semi detailed lesson plan on seasons

1. Guiling-Coliling National High School
Semi-Detailed Lesson Plan for Classroom Observation Tool
Teacher Marichu S. Ramos Date Time
I. Objectives (Annotations)
-PPST -
Indicators/KRA/Objec
tives to be observed
during the classroom
observation
I. Objectives
A. Content
Standards
The learners demonstrate understanding of the relationship of the
seasons and the position of the Sun in the sky.
B. Performance
Standards
The learners should be able to analyze the advantage of the location
of the Philippines in relation to the climate, weather and seasons.
C. Most
Essential
Learning
Competencies
Using models, relate:
1 the tilt of the Earth to the length of daytime
2 the length of daytime to the amount of energy received
3 the position of the Earth in its orbit to the height of the Sun in the
sky
4 the height of the Sun in the sky to the amount of energy received
5 the latitude of an area to the amount of energy the area receives
6 tilt of the Earth and the seasons
S7ES-IVh-9
Specific Objectives:
Psychomotor: use a globe to model the revolution of the earth.
Affective: relate the revolution of the Earth and its tilt to the variation
of the length of day and night with the seasons
Cognitive: explain why opposite hemisphere of the Earth experience
different seasons
KRA 1
Objective 2
Used research -based
knowledge and
principles of teaching
and learning to
enhance professional
practice
II. Content Seasons
III. Learning
Resources
KRA 1
Objective 2
Used research -based
knowledge and
principles of teaching
and learning to
enhance professional
practice
A. References
1. Learner’s
Material Title
and Pages
-Science 7, Page 345-350
2. Textbook
title and Pages
Science And Technology I, Page 287-290
Grade Level 7
Learning Area Science
Quarter Fourth
Learning Modality Modular Distance Modality
Republic of the Philippines
Department of Education
Region I
Pangasinan Division II

2. 3. Material
from LR(Portal
Learning
Resources)
-Self Learning Module in Science 7
-Quarter 4: Module 4
B. Other
Learning
Resources
Google images, Laptop, T.V., Power Point Presentation, Activity
Sheets,
KRA 1:
Objective no. 2
Used research -based
knowledge and
principles of teaching
and learning to
enhance professional
practice
Strategy:
Integration of ICT for
teaching and learning
process.
IV. Procedures
A. Review/
Presenting New
Lesson
ELICIT
A. Preliminaries
- Prayer
- Greetings
- Checking of Attendance, proper sitting arrangement,
cleanliness and orderliness
- Remind the health safety protocols
Activity 1: Crossword Puzzle
Directions: Encircle the words related to land and sea breezes, monsoons,
and intertropical convergence zone (ITCZ). The letters are arranged
vertically, horizontally, and diagonally. There are ten words in the puzzle.
W E A T H E R I S E
T R A D E W I N D S
A M I H A N L A N E
L E S E L O V E I Z
A R R W I N D A T E
I B P R E S S U R E
R O H A B A G A T R
S C O R I O L I S B
KRA 1
Objective no. 4
-Used effective
verbal and non-
verbal classroom
communication
strategies to support
learner
understanding,
participation,
engagement and
achievement.
KRA 2
Objective no. 5
-Established safe
secure learning
environments to
enhance learning
through the
consistent
implementation of
policies, guidelines
and procedures.
Objectives 6
-Maintained learning
environments that
promote fairness and
care to encourage
learning.
B. Establishing
a purpose of
Lesson
ENGAGE
The students will describe the pictures shown by the teacher.
KRA 1,2, & 3
Objective no. 2
Used research -based
knowledge and
principles of teaching
and learning to
enhance professional
practice
Objective no. 4
-Used effective
verbal and non-
verbal classroom
communication
strategies to support
learner
understanding,
participation,

3. engagement and
achievement.
Objective no. 7
-Maintained learning
environments that
that nurture and
inspire learners to
participate,
cooperate and
collaborate in
continued learning.
C. Discussing
new concept
and practicing
new skills
EXPLORE
Video Presentation about Seasons
The learners watch a video entitled “Seasons in Earth” and “The
Earth’s tilt.
The students will answer Activity 1: Seasonal Tilt
Directions: Match the pictures in column A to the different seasons in
column B. Write the correct letter of your answers before each number.
A
Jan-Feb-Mar
Spring
B
April-May-June
Summer
C
Oct-Nov-Dec
Fall
D
July-Aug-Sept
Winter
KRA 2 & 4
Objectives 6
-Maintained learning
environments that
promote fairness and
care to encourage
learning.
Objective no. 7
-Maintained learning
environments that
that nurture and
inspire learners to
participate,
cooperate and
collaborate in
continued learning.
Objective no. 9
-Designed adapted
and implemented
teaching strategies
that are responsive
to learners with
disabilities,
giftedness and
talents.
______1.
Spring
______2.
Spring
______3.
Spring
______4.

4. D. Developing
Mastery/Forma
tive
Assessment)
EXPLAIN
Point out!
Directions: Fill in the boxes with correct letters to complete the woed(s)
being described in the sentence. Some of the letters are done for you as a
clue.
R T T O
1. It refers to the turning motion of the Earth along its axis.
E A S
2. The result of the motions of the Earth and moon through space.
A T M
3. The portion that faces the Sun is called_______.
V L I N
4. The movement of the Earth around the Sun.
O R S A O
5. The seasons are experienced by the places farther from the
equator, like Northern America and Australia
Fact or Bluff!:
Directions: Write Fact if the italicized statement is correct, and Bluff if it is
incorrect. Use a separate sheet of paper for your answers.
_______6. The Earth is not stationary.
_______7. The tilted position of the Earth does not have any effect on the
season.
_______8. Daytime and nighttime are always equal.
_______9. The length of daytime is only one factor that affects the
seasons.
_______10.Places along with the equator experience only two seasons-
dry and wet seasons
KRA 1
Objective no. 3
-Displayed proficient
use of Mother-
Tongue, Filipino and
English to facilitate
teaching and
learning.
Objective no. 4
-Used effective
verbal and non-
verbal classroom
communication
strategies to support
learner
understanding,
participation,
engagement and
achievement.
G. Finding
practical
application of
concepts and
skills in daily
living.
ELABORATE
Activity: Fill me Up:
Directions: Rearrange the jumbled letters to form a word to complete
the idea of the paragraph.
The 1. _______ (soneas) change because the earth is 2. _______(litted) and
it revolves around the sun. Sometimes the direct rays of the sun will hit
the Northern Hemisphere and at other times the direct rays will strike
the
3. _______(thernous). Whichever hemisphere receives the direct rays of
the sun will experience 4. _______(mersum). And the other hemisphere
will receive oblique rays will be 5. _______(twiner) .
KRA 1
Objective 1
-Applied knowledge
of content within and
across the
curriculum.
English – Integration
of completing the
paragraph.
I. Making
generalization
about the
lesson
What causes the seasons? Did the seasons affect your life during
pandemic? If this is so, make a diary about your experience during
pandemic.
Objective 1
-Applied knowledge
of content within and
across the
curriculum.
Values Integration –
Sense of
Responsibility
GAD Integration –
Karapatang maging
ligtas
J. Evaluation Assessment worksheet No. 3 on page13
Guiling-Coliling National High School
Most Essential learning Competency: Using models, relate:
KRA 3
Objective no. 9
-Designed adapted
and implemented
teaching strategies
that are responsive
to learners with
disabilities,
giftedness and
talents.
Objective no. 10

5. 1 the tilt of the Earth to the length of daytime
2 the length of daytime to the amount of energy received
3 the position of the Earth in its orbit to the height of the Sun in the
sky
4 the height of the Sun in the sky to the amount of energy received
5 the latitude of an area to the amount of energy the area receives
6 tilt of the Earth and the seasons
S7ES-IVh-9
Name:____________________ Date:___________
Grade/Section:______________ Score:
__________
Activity 3: BECAUSE THE EARTH IS TILTED…SEASONS!
Directions: Study the figure above. The equator is the horizontal line
that divides the earth into Northern Hemisphere and Southern
Hemisphere. Based on the illustration, answer the following questions
briefly.
1. In the month of June, which part of the Earth receives the greater
Sun’s rays?
__________________________________________________________________________________
2. Which part of the day is longer, daytime or night time?
__________________________________________________________________________________
3. On the month of December, Which part of the earth receives less
sun’s rays?
_________________________________________________________________________________
4. Which part of the day is longer, daytime or night time?
_________________________________________________________________________________
5. What is the season of the places located in this hemisphere?
________________________________________________________________________________
-Adapted and used
culturally appropriate
teaching strategies to
address the needs of
learners from
indigenous group.
Objective no. 11
-Adapted and
implemented
learning programs
that ensure
relevance and
responsiveness to
the needs of all
learners.
K. Extend for
application or
remediation
Activity no. 1: Title: “Why do the seasons change?”
Science 7, learner’s Material, page 344
Activity no. 2: Title: “How does the Length of Daytime and Nighttime
Affect the Seasons?”
Science 7, learner’s Material, page 349
Activity no. 2: Title: “Seasons of life”
Self-learning Module, page 6
KRA 3 & 4
Objective no. 9
-Designed adapted
and implemented
teaching strategies
that are responsive
to learners with
disabilities,
giftedness and
talents.
Objective no. 16
-Applied personal
philosophy of
teaching that is
learner-centered
V. Remarks
VI. Reflections
a. Number of
learners who

6. earned 80% in
the evaluation
b. Number of
learners who
require
additional
activities for
remediation
c. Did the
remedial
lessons work?
Number of
learners who
caught up with
the lesson
d. Number of
learners who
continue to
require
remediation
e. Which of my
teaching
strategies
worked well?
Why did this
work?
f. What
difficulties did I
encounter
which my head
teacher,
principal and
supervisor can
help me solve?
g. What
innovation or
localized
materials did I
used/discover
which I wish to
share with
other teachers?
Prepared by: Checked:
MARICHU S. RAMOS CARLITO A. BRAGADO
SST-III, Science/Ratee Head Teacher III/Rater
Noted:
EMELITA N. SORIANO, EdD
Principal IV