
The learners should be able to
design an emergency and
preparedness plan and kit.
The learners should be able
to design an emergency and
preparedness plan and kit.
C. Most Essential
Learning Competencies
LC code
1. list down specific activities
for wet and dry season;
2. discuss appropriate activities
for specific seasons in the
Philippines
Describe the Earth’s movement
on its axis and orbit
UNCODED
Describe the Earth’s movement
on its axis and orbit
UNCODED
Describe the Earth’s
movement on its axis and orbit
UNCODED
Describe the Earth’s
movement on its axis and
orbit
UNCODED
II. CONTENT
Appropriate Activities
for Specific Seasons
in the Philippines
Movements of the Earth
“The Earth’s Rotation”
Movements of the Earth
“The Earth’s Rotation”
The Earth’s Revolution Movements of the Earth
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials
pages
MELC pp 383-384 MELC pp 383-384 MELC pp 383-384 MELC pp 383-384 MELC pp 383-384
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
MODULES MODULES MODULES MODULES MODULES
B. Other Learning
Resources
LAPTOP, PPT, PICTURES LAPTOP, PPT, PICTURES LAPTOP, PPT, PICTURES LAPTOP, PPT, PICTURES LAPTOP, PPT, PICTURES
IV. PROCEDURES
2. A. Reviewing previous
lesson or presenting
the new lesson
What are the two seasons in
the Philippines?
Describe each.
What are the appropriate
activities for wet season? Dry
season?
Recall past lesson. Recall past lesson. Recall their past lessons.
Preparation of test materials
B. Establishing a purpose
for the lesson
Identify whether the picture
shows wet or dry season.
We are very curious about the
things around us. We tend to
ask how things
exist and how they work. Look
at the picture below.
Have you ever asked your
parents similar questions? How
did they answer?
We learned that Earth is
moving on its axis. However,
our planet also moves on its
imaginary path around the
sun.
Why should you get a high
score in any given test?
C. Presenting
examples/instances of
the new lesson
The seasons affect many
aspects of our lives: from the
food that we eat
to the clothes that we wear, the
things that we do, and the
things that we see
around us. There are four
different seasons in the world:
winter, spring,
summer, and autumn. But in
the Philippines, we only have
two seasons - the
dry and the wet seasons.
The questions above are
examples of what we commonly
ask our parents as
young kids. Seasonal changes
and the occurrence of day and
night are things we
experience that may need to be
explained to some. This module
will be the key to
answering these questions. This
will focus on the Earth’s
movements—rotation and
revolution.
Let us learn more about the
Earth’s Rotation.
Let’s us find out what this
movement is and its effect.
Setting of standards in
taking the test.
D. Discussing new
concepts
Activity: Wet or Dry
Human activities are affected
by the seasons. The clothes
that we wear
as well as the food that we eat
Answer the following riddles.
Select your answer in the box
below.
In your first activity yesterday,
the globe or the ball represents
the Earth. A globe is a
representation of our planet.
The green areas represent land,
Activity 2: The Travelling
Earth
Objectives: At the end of
this activity, I will be able
to:
Distributes test materials to
the pupils.
3. also depend on the seasons. In
this activity,
you are to classify the pictures
of the different activities for
specific seasons
in the Philippines. Write the
word wet or dry on your answer
sheet.
1. I am the king of the solar
system. I have my eight slaves
that surround and
never leave me. I share to them
my heat and light. What am I?
2. I am a straight imaginary line.
The Earth spins on me.
What am I?
3. I am a circular path. I guide
the Earth as it travels around
the sun. What am
I?
4. I am the third daughter of the
sun. Among my siblings, I am
the only one with
life. I have plants and animals
on me, and I am surrounded by
many blue
seas.
5. I look like your planet but I am
small. What am I?
Do you believe that the Earth is
moving? How do you know that
the Earth is
moving? When the position of
the stars, the sun and the moon
that you observe
from Earth changes, you will
know that it is moving. Do
activity 1 to see another
evidence of the movement of
the Earth.
while the blue areas
represent water. The flashlight
represents the sun. The sun
gives off light energy to
the planets in the solar system.
When the globe moves in
counterclockwise (East to
West) motion, there are parts of
the globe which directly face the
light and there are
also parts which are facing
away from the light.
When the Earth spins on its
axis, the part directly facing the
sun experiences
daytime while the part of the
Earth which facing away from
the sun experiences
nighttime. An axis is an
imaginary line where the Earth
spins. It is tilted 23.5
degrees and it extends from the
North Pole to the South Pole.
The spinning of the
Earth on its axis is called
rotation. It takes 24 hours or
one day to complete one
rotation and this causes day and
night. The counterclockwise
spinning of the Earth
on its axis makes the sun
seems to rise in the East and
seems to set on the West.
demonstrate how the
Earth revolves around
the sun
Materials:
∙ 1 clean sheet of paper
∙ six (6) inches string
∙ 1 pushpin
∙ 1 pencil
Directions:
1. Place the 1 clean sheet of
paper on a table.
2. Set the pushpin at the
center of the paper.
3. Loop the end of the string
around the pushpin and the
other end to
the body of a pencil.
4. Move the pencil around to
form a circular mark on the
paper.
5. The illustration below shows
how you will do the activity.
6. Answer the questions that
follow
4. E. Continuation of the
discussion of new
concepts (leads to
Formative Assessment
2)
Changes in the seasons affect
the things we do everyday.
These changes
in seasons influence our daily
activities. For example, there
are fruit-bearing
trees and vegetables which are
seasonal. There are foods
which are best to eat
in summer but not during rainy
days.
During dry season or
summertime, people wear light
and bright colored
clothes like sandos, t-shirts,
and shorts for them to feel cool.
They like to eat
ice cream and cold drinks to
quench their thirst and feel
cool. There are also
tropical flowers, vegetables,
and fruits that grow best in this
season. It is also
an opportunity for farmers to
harvest crops, the best time to
go to the beach
to freshen up, and do ideal
outdoor activities such as
playing volleyball and
basketball.
During the rainy season, people
wear coats and jackets to make
themselves warm, and when
they go out, they use raincoats
and umbrellas in
order not to get wet. They love
to eat hot soup and drink
chocolate or coffee.
In farming, there are crops best
planted during wet or rainy
season like rice
Activity 1: The Spinning Earth
Objectives: At the end of this
activity, I will be able to:
1. demonstrate how the Earth
rotates on its axis using a globe,
and
2. explain how day and night
happen as the Earth rotates on
its axis.
Materials: globe/ball,
flashlight
Directions:
∙ Find a dark room.
∙ Ask the help of your
parents or adult
companion at home to
turn on a
flashlight and point it
directly towards the globe
or ball.
∙ Slowly turn the globe,
ball or any round objects
in a counterclockwise
(West to East) movement.
∙ Caution: Do not play with the
flashlight. Do not point the light
directly to
the eyes of your companion.
As the Earth rotates on its axis,
objects that are not fixed on the
ground such
as air get deflected. The
deflection of the air is called
Coriolis Effect. This effect
happens because different parts
of the Earth move at different
speed as it rotates on
its axis. Because the Earth is an
oblate spheroid, so the part near
the equator is
much wider compared to the
poles. This means that
movement of air in the equator
is faster compared to the part
near the North Pole or South
Pole. The farther you go
from the equator the slower is
the movement of the air.
Therefore, air is deflected
towards the right in the Northern
Hemisphere and towards the left
in the Southern
Hemisphere instead of moving
in straight patterns.
The Coriolis Effect contributes
to the circular motion of the
wind. The deflected
air affects the surface ocean
currents, which occur on the
open seas and oceans
influencing the direction of the
waves.
Guide Questions:
1. What do the following
materials represent in the
activity?
A. Pencil -
B. Pushpin-
2. What does the circular path
in your drawing represents?
3. What do you call to the
circular movement of the
pencil around the
pushpin?
4. Do you think Earth is also
travelling around the sun just
like in your
activity? What are the
evidences that the Earth is
indeed travelling around
the sun?
In your second activity, you
have used the pencil to
represent the Earth and
the pushpin to represent the
Sun. The circular mark around
the pushpin represents
the Earth’s orbit. An orbit is
an imaginary path of the Earth
around the sun. As the
Earth moves around the sun,
revolution happens.
Choose the letter of the best
answer. Write the chosen
letter on a separate
sheet of paper.
1. What are the two seasons
in the Philippines?
A. dry and wet
B. warm and dry
C. cold and warm
D. humid and warm
2. How do people dress up
during the summer?
A. People wear boots.
B. People wear coats and
jackets.
C. People use warmers and
sweatshirts.
D. People wear light and
bright colored shirts.
3. The activity that can be
done best during summer is
to
A. flying kites
B. watching TV
C. reading books
D. playing board games
4. Which activity is NOT
appropriate to do during the
dry season?
A. going on picnics
B. playing at the park
C. swimming at the beach
D. wearing coats and jackets
5. Which activity is
appropriate for dry season?
A. swimming
B. staying indoor
C. playing in the rain
D. planting vegetables
6. Which season is the most
appropriate to fly kites?
A. cold season
B. dry season
5. grains, corn, and wheat.
However, this season is also
the onset of diseases
such as dengue fever, diarrhea.
Cough and colds are common
at this time.
Cleaning the surroundings,
especially the breeding places
of mosquitoes, is a
very important activity during
this season.
C. wet season
D. warm season
7. Which activity is NOT
appropriate to do in a wet
season?
A. drying fish
B. swimming
C. staying indoors
D. going out for a walk
8. When is the most
appropriate time to fix
damaged ceilings at home?
A. wet season
B. dry season
C. warm season
D. warm season
9. Which of the following
materials is best to bring the
whole year through?
A. jacket
B. shades
C. umbrella
D. wide hat
10. The following foods are
best to eat during rainy
season EXCEPT _______.
A. lomi
B. halo-halo
C. hot coffee
D. chicken noodle soup
F. Developing mastery
(leads to Formative
Assessment 3)
Discuss the concept of the
lesson.
∙ The illustration below
shows how you will do the
activity.
∙ Answer the questions
that follow.
Coriolis Effect also influences
the spinning directions of
typhoons. Typhoons in the
Northern Hemispheres spin in
counter clockwise direction
while typhoons in the Southern
Hemispheres spins in clockwise
direction.
Revolution is the movement
of the Earth on its orbit around
the sun while it
is tilted 23.5 degrees in its
axis. One Earth’s revolution is
equivalent to 365 1/4 days
or one year.
Have you observed that the
positions of the stars change
from time to time? If
the Earth is not moving, then
each star will appear to be in
6. the same place relative
to other stars. When the Earth
is on the other side while it
revolves around the sun,
star patterns from the other
side cannot be seen on Earth.
Indeed the Earth is
revolving around the sun
because the star patterns
called constellations that can
be seen at nighttime seems to
change their positions.
G. Finding practical
applications of
concepts and skills in
daily living
(reflective approach)
Activity: Wet and Dry Season
Study the following pictures.
Identify whether the following
activities
are appropriate for the dry or
wet season. Write W if it is for
wet Season and
D for dry season in your answer
sheet.
Guide Questions:
1. What do the following objects
represent in the illustration?
A.Flashligh_________________
B. Globe -
___________________
2. Which part of the globe or ball
would receive light?
3. Would all parts of the globe or
ball receive light at the same
time from the flashlight? Why?
4. What would happen to the
part of the Earth which receives
light?
5. What would happen to the
part of the Earth not receiving
light?
Directions: Draw/illustrate the
Earth’s movement on its axis.
Then, write three (3)
effects of Earth’s rotation below.
Write your answer on a
separate sheet
of paper.
Directions: Write true if the
statement is correct and false
if it is incorrect. Write
your answers on a separate
sheet of paper.
_____________1. The
movement of the Earth around
the sun is called rotation.
_____________2. The Earth
revolves around the sun
through its orbit.
_____________3. Revolution
causes the change of
seasons.
_____________4. Seasons
change because Earth is tilted
while it revolves around the
sun.
_____________5. The Earth
spins around its orbit in a
clockwise movement.
Choose from the words
below to complete the
following sentences.
7. H. Making generalizations
and abstractions about
the lesson
The Philippines has two
seasons: wet and dry. The
activities that we do,
the food that we eat, and the
clothes that we wear are
affected by these seasons.
Directions: Complete the sentences by writing the correct word
from the box. Write your answers on a separate sheet of paper.
I have learned that:
1. The movement of the Earth on its axis is called
_______________. It causes day
and night.
2. The part of the Earth which is facing the sun experiences
_________________.
3. The side of the Earth facing away from the sun experiences
_______________.
4. One complete rotation is equivalent to _______________ or one
day.
5. The deflection of the air as a result of Earth’s rotation is called
____________.
Directions: Complete the
sentences by supplying the
correct word/s found in the
box.
I have learned that:
1. The movement of the Earth
on its orbit around the sun is
called __________.
2. An imaginary circular path
around the sun where Earth
travels is called
_________________.
3. As the tilted Earth revolves
around the __________,
unequal distribution of
light happens. This causes the
change of season.
4. A temporary climatic
change in a certain location is
called _________________.
5. The Earth revolves around
its orbit once every
_________________ or one
year.
I. Evaluating learning Multiple Choice. Choose the
letter of the best answer. Write
the chosen letter
on a separate sheet of paper.
1. How do people dress up
during the summer?
A. People wear boots.
B. People wear a coat and
jacket.
C. People use warmers and
sweat shirts.
D. People wear light and bright
colored shirts.
2. The following activities can
be done during the rainy
season EXCEPT
______.
Directions: Write ( ✔ ) if the
picture shows the effect of
Earth’s movement on its
axis
and ( x ) if it’s not. Write your
answer on a separate sheet of
paper.
Directions: Choose the letter of
the best answer. Write your
answer on a separate
sheet of paper.
1. Which of the following causes
of day and night?
A. rotation of the sun on its axis
B. rotation of the Earth on its
axis
C. revolution of the moon
around the sun
D. revolution of the moon
around the Earth
2. Which of the following
statements about Earth’s
rotation is true?
A. The Earth’s rotation causes
Directions: Choose the letter
of the best answer. Write your
answer on a separate
sheet of paper.
1. Which causes the change
of seasons?
A. Revolution of the sun
around the Earth
B. Revolution of the sun
around the moon
C. Revolution of the Earth
around the sun
D. Revolution of the moon
around the Earth
2. Which statement is true
about the movement of the
Earth?
Checking and recording of
test results.
8. A. flying kites
B. watching TV
C. reading books
D. aerobic dancing
3. Which season is the most
appropriate time for farmers to
prepare their
land for planting rice?
A. cold season
B. dry season
C. wet season
D. warm-season
4. When is the most
appropriate time to go on a
family outing?
A. wet season
B. dry season
C. cold season
D. warm-season
5. When do typhoons usually
visit our country?
A. wet season
B. dry season
C. cold season
D. warm-season
6. What are the two seasons in
the Philippines?
A. dry and wet
B. warm and dry
C. cold and dry
D. humid and warm
7. Which food is best to eat
during summer?
A. lomi
B. halo-halo
C. hot coffee
D. chicken soup
8. Which is the most
appropriate thing to do on a dry
season?
A. drink much water
B. wear thick clothes
C. stay longer under the sun
Guide question:
What are the different effects of
Earth’s rotation based on given
the activity?
Directions: Which of following
activities can be BEST done
during daytime or
nighttime? Write DT if it is best
done during daytime and NT if it
is best
done during nighttime.
________1. Sleeping
________2. Helping with the
household chores
________3. Sharing bedtime
stories to younger siblings
________4. Watching the stars
on the sky
________5. Eating breakfast
________6. Playing
________7. Going to School
________8. Eating dinner
________9. Going to mall
________10. Watching the
moon
climate change.
B. The Earth’s rotation is
equivalent to one day.
C. The Earth’s rotation is
equivalent to one year.
D. The Earth’s rotation causes
seasonal change.
3. Which of the following refers
to imaginary line where the
Earth spins?
A. Axis
B. Ellipse
C. Orbit
D. Pole
4. Which is not an effect of the
Earth’s rotation on its axis?
A. Day and night
B. Coriolis Effect
C. Seasonal Changes
D. Sun seems to rise on the
East and set on the West
5. Which of the following is an
effect of the Earth’s rotation?
A. Earthquake
B. Coriolis Effect
C. Movement clouds
D. Change of seasons
6. Which is the effect of the
counterclockwise movement of
the Earth?
A. The sun seems to rise in the
East.
B. The sun seems to rise in the
West.
C. The sun seems to rise in the
North.
D. The sun seems to rise in the
South.
7. How long does it take for the
planet Earth to complete one
rotation?
A. 21 hours
B.22 hours
A. Earth moves around the
sun on its axis.
B. Earth moves around the
sun through its ring.
C. Earth moves around the
sun through its orbit.
D. Earth moves around the
sun through its ring.
3. Approximately, how long
does it take for the Earth to
complete one revolution
around the sun?
A. 88 days
B. 225 days
C. 288 days
D. 365 1/4 days
4. Which are the two seasons
experienced in places near the
equator?
A. Wet and dry
B. Fall and spring
C. Dry and spring
D. Summer and winter
5. Which of the following
statements about the
revolution of the Earth is
correct?
A. As the Earth spins on its
axis, it causes climate change.
B. As the Earth revolves
around the sun, it causes day
and night.
C. As the Earth revolves
around the sun, it also rotates
on its axis.
D. As the sun revolves around
the Earth, it causes seasonal
change.
6. Which of these statements
is true?
A. Axis is the path of Earth
around the sun.
B. Poles contribute to the
9. D. do not put sunblock while
playing at the beach
9. Which activity is suitable to
do in a wet season?
A. swimming
B. drying fish
C. staying indoors
D. taking your pet dog for a
walk
10. Which of the following
materials is appropriate to bring
regardless of the
season?
A. shades
B. wide hat
C. umbrella
D. thick clothes
C.23 hours
D.24 hours
8. Which condition is
experienced in places facing the
sun during Earth’s rotation?
A. Daytime
B.Nighttime
C.Darkness
D. Cold temperature
9. Which is true about Earth’s
tilt on its axis?
A. The Earth is tilted 0 degrees.
B. The Earth is tilted 90
degrees.
C. The Earth is tilted 22.5
degrees.
D. The Earth is tilted 23.5
degrees.
10. Which of the following
explains Coriolis effect?
A. As the Earth rotates on its
axis, air does not move
B. As the Earth rotates on its
axis, air remains stationary
C. As the Earth rotates on its
axis, air moves back and forth
D. As the Earth rotates on its
axis, air is deflected and
changes its direction.
unequal distribution of heat
from the sun.
C. The Earth’s tilted orbit
causes unequal distribution of
heat from the sun.
D. The Earth’s tilted axis
causes unequal distribution of
heat from the sun.
7. How do you call the short
climatic changes caused by
the Earth’s revolution
around the sun?
A. Coriolis
B. Monsoon
C. Season
D. Weather
8. Which of the following is the
evidence that the Earth is
revolving around the
sun?
A. The climate condition
remains the same.
B. Tides in the ocean and
seas changes.
C. The position of clouds in
the sky changes.
D. The position of
constellations changes as
seen from Earth.
9. Why do different areas of
the Earth receive a different
amount of sunlight
throughout a year?
A. because the Earth is tilted
B. because the Earth is
sphere
C. because the Earth is
floating
D. because the Earth is
spinning
10.Which of these is the effect
of Earth’s revolution around
the sun?
10. A. direction of the wind
changes
B. direction of the typhoons
changes
C. direction of the ocean
current changes
D. positions of the
constellations changes
J. Additional activities for
application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation
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 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:
CECILIA P. TOLENTINO
Teacher-3
Noted:
JACQUELINE F. AGDEPPA
Teacher-In-Charge