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.

1. SEASONS OF THE
EARTH
Angelica Marvie E. Gundayao

2. Meeting Rules

4. 1. In a __________, the air is warmer above the land.
ASE REEBZE
SEA BREEZE

5. 2. In a land breeze, the air moves from the land to the
__________.
CEOAN
OCEAN

6. 3. In a sea breeze, the air moves from the ocean to the
__________.
NALD
LAND

7. 4. When warm air rises, __________ pressure forms at the
surface of the land or sea.
WOL
LOW

8. 5. The strength of the sea breeze depends on the
difference between __________ of the sea and the land.
PETMERTUARE
TEMPERATURE

9. Questions:
• How do you differentiate a Sea Breeze and a Land Breeze?
• Why do we need to learn about Monsoons?
• Discuss briefly why clouds are densely formed near the Earth’s Equator.
Very good, students!
So, now you have already explored the occurrence of common atmospheric
phenomena and how these provide clear understanding of the Earth we are in.
It also gives us information on how to plan our daily activities based on daily
weather forecast we see and hear on televisions and radios.
Let’s move on to our new lesson for today. But before that, I want you to pay
attention and observe this video.
Present the video Kanlungan.

10. Questions:
• What is the song all about?
• What can you say about the pictures presented in the video? What does it
show?
• Do you still experience or do those things to this day? Why or why not?
That’s right!
So, based on the lyrics of the song “pana-panahon ang pagkakataon”, our
experiences before as a kid is very different from our experiences nowadays
specially that we are already in the gadgets and internet era that is because of
CHANGE. As the saying goes, “Change is the only constant in this world.” Do
you agree? Very good!
Our lesson for today has something to do with the passage of time or
change. Therefore, I want you guys to listen very carefully because today we’re
going to learn about…

11. SEASONS OF THE EARTH

12. Target Goals
• identify the different seasons of the Earth
• create a model showing the Earth moving around the sun in
different times of the year
• draw and label the seasons in each hemisphere of the Earth
• discuss the importance of the passage of time and change

13. Have you experience sometimes na it’s already past 6:00 in the evening and
yet hayag gihapon kaayo? Or maybe sometimes it’s already 5:00 in the morning
but then ngitngit gihapon kayo ang kabuntagon.
So the length of days and nights vary. There are times when the days are
longer and the nights are shorter while there are periods during the year when
the nights become longer and the days shorter. Why is this so? What is the
effect of this to the seasons of the Earth?
Let’s all find out as we go along with this lesson.
Yesterday I asked you to prepare certain materials you can find at home for
our activity today. Did you have that one? Kindly put them now on your table.
Please make sure that it is safe enough for you to use the candle if you are
using one. Siguradohon nga secure ang stand sa candle.
Are you ready? This time, let’s create a model showing the Earth moving
around the sun in different times of the year by following this procedures.

14. Procedures:
1. Make an actual model by using a
ball or any round object to
represent the Earth and a
flashlight or a lighted candle to
represent the Sun.
2. Draw a line at the center of the
ball to represent the Equator.
3. Mark “N” for North Pole on top of
the ball and “S” for South Pole at
the bottom of the ball.

15. Procedures:
4. Make sure to move the ball in slanting
position around the lighted candle or
bulb.
5. Make sure to keep the ball at the same
angle as you move it to the other side of
the lighted bulb or candle since the
Earth’s axis is in slanting position which
is about 23.5 degrees from a line
standing to its orbit. Observe also at what
hemisphere the light of the candle
brightens most on the different months.

16. In Araling Panlipunan, in your elementary days you learned that there are
imaginary lines on the globe. This includes horizontal and vertical lines. The
vertical line is what we call longitude and its starting point is called Prime
Meridian. The Prime Meridian divides the Western and Eastern hemisphere of the
Earth. The horizontal line, on the other hand, is called latitude and its starting
point is called the equator. The equator divides the Northern and Southern
hemisphere of the Earth.
Now there are still four other lines parallel to the equator in the northern and
southern hemisphere. What are these lines?
That’s correct! Why are these lines significant for us to know when we talk
about seasons of the Earth?
Very good! And aside from that, these lines help in identifying and locating
major heat zones of the earth. Which means, through these lines, mahibaluan
nato which places on Earth receives direct rays from the sun or not which
ultimately gives us the idea of what season these places are exactly experiencing.
Going back to our activity…

17. Questions:
• In which month is the North Pole tilted toward the Sun – in June or
December?
• In which month is the North Pole tilted away from the Sun – in June or
December?
• In June, which hemisphere receives direct rays from the Sun – the
Northern Hemisphere or Southern Hemisphere?
• In December, which hemisphere receives direct rays from the Sun –
the Northern Hemisphere or Southern Hemisphere?
So, you are going to answer these questions through the next activity
that I am going to show you.

18. Activity: Complete Me
Directions: Use your model as your reference in answering Table 1. Copy and complete the table
below by putting a check mark (✓) in the appropriate column.

19. How do you find the activity? Let’s set that aside in the mean time and I
want you guys to direct your attention on the screen for this short video
lesson. Follow up activities will be done shortly after this to test your
understanding so please make sure to listen very carefully.
Present video lesson about Seasons of the Earth.

20. Summer Solstice
• Longer days, shorter nights
• 90 degrees in Northern
Hemisphere
Winter Solstice
• Shorter days, longer nights
• 90 degrees in Southern
Hemisphere
Spring/Fall Equinox
• Equal day and night
• 90 degrees at equator
WINTER
SPRING
SUMMER
FALL

21. JUNE SOLSTICE
Southern – WINTER
• fewer daylight hours
• less direct light = less heat

22. DECEMBER SOLSTICE
Southern – SUMMER
• more daylight hours
• more direct light = more heat

23. • Direct rays mean that the rays of the
Sun hit the ground at 90 degrees.
• When the Sun’s rays strike the
ground at a high angle, each square
meter of the ground receives a
greater amount of solar energy
which results to a warmer
environment.
• When the Sun’s rays come in at an
oblique angle, each square meter of
the ground will receive a lesser
amount of solar energy because it
will be distributed over a wider area.

25. Activity: Describe Me
Directions: Copy and complete the table using the descriptions in the diagram below.

27. Activity: Draw & Label Me
Directions:
Copy and complete the diagram below
to illustrate the changes in seasons.
Using the model below as a starting
point:
1. draw the axis on each Earth (E) at
different time of the year;
2. label the seasons in each
hemisphere; and
3. describe the tilt of the Earth and the
seasons.

29. Think-Alone-Share:
• Differentiate rotation and revolution.
• How do you define seasons?
• Enumerate the four (4) seasons on Earth and explain why they happen.
• Why do we experience wet and dry seasons in the Philippines unlike other
countries?
• How important is it to be knowledgeable about seasons and the passage of
time?
Very good, students! You have really understood our lesson well. I am so
happy that not only did the girls participate but as well as the boys. But we’re
not quite done yet because you are still going to answer the Assessment Test
through Quizziz. So I’m going to send you the link and then for 15 minutes, you
are going to answer the quiz.

30. Assignment
Directions: Copy and complete Table 4 by putting a check mark (✓) on the appropriate column. Use
the data in Table 3 below which shows the times of sunrise and sunset in every 22nd day
of the month as your reference. (The first column is done for you.)

31. Assignment