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SCIENCE 7 QUARTER 4 WEEK 1: The Earth’s Grid System

Guide Card
Hello learners? Do you know where you are right now here on Earth? Have you experienced being
lost in a city or in a forest? Have you asked a stranger to help you find your way back home? When
we want to find our way, we can do it by looking at the positions of the sun in the sky. In the morning,
the sun rises in the East and in the evening, it sets in the West. If you stand facing East and hold
your hands out, your left hand will point North and your right hand will point South.
In your past lessons in elementary, you have learned the four cardinal points, the North,
South, East, and West. We can find these directions in the compass, world maps, globe, and even
in some applications like GPS on your smartphone.
Nowadays, people find it easy to locate certain places in just one click on a site, apps, and
Google searches. But have you been wondering how to exactly locate certain places on Earth? This
module consists of activities that will help you explore some of the famous countries and favorite
places in history. You will learn to read and recognize coordinates on a map and gain an
understanding of latitude and longitude

Learning Competency: demonstrate how places on Earth may be located using

coordinates (S7ES-IVA-1.)
Pre-Test: Direction: Choose the letter of the correct answer and write it in your notebook/on a
separate sheet of paper.
1. Which of the following is an imaginary line that circles the Earth at 0 degrees latitude?
A. Equator B. International Date Line
C. North Pole D. Prime Meridian
2. Longitude starts at an imaginary line running through Greenwich, England. What is the name of
this imaginary line?
A. Arctic Circle B. Equator
C. Prime Meridian D. South Pole
3. Mark is standing at 41 degrees North Latitude. Liza is at 21 degrees North Latitude. Which one
is closer to the equator?
A. Liza B. Mark Anthony
C. They have the same distance from the equator. D. none of the choices
4. When measuring the lines of latitude, always begin with the___, which represents 0 degrees.
A. Equator B. Longitude
C. North Pole D. Prime Meridian
For questions 5-10, use the world map to answer.

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5. What latitude would India be located in?
A. 20 ° East latitude B. 20 ° North latitude
C. 20 ° South latitude D. 20 ° West latitude
6. Which place is located at 40°N and 140°E?
A. Canada B. Japan
C. Mexico D. Mongolia
7. What are the approximate degrees’ latitude and longitude of the United Kingdom?
A. 58° N and 48° W B. 70° N and 40° W
C. 70° S and 40° W D. 58° S and 48° W
8. What approximate longitude could you find in the Philippines?
A. 60 ° E B. 60 ° W
C. 122 ° E D. 122 ° W
9. In which latitudes could you find the Philippines?
A. between 0°and 30° N B. between 0°and 30° S
C. between 120° E and 180° E D. between 120° E and 180° W4
10. Which countries does the longitude 60° E run through?
A. Iran, Kazakhstan, Russia B. Iran, Kenya
C. Iran, Kenya, Singapore D. Mongolia, Singapore

Activity Card
Directions: Below is a Treasure Island Map in grids. Help the Guiding Star (1, J) to identify the
coordinate pairs of the following items. Write your answers on a separate sheet of paper.
1. Captain Pirate 6. Ring
2. Coconut tree 7. Skull
3. Monkey 8. Shark
4. Nipa hut 9. Shovel
5. Pirate ship 10. Treasure box

Discussion of the Activities

How do you find a city or other location on a world map or globe? It might be easy to find
Manila, Philippines, but what if you were asked to find the Bermuda Triangle? Where would you
begin to look? Searching for places on a world map or globe can be time consuming and frustrating.
Sometimes you do not know where to begin looking. You can find a place more quickly if you know
its address.

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 All places on Earth have specific addresses. This
address makes it easy to find a place. To help us locate
places on the earth’s surface, we use a coordinate
system. This coordinate system is like placing a giant
grid over the earth. This grid has lines extending from
east to west called lines of latitude and lines extending
from North to South called lines of longitude.

Lines of latitude and longitude are both seen in

maps and globes. But have you asked yourself which
one is better to use? Well, globes and maps are tools
used to display and locate places on Earth but in
different ways. Each tool has its own advantages and
disadvantages
A globe is a round model of Earth. That means
it’s round just like the Earth but smaller. A globe shows accurate shapes, sizes, and distances of
land and water. Accurate means something is exactly right or correct. Globes are the most accurate
tool to show the real size and shape of a place. However, have you ever tried to take a globe in the
car for a road trip? It wouldn’t be very useful for several reasons. First, a globe is not very portable
due to its size. Second, a globes’ main purpose is to display the continents and oceans, not roads
or landmarks. Another disadvantage is that you can only see one side of the world at a time.
On the other hand, a map is a flat drawing of the earth. A map is more convenient than a
globe because it is flat. Convenient means that something is easy to use. You can fold a map and
take it anywhere. Computers and smartphones with GPS systems use maps. Another advantage is
that maps can be more detailed for a special purpose such as: focusing on one place, road maps,
elevation maps, population maps or climate maps. Even though maps are convenient, a major
disadvantage is that they are not as accurate compared to globes. Maps show distortion which
means the sizes and shapes are not accurate. The distortion is caused because map makers have
to display around the Earth into a flat map.

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 Latitudes are imaginary horizontal lines that extend
east and west across the Earth. Latitudes are divided into
five lines that are parallel to the equator. The equator is an
imaginary line that measures 0° latitudes and serves as a
reference point that divides the Earth into the Northern and
Southern hemispheres. The first latitude line in the upper
of the equator is the Tropic of Cancer with a latitude of
(23.5°N) followed by the Arctic Circle at the uppermost part
with a latitude of (66.5 °N). People who live between the
zone of the equator and the Tropic of Cancer experience a
warm and humid climate.

Below the equator is the latitude of Tropic of

Capricorn (23.5°S) followed by the bottom most part
Antarctic Circle with a latitude of (66.5 °S). People who
lived between the zone of the equator and the Tropic of
Capricorn experienced four seasons- winter, spring,
summer, and autumn

LONGITUDE like
lines of latitude, lines of longitude are imaginary vertical lines that
extend north and south. Lines of longitude are evenly spaced at
the equator but meet at the poles. The starting point for longitude
is the Prime Meridian. The Prime Meridian is located at 0°
longitudes and the 180° line divides the Earth into two
hemispheres- the Western and the Eastern Hemisphere. Places
located east of the Prime Meridian have an east longitude and is
written as 15 °E, 30 °E and so on. Places located west of the
Prime Meridian have a west longitude and is written as 15 °W,
30 °W and so on

International Date Line

While the world is divided into 24 time
zones, there has to be a place where there is a
difference in days, somewhere the day truly
“starts” on the planet. The 180° line of longitude is
approximately where the International Date Line
passes. The time at this longitude is exactly 12
hours from the 00 longitude, irrespective of
whether one travels westward or eastward from
the Prime Meridian. We know that time increases
east of the Prime Meridian and decreases to its
west. Hence, for a person moving east of the
Prime Meridian, the time would be 12 hours less
than the time at 0° longitude. For another person moving westward, the time would be 12 hours
more than the Prime Meridian.
If we see this imaginary line, then we find that it is not straight but zigzags to avoid political
and country borders and to not cut some countries in half. But, if it is a straight line, then it determines
the same landmass into two parts and then both places have different dates on the same day. It

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would be very inconvenient if one part of a country had one date of the week while another part
would have a different date.

Locating places using lines of Latitude and Longitude

If you wish to find the absolute
location of the Philippines on the map or
globe, for example, using latitude and
longitude. The first step is to see if it is
in the Northern Hemisphere or the
Southern Hemisphere. Then, look to
see if it is in the Eastern Hemisphere or
Western hemisphere. Finally, find its
exact location using lines of latitude and
longitude. Not all lines of latitude and
longitude are shown on the map or
globe. So, if we want to find the
approximate latitude and longitude of
the Philippines, we can say that it is
located in the North-Eastern Hemisphere near the equator, between 0° latitude and 20°N latitude
and 100°E of the earth’s surface. Look at the Philippine country encircled on 1011 the map below.
To get detailed, in locating certain places on Earth using the lines of latitude.

Absolute Location describes precise locations of a place based on a fixed point on earth.
The most common way to identify a location is by using coordinates such as latitude and longitude.
It is expected to give the latitude of a place first, and the longitude second.

For example, you would say "35 degrees north, 77 degrees west". This eliminates the need
to say the words latitude and longitude. Make sure that you give a direction with the number. If you
simply say "66 degrees latitude", there are two of them - one in the north and one in the south. To
find a latitude line such as 60 degrees north latitude, you must do three things. First, go to your
starting line (the Equator). Secondly, determine which direction you must go (north or south). Lastly,
determine the distance in degrees you must go (60).

On the other hand, to find a longitude line such as 40 degrees east longitude, you must do
three things. First, go to your starting line (the Prime Meridian). The next step is to determine which
direction you must go (east or west). Finally, determine the distance in degrees you must go (40). If
you find the intersection of these two lines: (60 degrees North latitude and 40 degrees East
longitude), you have found the exact (absolute) location of a particular place on the earth's surface
Enrichment Card
Lines of longitude
I. Study the figure below and answer the
questions. In your activity notebook,
answer the question that follow.
Questions:
1. Which line of longitude is dividing the Earth to
West and East?
2. Name the different degrees of measurement.
3. What direction/part of the globe do they
measure?

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 Reflection Card
Directions: Complete the paragraph below by choosing the words from the box given below. Write
your answers in your notebook /on a separate sheet of paper.
West Prime meridian latitude location longitude
Greenwich north coordinates east equator

Any (1) _____________ on Earth is described by two numbers, its (2) _______________ and its
(3) _____________. If a pilot or a ship’s captain wants to specify the position on a map, these are
the (4) _________________ they would use. Longitude lines run (5) ______________________
to (6). There are 360 of them, each of these is called a degree. The 0° line or (7)_____________
runs through (8) _________________ in England, hence the expression Greenwich Mean Time,
or GMT. Latitude lines run (9) _____________________ to the south. Zero 0° latitude runs along
the (10) __________________________.

Assessment Card
Directions: Choose the letter of the correct answer and write it in your notebook/on a separate
sheet of paper.
1. Latitude lines on a globe run from which of the following?
A. east to west B. north to east C. north to south D. south to west
2. Which of the following describes the lines on a globe and run from east to west.
A. latitude B. longitude C. North Pole D. South Pole
3. When measuring the lines of latitude, always begin with the ______, which represents 0
degrees.
A. equator B. longitude C. North Pole D. Prime Meridian
4. On a globe, the equator is the:
A. horizontal, center line B. vertical, center line
C. 30 degree line D. 180 degree line
5. On a globe, the Prime Meridian is the:
A. horizontal, center line B. 15 degree line
C. vertical, center line D. 180 degree line

B. Identify the longitude and latitude coordinates for each of these symbols. Be sure to label them
correctly.

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 SCIENCE 7 QUARTER 4 WEEK 2
NAME: __________________________________ GRADE: __________________
DATE: __________________________________ SCORE: __________________
LEARNING ACTIVITY SHEETS
Conserving and Protecting Natural Resources
The Earth’s natural resources include air, water, soil, minerals, plants, and animals.
Conservation is the practice of caring for these resources so all living things can benefit from them
now and in the future. Energy is not UNLIMITED! The main reason that energy runs out is
because of the large number of people living on earth. The world’s population is growing very
quickly and most of the energy use today is still based on burning fossil fuels. People are wasteful
with their energy use because it seems like there’s so much of it. What is the solution? It’s in our
hands to protect and look after the environment.

To use natural resources sustainably, we need to rethink which resources to

use and how to use them. We should also ask ourselves if we really need to use
them in the first place. Sustainable resource use occurs when our rate of
consumption can continue forever without damaging the environment. Humans will
always need natural resources to live, so when we consume resources, we should
keep in mind the needs of future generations. Remember: The lives of future
generations depend on how we use natural resources today.
Learning Competency: cite and explain ways of using Earth’s resources sustainably.
ACTIVITY 1
Directions: Complete the paragraph by supplying the appropriate word. Choose the
answers from the WORD POOL. Write your answers on a separate sheet of paper.
Coal Renewable Electricity Sustainably Wind Energy
Water Non- Fossil fuel Geothermal Conservation
renewable
Solar energy, geothermal energy, water, and wind energy are (1)_________
resources. Coal, oil, natural gas are examples of (2) _____________ resources. (3)
__________ or heat from the ground is less polluting than crude oil. But when they
are taken from deep under the ground, areas that have high biodiversity are

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destroyed. Hydropower (hydro meaning water) is energy that comes from the force
moving (4) ________________ Flowing water creates energy that can be captured
and turned into (5) ________________ The most common type of hydroelectric power
plant uses a dam on a river to store water in a reservoir. Natural gas is a form of (6)
________________, so are coal and crude oil (sometimes called petroleum). In the
Philippines, we have coal and natural gas deposits. (7) _________________ is a
black or brownish black, solid rock that can be burned. (8) ______________________
is a clean energy source that we can rely on for a long-term future. A wind turbine
creates reliable, cost-effective, pollution-free energy. It is affordable, clean, and
sustainable. (9) ________________ is the practice of caring for these resources so
all living things can benefit from them now and in the future? To use natural resources
(10) ________________, we need to rethink which resources we use and how we
use them. We should also ask ourselves if we really need to use them in the first
place. Sustainable resource use occurs when our rate of consumption can continue
forever without damaging the environment.
ACTIVITY 3
Directions: Write the correct number in the parenthesis ( ) to find a solution to the
problem. Write your answer on your answer sheet.

ISSUES SOLUTIONS
What would you do if you saw your
neighbor disposing all his old notebooks? ( ) 1. I would try to use both sides of
the paper.

What would you do if you saw youth 2. I would turn off the water tap.
campers throwing away garbage ( )
anywhere?

What would you do if you saw people

hunting animals? ( ) 3. I would ask him to walk the
short distance travel.

What would you do if you saw a running tap

wasting water when you are brushing your ( ) 4. I would take the materials to
teeth? the recycling center.

What would you do if you saw a lot of

plastic, bottles, aluminum cans and ( ) 5. I would tell him to have his car
cardboard piling up at your home? checked.
What would you do if you saw many sheets
of paper with the back in blank going to the ( ) 6. I would ask them to throw their
thrasher? garbage in the proper place.
What would you do if your friend asked you
to ride on his car going to the park which is ( ) 7. I would tell her to hang the
just nearby? clothes outside instead.

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 What would you do if your sister used the
clothes dryer when there’s enough heat of ( ) 8. I would tell them to stop and
the sun outside? plant more trees instead.
What would you do if you saw people
cutting too many trees? ( ) 9. I would call an official to make
the people stop and protect the
animals.
What would you do if you saw your father’s ( ) 10. I would tell him to reuse
vehicle emitting dark smoke? those that can still be used.

ACTIVITY 2
Direction: Look at the pictures, read the sentences and fill in the blanks with “should” or
“shouldn’t”. Write your answer on your notebook.

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 REFLECTION
3 things I have learned from the lesson are…
1._________________________________________________________________
2._________________________________________________________________
3._________________________________________________________________
2 things I still have on my mind…
1._________________________________________________________________
2._________________________________________________________________

ASSESSMENT
Direction: Read the passage CONSERVATION COUNTS!. Find a word in the word
bank that could replace each number. Write the word on the matching line below.
Do this in your answer sheet.
CONSERVATION COUNTS!
People use a lot or Earth’s (1). Sometimes people (2)
resources away. They (3) trees and (4) animals
heartlessly. Vehicles and factories also emit dark (5) that
pollutes our air. But many things’ people throw away can
be conserved. Conserving makes a resource last (6). One
way people can help (7) resources is to recycle. For
example, (8) aluminum cans can be processed into (9)
cans. Recycling also saves (10) and reduces (11). Making
materials from recycled items causes (12) pollution.
WORD BANK
waste cut conserve new throw used

kill materials less longer resources smoke

1. ____________________________ 6. ____________________________
2. ____________________________ 7. ____________________________
3. ____________________________ 8. ____________________________
4. ____________________________ 9. ____________________________
5. ____________________________ 10. ___________________________

References
Most Essential Learning Competency in Science 7

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SCIENCE 7 QUARTER 4 WEEK 3.1 – 3.2: Solar Energy and the Earth’s
Atmosphere
Guide Card
The Sun is the major source of energy and is vital to everything that has life on Earth. Solar
energy refers to the energy that hits the surface of the Earth itself. Once the sun’s energy reaches
the Earth, it is intercepted first by the atmosphere. In this module, you will learn how the Earth’s
atmosphere is affected by solar energy. In addition, you will also learn how the location of the
Philippines influences its climate and weather.
This module is divided into two lessons, namely:
 Lesson 1 – Interactions in the Atmosphere
 Lesson 2 – Common Atmospheric Phenomena
Learning Competencies:
1. Discuss how the Sun interacts with the layers of the atmosphere (S7ES-IVd-5);
2. Account for the occurrence of land and sea breezes, monsoons, and inter-tropical
convergence zone (ITCZ) (S7ES-IVf-7); and
3. Cite applications on the importance of knowledge on global and common atmospheric
phenomena.
PRE-TEST: Directions. Choose the letter of the correct answer and write it in your notebook or on
a separate sheet of paper.
1. What is the most abundant element in the atmosphere?
a. Argon b. Carbon Dioxide c. Nitrogen d. Oxygen
2. What is the correct order of Earth’s atmospheric layers from bottom to top?
a. Stratosphere, Mesosphere, Troposphere, Thermosphere, Exosphere
b. Stratosphere, Troposphere, Thermosphere, Mesosphere, Exosphere
c. Troposphere, Mesosphere, Stratosphere, Thermosphere, Exosphere
d. Troposphere, Stratosphere, Mesosphere, Thermosphere, Exosphere
3. Which layer of the atmosphere contains the ozone layer?
a. Mesosphere b. Stratosphere c. Thermosphere d. Troposphere
4. In which layer do all-weather phenomena take place?
a. Exosphere b. Mesosphere c. Stratosphere d. Troposphere
5. Why is the presence of ozone above the troposphere important for the survival of living things
on Earth?
a. It helps in cloud formation.
b. It warms the Earth’s surface.
c. It makes jet flying more comfortable.
d. It offers protection from the Sun’s harmful UV rays.
6. Why are scientists concerned about the greenhouse effect?
a. There is no technology that will keep the temperature of Earth constant.
b. Planting trees in wider areas is not possible because Earth has many desert areas.
c. Human activities, like burning fossil fuels and deforestation, enhance the greenhouse
effect.
d. The human population is increasing rapidly; more carbon dioxide will be released into the
atmosphere.
7. What happens when air is heated?
a. It stays in place. b. It expands and rises.
c. It spreads in all directions. d. It moves towards a lower elevation.
8. In what direction does the wind blow?
a. from high pressure to low-pressure area b. from low pressure to high-pressure area
c. from northeast to southwest d. from southwest to northeast
9. Which of the following does not describe the Amihan?
a. It brings cold weather.

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 b. It comes around July to September.
c. It comes from the northeast and moves southward.
d. It passes over the Pacific Ocean before it reaches the Philippines.
10. What is not true about the ITCZ?
a. It results in thunderstorms.
b. It occurs in countries near the equator.
c. It occurs in the Philippines all year round.
d. It is a place where winds in the tropics meet, rise, and form clouds.

Lesson 1: Interaction in the atmosphere.

Activity 1
The Earth’s Envelope of Air
What to do:
1. Study Figure 1.
2. Fill out the table below the figure and answer the questions that follow.
3. Write the answers in your notebook or on a separate sheet of paper.

Table 1. Basis for Dividing the Atmosphere into Layers

Guide Questions:
Q1. What is the relationship of altitude to the temperature of each layer?
Q2. Observe the whole figure. What is the basis for the division of Earth’s atmosphere?
Q3. What other information about Earth’s atmosphere can you derive from the figure?

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 Discussion Card
Layers of the Earth’s Atmosphere
Did you know that the atmosphere of the Earth is like a blanket? It maintains Earth’s
temperature and protects all living things here on Earth. There are five layers of the Earth’s
atmosphere.
Troposphere is the closest layer to the Earth’s ground. Its altitude ranges from 0-10
kilometers high. In this layer, there are lots of water vapor,that is why all weather conditions take
place here. You cannot possibly drive an airplane in this layer because it is so bumpy, just like a
rocky road.
Above 10 to 50 kilometers is the next layer which is called the stratosphere. Here, you can
fly an aircraft smoothly because the air is stable. As the altitude increases, the temperature also
increases. You can find the ozone layer here. It absorbs solar radiation which in turn heats up the
stratosphere. Take note that the ozone layer is important because it protects us from the harmful
UV rays coming from the Sun.
Mesosphere, the next layer, is found 50 to 80 kilometers above the Earth. In this layer, the
temperature decreases with altitude to the atmosphere's absolute minimum. It is also the coldest
layer of the atmosphere surrounding the Earth. The mesosphere burns up most meteors and
asteroids before they reach the earth's surface.
The fourth layer is called the Thermosphere. Its altitude ranges from 80 to 110 kilometers
from the Earth’s ground. The temperature in the thermosphere increases as the distance from the
earth becomes greater. Orbiting around this layer is the International Space Station and the space
shuttle. The International Space Station is located 200 to 240 miles from the earth's surface. Aurora
borealis (also known as the northern/southern lights) is one of the most amazing sky phenomena
that occurs mostly in the thermosphere.
The last layer which merges into outer space is the Exosphere. The exosphere begins at
311 to 621 miles from the earth's surface and ends at 6,200 miles from the earth's surface. Although
the exosphere is the most distant layer of earth's atmosphere, it is the planet's first line of defense
against the sun's rays. It is also the first layer to come into contact and protect the earth from
meteors, asteroids, and cosmic rays. The temperature in the exosphere varies greatly and can range
from zero to over 1700 degrees Celsius. It is colder at night and much hotter during the day. The
exosphere is perfect for placing satellites as there is little friction. They can orbit easily without being
disrupted.
The Earth’s atmosphere is made up of three-fourths nitrogen, while one-fifth is oxygen. The
remaining 1% contains traces of gases. It has a mixture of carbon dioxide, ozone, and water. These
gases are important in producing weather features such as clouds and rains, and these also have
an influence on the overall climate of the Earth through the greenhouse effect and global warming.
Greenhouse Effect and Global Warming
Have you ever seen a greenhouse? What is its importance especially to a farmer or
agriculturist? In temperate countries, a greenhouse is particularly useful in growing seedlings when
it is winter or spring before planting them in the open field when the weather is warmer. Greenhouses
also protect plants from harsh weather phenomena such as snowstorms or dust storms. In tropical
countries, greenhouses are utilized by commercial plant growers to protect flowering and
ornamental plants from various weather conditions and pests.
Do you know how a greenhouse works? A greenhouse (also called a glasshouse) is a
structure with walls and roofs made chiefly of a transparent material such as plastic or glass.
Greenhouses are used to grow plants requiring regulated climatic conditions. A greenhouse stays
warm inside, even during the winter. In the daytime, sunlight shines into the greenhouse and warms
the plants and air inside. At nighttime, it is colder outside, but the greenhouse stays pretty warm
inside. That is because the walls of the greenhouse trap the Sun's heat.
The Earth’s atmosphere is compared to a greenhouse. Why? It is because the greenhouse
effect works like the Earth. Trace gases in the atmosphere, such as carbon dioxide, water vapor,

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methane, and ozone, trap heat just like the glass or plastic roof of a greenhouse. These heat-
trapping gases are called greenhouse gases.
During the day, the Sun shines through the
atmosphere. It warms Earth's surface. At night, Earth's
surface cools, releasing heat back into the air. Some of
the heat is trapped by the greenhouse gases in the
atmosphere. That is what keeps us warm and cozy at 14
degrees Celsius (58 degrees Fahrenheit), on average.
The greenhouse effect is a natural process that
warms the Earth's surface. This process makes the Earth
much warmer than it would be without an atmosphere.
The greenhouse effect is one of the things that make the
Earth a comfortable place to live. Without the
greenhouse effect, Earth would be very cold – too cold
for living things, such as plants and animals.
How are humans impacting the greenhouse effect?
So, what do you think will happen if carbon dioxide and other greenhouse gases continue to
increase in the atmosphere?
Since greenhouse gases act as the Earth’s blanket, more heat will be trapped and will not
return out into space if they increase in amount. This will make Earth’s temperature hotter. This
phenomenon is called “global warming.” From the term itself, it affects all living things around the
globe. If this phenomenon continues, it will bring dangerous effects on our planet Earth and all living
things living in it.
The largest source of greenhouse gas
emissions, particularly carbon dioxide from
human activities, is from burning fossil fuels
for electricity, heat, and transportation.
Carbon dioxide is also emitted in the
atmosphere through deforestation, land
clearing for agriculture, and degradation of
soils. In addition, agricultural activities, waste
management, energy use, and biomass
burning contribute to methane gas
emissions. Fertilizer use of many farmers is
the primary source of nitrous oxide
emissions. Industrial processes,
refrigeration, and the use of a variety of
consumer products contribute to the
emission of fluorinated gases (F-gases).
Too many of these greenhouse gases
can cause Earth's atmosphere to trap more
and more heat, increase air temperature,
and cause global warming. Such a global
phenomenon is feared to melt polar ice caps and cause flooding to low-lying areas that will result in
a reduction in biodiversity. It is even feared that global warming is already changing climates around
the globe, causing stronger typhoons, and creating many health-related problems. You can make a
difference. Do your own part to help minimize global warming. Act now!

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 Enrichment Card
Does a Greenhouse Retain or Release Heat?
Objectives
This activity will enable you to:
1. construct a model greenhouse; and
2. relate the concept of the greenhouse to the increasing temperature of Earth’s
atmosphere.
Materials Needed
 Art papers  cardboard  cutter or scissors
 glue  transparent tape
Procedure
1. Creatively construct your own model of a greenhouse using the available art materials at
home.
2. With your scissors, cut a cardboard 1.5ft by 2ft in size. Be careful when handling sharp
objects like knives or scissors.
3. Using art papers or construction papers, make cutouts of the sun, clouds, buildings, cars
or other vehicles, trees, layers of the atmosphere, and others. You may use the sample model
below or create your own version of the model.
4. Arrange all your cutouts and paste them using glue.
5. Properly label each part.

Figure 5. Example model greenhouse

Guide Questions:
Write the answers in your notebook or on a separate sheet of paper.
1. Does your greenhouse model show the complete elements found in a real greenhouse
effect? Briefly explain.
2. With the use of your own greenhouse model, explain why there is an increase in the
Earth’s temperature.
Reflection Card
Directions. Complete the paragraph by choosing the correct answers found inside the box and
write them in your notebook or on a separate sheet of paper.

Troposphere greenhouse effect atmosphere exosphere

Thermosphere fossil fuel global warming temperature
greenhouse gases Stratosphere altitude mesosphere

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 The envelope of air that surrounds the Earth where all weather events happen is called (1)
____________________. It is divided into five layers based on the (2) ____________________
and (3) ____________________.
The (4) ____________________ is the layer closest to Earth’s surface. The temperature
just above the ground is hotter than the temperature high above. Weather occurs in the
troposphere because this layer has most of the water vapor.
The (5) ____________________ is the layer of air that extends to about 50 km from the
Earth’s surface. Many jet planes fly in the stratosphere because it is very stable. It is in the
stratosphere that we find the ozone layer.
The layer between 50 km and 80 km above the Earth’s surface is called the (6) _________.
Air in this layer is very thin and cold. Meteors or rock fragments burn up in here.
The (7) ____________________ is between 80 km and 110 km above the Earth. Space
shuttles fly in this area, and it is also where the auroras are found. Auroras are caused when the
solar wind strikes gases in the atmosphere above the Poles.
The upper limit of our atmosphere is the (8) ____________________. This layer of the
atmosphere merges into space. Satellites are stationed in this area, 500 km to 1000 km from
Earth.
The Earth’s atmosphere is compared to a greenhouse. The process by which the Earth’s
atmosphere warms up is called (9) ____________________ and the trace gases are referred to
as (10) ____________________.

LESSON 2: Common Atmospheric Phenomena

Activity Card
Unlock the Word!
Directions: Complete the missing letters in the boxes to form the word being described in each
item. Write your answers in your notebook or on a separate sheet of paper.

Discussion Card
You will learn two concepts that will help you understand common atmospheric phenomena
which all are driven by the heat of the Sun or solar energy. Let us begin by asking, what happens
when air is heated?

17
What happens to air when it is heated?
When the air is heated, it will rise. This
happens because the air molecules of the heated
air move faster and spread out, which makes the
air less dense or light (refer to Figure 1). Land or
Water: Which warms up faster?
Earth’s surface is made up of land and water.
Which do you think warms up faster when the Sun’s
rays strike them?
The land surface heats up faster than bodies
of water especially when they are exposed to the
Sun during the day. However, it also loses heat Figure 1. (a) Unheated air molecules (b) heated air molecules
faster than bodies of water at night. How does this
affect the air in the surroundings?
SEA BREEZE AND LAND BREEZE
You already learned that the land warms up faster in the daytime and it cools down faster
than water at nighttime. You can use these concepts to understand how it affects the air in the
surroundings.
Sea Breeze
It refers to the wind which blows from sea to land during
the daytime. How does this occur? Land surfaces heat
up faster than bodies of water when they are exposed
to the Sun during the day. This will make the air over the
land warmer than that above the sea. Thus, the warmer
air over the land will expand then rise. On the other
hand, the cold air over the sea is dense and tends to
sink.
How does this affect the air in the surroundings? The air
from the sea will move towards the land to replace the
rising warm air. (see Figure 2)
Land Breeze
It refers to the wind which blows from land to sea
during nighttime. Opposite to what happens in
the sea breeze, the land cools faster when the
sun has set. Thus, the water stays warm longer
than the land at night because of its high heat
capacity. This will make the air over the water
warmer than the air over the land. So, what
happens to air when it is warm? It rises. Thus,
the warmer air over the water will rise while the
cold air over the land sinks because it is denser
compared to warm air.
What will happen to the surrounding air when warm air rises? It will move toward the place
where the warm air is rising. Thus, the surrounding air from land will move towards the sea where
the warm air is rising. (see Figure 3)
MONSOONS: AMIHAN AND HABAGAT
The occurrence of monsoon can be explained like that of the concept of land and sea
breezes, but on a larger scale. In fact, these occur when the air moves towards the place where
warm air is rising.
The area where there is warm rising air causing cloud formation is called a low-pressure area.
Based on Figure 4a, the air in an LPA moves in a counterclockwise direction towards the center. On

18
the other hand, the area where cold air sinks is called a high-pressure area. The cold air in an HPA
moves in a clockwise direction away from the center which often results in fair weather. (refer to
Figure 4b)

Thus, the wind moves from the high-pressure area to the low-pressure area. This direction
of the wind is represented by broken lines with arrowheads just like the wind maps above (Figures
5 and 6). Moreover, this wind system’s name varies in each country that it affects. In the Philippines,
the Northeast Monsoon is called the Amihan, while the Southwest Monsoon is called the Habagat.
Let us now describe each of them.
Amihan: The Northeast Monsoon
This wind system is characterized as cold and dry. It
brings cool and fair weather in the Philippines which we
experience from December to February.
As you can see in Figure 5, the monsoon blows
from Siberia, which has a high-pressure area, to the
South of the Philippines, which has a low-pressure
area. The monsoon that blows from Siberia is a cold
wind. This wind is called Amihan.
The high-pressure area where the cold air sinks
is from Siberia. It was mentioned earlier that the air in
the HPA moves in a clockwise direction or away from
the center. Thus, the cold air from Siberia moves away
from it and proceeds towards the place where the warm
air is rising.
In addition to that, it picks up moisture as it passes over the Pacific Ocean before it reaches
the Philippines. This brings light rain to the eastern part of our country.
Habagat: The Southwest Monsoon
This wind system is characterized as warm and
humid. It brings frequent and heavy rainfalls in the
Philippines which is experienced from June to September.
Based on Figure 6, it moves from the high-pressure area
in Australia to the low-pressure area in Asia.
Now, try to trace the path of the Habagat before it
reaches the Philippines. Can you explain why the
Habagat brings so much rain? The Habagat passes over
the vast warm oceans like the Indian
Ocean and South China Sea (West Philippine Sea) before
it reaches our country bringing rain to the western part of
our country.

19
 In general, both the Amihan and Habagat bring rain to the Philippines. This is because these
winds pass over bodies of water which supply a lot of moisture.
THE INTERTROPICAL CONVERGENCE ZONE (ITCZ)
As warm air rises, the surrounding air moves
towards the place where it is rising. This is the
concept used in explaining the occurrences of
breezes and monsoons. This idea will also be used
to explain another atmospheric phenomenon which
is called the Intertropical Convergence Zone (ITCZ).
The Intertropical Convergence Zone is the
place where the trade winds from the Northern
Hemisphere and the Southern Hemisphere meet at,
or near, the equator. It may shift by about ten
degrees latitude in the north and south. This is
where warm and humid air masses form, resulting in
the formation of the subsequent heavy precipitation
during most parts of the year.
You already know that the Earth directly receives the heat from the Sun in the equator. This
will make the air over the equator warmer compared to the other parts of the Earth. Thus, warmer
air will rise. When this happens, the air from the northern hemisphere and the southern hemisphere
will move toward the equator to replace the rising warm air. As you can see from Figure 7, air from
north of the equator and air from south of the equator will move toward the place where warm air is
rising.
Enrichment Card
Directions: Below is a diagram showing the journey of air before it develops into either a land
breeze or a sea breeze. Complete its story by choosing the right words inside the box below. Some
of the answers may be used twice. Write the answers in your notebook or on a separate sheet of
paper.

20
 Reflection Card
Direction: Below are some situations involving some of the common atmospheric phenomena.
Answer the questions and write your answers in your notebook or on a separate sheet of paper.

Assessment Card
I. Direction: Choose the letter of the best answer and write it in your notebook or on a separate
sheet of paper.
1. What is the basis for the division of the layers surrounding the Earth?
a. Changing amount of oxygen b. Changing the composition of gases
c. Changing temperature d. Changing weather patterns
2. What characteristics differentiate the troposphere from the other layers of the atmosphere?
a. It is where most water vapor is found.
b. It begins about 16km above the Earth’s surface.
c. It is where all the weather phenomena take place.
d. It is where temperature decreases with an altitude of 2⁰ C/1000ft.
3. Which of the following human activities contribute to global warming?

a. I only b. I, II, III c. I, II, III, IV d. IV only

4. Which of the following is not a way to prevent global warming from getting worse?
a. Conserving electricity
b. Cutting of trees
c. Reducing the use of gasoline and gasoline-related products (burning of these in car
engines release CO2 )
d. Turning rice fields into residential or commercial centers

21
5. Water vapor and carbon dioxide are both greenhouse gases. Why are we so worried about
increasing carbon dioxide and NOT water vapor?
a. This is usually an indication that an El Niňo event is coming.
b. Land heats up faster than water during the day, and it also cools faster at night.
c. Global warming is primarily a problem of too much carbon dioxide in the atmosphere.
d. Water vapor collects in the atmosphere but falls as rain when they are heavy enough.
II. Directions: Read each statement below carefully, then choose the correct answer from the
choices provided. Write the answers in your notebook or on a separate sheet of paper.
1. In __________ (land breeze, sea breeze), the air moves from the sea during thedaytime.
2. The area where northeast trade winds meet with southeast winds from the Southern
Hemisphere is called __________ (northeast monsoon, ITCZ)
3. When the air is heated, it will __________ (rise, sink).
4. The wind moves from __________ (high to low, low to high) pressure area.
5. The cold air that we experience from December to February is part of the wind system
called __________ (Amihan, Habagat).
III. Direction: Write T if the given statement is TRUE. Otherwise, write F. Write the answers in
your notebook or on a separate sheet of paper.
1. The cold air that we experience from December to February is known as Amihan.
2. The place where cold air sinks is a low-pressure area.
3. When the bodies of water are exposed to the Sun during the day, they heat up faster
than the land surface.
4. Cold air rises and warm air sinks.
5. ITCZ stands for Intertropical Convergence Zone.

22
SCIENCE 7 QUARTER 4 WEEK 4-5: Seasons
Guide Card
The Earth rotates or spins around its axis just as a top spins around its spindle. While the
Earth spins on its axis, it also revolves around the Sun. Though we do not actually feel and see that
the Earth is moving, we can observe its effects. Because of the Earth’s movements, we experience
day and night. Amazing, isn’t it?
Do you want to know more about the effects of the Earth’s motion? Let us discover it by
studying this module. In this module, you will learn how the movement and the position of the Earth
affect the seasons and how the amount of heat from the sun results in the varying lengths of daytime
and nighttime.
Learning Competency: 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 it receives; and
6. The tilt of the Earth to the seasons (S7ES-IVh-9).
Pre-Test: Directions. Read and understand the following statements found in the table below.
Put a checkmark (√) in the box that best corresponds to your answer. Write your answers in your
notebook/on a separate sheet of paper.

Activity Card
Directions: What is the condition when there is an equal length of day and night? To find out,
complete the name of each season below by writing the missing letter. Then, use the same letters
to complete the mystery word.

23
 Discussion Card
The Earth’s Tilt and Length of Daytime
It takes 24 hours for the Earth to rotate on its axis, resulting in one solar day. However,
daytime and nighttime are not always equal. This is because the Earth’s axis is not straight, rather
it is tilted at 23.5 degrees. The length of day and night varies from month to month. When the North
Pole is tilted toward the Sun, daytime will be longer than nighttime in Northern Hemisphere. This
condition is called the summer solstice. Summer solstice refers to the longest day which may occur
every June 21-22 where the Sun travels the longest in the sky. Thus, the warmness during the day
will be longer than cooling down at night. As a result, the Northern Hemisphere becomes warmer,
which then causes summer. After this event, the length of daytime begins to decrease and the length
of nighttime increases. The same is true with the winter solstice. During winter solstice (Dec. 21-
22), which is the longest night of the year, the Sun travels the shortest in the sky. After the winter
solstice, the length of daytime starts to increase, and the length of nighttime starts to decrease. With
this, when the Earth has tilted away from the sun, warmness during the day is shorter, and it takes
a longer time to cool down. Hence, the Northern Hemisphere experiences winter. In Tropical
countries, it is called the cold season.
On the other hand, the tilt of the Earth causes different areas to receive different amounts of
solar energy. Longer hours of daylight mean that the Sun is in the sky for a longer time. Hence,
there is a longer time to heat up the surface of the Earth, while a short night means the time to cool
down is less. Because of this, the heat adds up day after day. The result is summer. In contrast, a
short day means a shorter time that the Sun is in the sky, and there is less time for the surface to
warm up. A long night means there is more time to cool down. This leads to the cold months that
we experience.
Revolution of the Earth and Seasons
Figure 1 illustrates that there are different locations of Earth along its orbit around the Sun.
The axis of Earth is not perpendicular to its plane of orbit, it is inclined.

Figure 1 above demonstrates that the North Pole is tilted toward the Sun in June. That means
that the Northern Hemisphere is also tilted toward the Sun. At the same time, in December, the
North Pole is tilted away from the Sun. Thus, the Northern Hemisphere is also tilted away from the
Sun.
Figure 2 below shows the orientation of the Earth and the Sun during the month of June.
During this time, the Northern Hemisphere receives direct rays from the sun.

24
This is the reason why it is warm during this time in the Northern Hemisphere.

Figure 3 shows the orientation of the Earth and the Sun during the month of December. At
this time, the Southern Hemisphere receives direct rays from the sun. From this figure, the axis of
the Earth is not perpendicular to the plane of its orbit. It is tilted away from the vertical position by
23.5 degrees. So, what does it mean?
In June, when the North Pole is tilted toward the Sun, the Northern Hemisphere receives
direct rays from the Sun. During this time, the North Pole has warmer temperature since the rays
coming from the sun is directly hitting the ground. This explains why the North Pole is experiencing
the summer season in June.
Since the Earth is continuously revolving around the sun, there are also times when the North
Pole receives very low or no level of solar rays. This usually happens in December when the North
Pole is tilted away from the sun. At this time, the North Pole has a very cold temperature and
experiences the winter season.
For temperate countries in the Northern Hemisphere, they will also be experiencing the winter
season. However, in a tropical country like the Philippines, it is simply a cold season.
Sun Rays and Height of the Sun Dictate Seasons
Direct rays can be observed when the rays of
the Sun hit the ground at 90 degrees.
The rays can either be vertical or
perpendicular to the ground. 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 than when rays are inclined. This results in
more heat being absorbed by the Earth’s surface.
(See Figure 4 at the side).

On the other hand, 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. This is because, at a lower angle, solar energy
will be distributed over a wider area. The place will then experience less heating up. (See Figure 5
below).
In December, the South Pole
receives a high amount of solar energy
because it is tilted toward the Sun. During
this time, the Sun’s direct rays strike the
Southern Hemisphere; hence, hotter
temperature will be experienced all over the
place. As a rule of thumb, when it is cold in
the Northern Hemisphere, it is warm in the
Southern Hemisphere

25
 According to astronomy, it takes twelve months for the earth to make a full trip around the
sun. This means that in June, the Sun’s direct rays strike on the Northern Hemisphere and the place
becomes warmer. At this time, the Southern Hemisphere will experience a colder temperature
(winter season).
Finally, we can say that the seasons in the North and South Pole change depending on the
directions of the Earth towards the sun.
The Latitude of an Area and the Amount of Energy It Receives
The difference in solar energy received at different latitudes drives atmospheric circulation.
Places that get more solar energy have more heat. Places that get less solar energy have less heat.
Warm air rises, and cool air sinks. These principles mean that air moves around the planet. The
figure below shows the heat received in different amount of sunlight.

Fig 6. The lowest latitudes get the most energy from the sun. The highest latitudes get the least.
The Sun strikes the Earth’s surface most directly at the equator. This focuses the rays on a
small area. Near the poles, the Sun’s rays strike the surface at a slant. This spreads the rays over
a wide area. The more focused the rays are, the more energy an area receives, and the warmer it
becomes. The less focused the rays are, the less energy an area receives, and the cooler it
becomes. The lowest latitude gets the most energy from the sun. The highest latitude gets the least.
To summarize our lesson, the warm season is brought on by the direct rays of the Sun. But
since Earth is tilted, only one hemisphere receives direct rays at any one time, and that hemisphere
will experience summer at that time. When the other hemisphere of the Earth is experiencing
summer, the other hemisphere experiences winter. We do not experience winter in the Philippines
because we are located near the equator. On the other hand, 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, resulting
in greater warmth. Moreover, the longer hours of daylight mean that the
Sun is in the sky for a longer time. Thus, there is a longer time to heat up the surface of the earth.
At this point, you now know why seasons change. There are several factors affecting the
seasons of a place, namely: the tilt of the Earth, Earth’s revolution around the Sun, direct rays of the
Sun, and length of daytime.

Enrichment Card
Directions: Write T if the given statement is TRUE. Otherwise, write F if it is FALSE. Write your
answers on a separate sheet of paper.
1. The Northern Hemisphere receives direct rays from the Sun in June.
2. “Direct rays” means that the rays of the Sun hit the ground at 60 degrees.
3. The distance between the Earth and the Sun causes seasons to occur.
4. Places that get more solar energy have more heat.
5. Seasons happen because Earth’s axis is tilted at an angle of about 25.30.
6. The seasons happen as the Earth travels in a loop around the Sun each year.
7. The highest latitudes get the most energy from the sun.

26
 8. The shorter the length of daytime, the lesser the amount of energy received.
9. We do not experience winter in the Philippines because we are too far from the equator.
10. 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.
11. When the direct rays of the Sun hit the Northern Hemisphere, it will be summer there.
12. It is cooler in December when the Sun is much lower in the sky at 52 degrees.
13. Longer hours of daylight mean that the Sun is in the sky for a longer time.
14. When the North Pole is tilted away from the Sun, the Northern Hemisphere is also tilted
away from the Sun.
15. Warm season is brought by the direct rays from the Sun.
Reflection Card
Directions: Read each statement below carefully, then choose the correct answer
from the choices provided. Write your answers in your notebook/on a separate sheet
of paper.
1. It takes (12, 24) hours for the Earth to rotate on its axis. This results in one solar day.
2. In (June, December) the Northern Hemisphere receives direct rays from the Sun.
3. The (Axial tilt, Sun) determines the length of daytime at any point of the Earth.
4. The (summer solstice, winter solstice) is the condition when there is a long day and a
short night.
5. The (highest, lowest) latitude gets the most energy from the sun.
6. The length of day and night depends on its (orbit, location).
7. When Sun’s rays come in at a/an (oblique, high) angle, each meter of the ground will
receive a lesser amount of energy.
8. Places that get (more, less) solar energy have more heat.
9. Any circle drawn around the Earth divides it into two equal halves called (equator,
hemisphere).
10. When direct rays of the Sun hit the Northern Hemisphere, it will be (summer, winter)
there.
11. We do not experience winter in the Philippines because we are too (near, far)from the
equator.
12. Direct rays mean that the rays of the Sun hit the ground at (90 degrees, 52 degrees).
13. When one hemisphere of the (Earth, Sun) is experiencing summer, the other
hemisphere experiences winter.
14. A short day means a shorter time that the Sun is in the sky and there is less time for the
surface of the Earth to (cool down, warm up).
15. (Season, Revolution) is the result of Earth’s orbit around the Sun and the degree of the
Earth’s axis in the ecliptic plane.
Assessment Card
Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a separate
sheet of paper.
1. What is the condition when there is a long night and a short day?
a. Autumnal Solstice b. Summer Solstice
c. Vernal Equinox d. Winter Solstice
2. What happens when daytime is longer than nighttime?
a. The time of heating up during the day will be shorter than the time of cooling down at
night.
b. The time of heating up during the day will be lesser than the time of cooling down at
night.
c. The time of heating up during the day will be longer than the time of cooling down at
night.

27
 d. The time of heating up during the day will be more constant than the time of cooling
down at night.
3. How is the length of daytime related to the amount of solar energy?
a. The shorter the length of daytime, the lesser the amount of energy is received.
b. The longer the daytime, the lower the amount of energy is received.
c. The shorter the length of daytime, the higher the amount of energy is received.
d. The longer the daytime, the higher the amount of energy is received.
4. What happens when the Sun’s rays strike the ground at a high angle?
a. This results in less heat being absorbed by the Earth’s surface.
b. Each square meter of the ground receives a lesser amount of solar energy.
c. This results in moderate heat being absorbed by the Earth’s surface.
d. Each square meter of the ground receives a greater amount of solar energy.
5. Which of the following causes change in seasons?
a. The Earth is facing the Sun.
b. The Earth is away from the Sun.
c. The Earth is the only living planet.
d. The tilt of the Earth and the planet’s movement around the Sun.
6. How does the length of daytime and nighttime affect the season?
a. A shorter night means the time to cool down is lesser.
b. A shorter night means the time to cool down is longer.
c. Longer hours of daylight mean that the sun is in the sky for a longer time.
d. Shorter hours of daylight mean that the sun is in the sky for a longer time.
7. How does the latitude affect the amount of solar energy received in an area?
a. The more latitude gets the most energy from the sun while the less latitude gets the
least.
b. The lowest latitude gets the most energy from the sun while the highest latitude gets the
least.
c. The highest latitude gets the most energy from the sun while the lowest latitude gets the
least.
d. None of the above.
8. What would be the condition when the Earth has moved farther along its orbit and the North
Pole has become tilted away from the Sun?
a. Daytime will be longer than nighttime in the Northern Hemisphere.
b. Daytime will be longer than nighttime in the Southern Hemisphere.
c. Nighttime will be longer than daytime in the Northern Hemisphere.
d. Nighttime will be longer than daytime in the Southern Hemisphere.
9. What season would you expect to experience during the month of April in the Philippines?
a. Dry Season b. Wet Season c. Autumn Season d. Winter Season
10. Which of the following may occur when the North Pole is tilted toward the Sun?
I. It is winter in the Southern Hemisphere.
II. It is winter in the Northern Hemisphere.
III. It is summer in the Northern Hemisphere.
IV. It is summer in the Southern Hemisphere.
a. I and II b. II and III c. I and III d. III and IV

28
SCIENCE 7 QUARTER 4 WEEK 6: The Earth’s Grid System
Guide Card
Did you know how eclipses occur? This module helps you to find out the answer. It aims to
develop a scientific understanding of the occurrence of eclipses through different activities.
LEARNING COMPETENCY: Explain how solar and lunar eclipses occur using models
Pre-Test: Directions: Choose the letter of the best answer and write it in your notebook/on a
separate sheet of paper.
1. The diagram below shows the relative positions of the Sun, the Moon, and Earth when an eclipse
was observed on Earth. Positions X and Y are locations on Earth’s surface.
Which statement correctly describes the type
of eclipse that was occurring and the position on
Earth where this eclipse was observed?
a. A total solar eclipse was observed in position X.
b. A total solar eclipse was observed from position Y.
c. A total lunar eclipse was observed from position X.
d. A total lunar eclipse was observed from position Y.

2. The diagram below shows the Moon at four positions as it orbits around the Earth
An observer on Earth could see a lunar
eclipse when the Moon is at position _______.
a. 1
b. 2
c. 3
d. 4

3. Below is an image of a partial solar eclipse as seen

by an observer on Earth. Which part of the shadow do
you think is the observer watching?
a. penumbra of the Earth
b. penumbra of the Moon
c. between the umbra and penumbra of the Earth
d. between the umbra and penumbra of the Moon

4. Where on Earth can a lunar eclipse be observed?

a. daytime of northern hemisphere
b. nighttime of northern hemisphere
c. daytime of northern and southern hemisphere
d. nighttime of northern and southern hemisphere

5. Which Moon phase does the solar eclipse happen in?

a. Full Moon b. Half Moon c. New Moon d. Quarter Moon
6. Which of the following is the correct position during the lunar eclipse?
a. Earth-Moon-Sun b. Earth-Sun-Mars c. Moon-Sun-Earth d. Sun-Earth-Moon
7. What will possibly occur when the Earth casts a shadow on the Moon?
a. both solar and lunar eclipse b. lunar eclipse
c. nothing happen d. solar eclipse
8. Which of the following is TRUE about partial lunar eclipse?
a. It can be viewed from every spot of the Earth.
b. You must be within the Moon’s umbra to see it.

29
c. It is dangerous to look at without a proper device.
d. The Moon must enter on some part of the umbra.

9. When the shadow of a body blocks the light of something else this is called ______________.
a. corona b. eclipse c. seasons d. shadow
10. You are less likely to see a total solar eclipse than a total lunar eclipse because ____________.
a. New Moon phases occur less often than full moon phases.
b. The Moon’s umbra covers a small area on the Earth’s surface.
c. The Moon’s shadow covers all of the Earth during a solar eclipse.
d. Only people in the daytime side of the Earth can see a solar eclipse.
11. What is the darkest inner part of the shadow called, where a total eclipse can be viewed?
a. annulus b. penumbra c. totality d. umbra
12. Where is the Moon in relation to the Sun and Earth during a Solar Eclipse?
a. The Moon comes above the Earth and Sun.
b. The Moon is directly between the Earth and Sun.
c. The Moon and the Earth are on the opposite side of the Sun.
d. all of the above
13. During a solar eclipse, people in the penumbra see a ____________________ eclipse.
a. complete lunar b. partial solar c. small lunar d. total solar
14. What is the Moon phase during the lunar eclipse?
a. full Moon b. half Moon c. New Moon d. Quarter Moon
15. In order to have an eclipse, the Sun, Earth, and Moon must have to be?
a. above to each other b. below to each other
c. in alignment d. all of the above

Activity Card
Read the poem below and use it as your guide to knowing how these phenomena happen. Answer
the questions that follow. Write your answers on a separate sheet of paper.

30
Guide Questions:
1. Based from the two poem,what specific natural phenomenon was being depicted from both
poem?
2. Cite some parts of the poems that support your answer. How?
Discussion Card
The formation and darkening are the same as the emergence of shadows that we commonly
observed around us. When shadows are formed on celestial bodies, a darkening effect is observed.
This phenomenon is called eclipse.
An eclipse occurs when one heavenly body such as a moon or planet moves into the shadows
of another heavenly body. This happens when the Moon and the planet are perfectly aligned with
the Sun during their orbits. From Earth, we routinely experienced two kinds of eclipses: an eclipse
of the Sun, commonly known as Solar Eclipse, and an eclipse of the Moon, commonly known as
Lunar Eclipse.
How do Solar and Lunar Eclipses occur?
One way to categorize eclipses is based on the position of the Sun, Moon, and Earth. When
the Moon orbits Earth, it moves between the Sun and Earth. When this happens, the Moon blocks
the light of the Sun from reaching Earth. This causes a Solar Eclipse. This eclipse occurs every
New Moon. During a solar eclipse, the Moon actually casts a shadow towards the Earth.

Look at the shadow of the Moon from Figure 1. Is the entire shadow of the Moon totally dark? Do
you notice the unequal shading of the shadow? You can compare this unequal shading of the
shadow to what you observed from Activity 1.
From your previous activity, you have observed that there is a shadow falls on the big ball
cast by the small ball. It has a lighter part and a darker part. Just like what you do cast shadows.
Have you observed that? In the case of the Moon’s shadow (Figure 1), the lighter region is called
the penumbra, which becomes larger as it reaches the Earth while the darker region is called the
umbra, which becomes smaller as it reaches the Earth.
There are three types of Solar Eclipse: Total, Partial, and Annular Solar Eclipse.
If you are a viewer from Earth and standing within the umbra of the Moon’s shadow, you will see the
Sun disappear from your view. The sky becomes very dark as if it were night. In this case, you are
observing a total solar eclipse. For a total solar eclipse to take place, the Sun, Moon, and Earth
must be perfectly aligned. On the other hand, if you are in the penumbra, you will see the Sun
partially covered by the Moon. The Sun appears
to have a dark shadow on only a small part of its
surface and there are no dramatic changes in the
surroundings; there is no noticeable dimming of
sunlight. In this case, you are witnessing a
partial solar eclipse. This happens when the
Sun, Moon, and Earth are not exactly lined up.
Lastly, an annular solar eclipse happens when
the Moon is farthest from the Earth in its orbit. In
this case, the Moon casting the third type of

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shadow, the antumbra, the part of the Moon’s shadow that extends beyond the umbra. This makes
the Moon look smaller, so during the eclipse, you see an outer ring of light or annulus from the Sun.
In comparison to the solar eclipse, when Earth orbits the Sun, it comes between the Sun and
Moon. By the time that the Moon is in the shadow of the Earth, a Lunar Eclipse may occur. The
occurrence of a lunar eclipse was also simulated in your activity. Can you explain how do lunar
eclipses occur based on your activity? Great! During a lunar eclipse, the Moon becomes dark as it
moves directly on the opposite side of the Earth as the Sun. Earth blocks the sunlight that is normally
reflected by the Moon. Instead of light hitting the Moon’s surface, the Earth’s shadow falls on it. A
lunar eclipse can be seen from Earth at night and can occur only during Full Moon. Look at Figure
3 below.

Take a look at the shadow of the Earth in Figure 3. You will notice that the Earth’s shadow is
larger and wider than that of the Moon. It also casts two shadows— an umbra and a penumbra.
Which part of the Earth’s shadow falls on the Moon? Is the Moon always found within the umbra?
The appearance of the Moon relies on its location in the Earth’s shadow. There are three
types of a lunar eclipse. When the entire Moon passes completely within the umbra of Earth’s
shadow, it will look totally dark. At this time, you will observe a total lunar eclipse. A total lunar
eclipse usually happens when the Moon and the Sun are on exact opposite sides of the Earth.
Although the Moon is in the Earth's shadow, some sunlight reaches the Moon. The sunlight passes
through Earth's atmosphere, which causes Earth’s atmosphere to filter out most of the blue light.
This makes the Moon appear red to people on Earth.
The second type is the partial lunar eclipse. When some part of the moon enters only through
a part of the umbra, a partial lunar eclipse will be observed. A part of the Moon will look dark while
the rest will be lighter. The third type of lunar eclipse is called a penumbral lunar eclipse, it is when
the Moon is entirely within the penumbra of Earth’s shadow.
What you see from Earth during eclipse
dependson how the Sun, Earth, and Moon are
lined up.
Solar eclipses happen once every 18
months and last for a few minutes. It is not safe
to look on without wearing a device. Unlike a
solar eclipse, a lunar eclipse usually lasts for a
few hours. At least two partial lunar eclipses
happen every year, but total lunar eclipses are
rare. It is safe to look at a lunar eclipse. But why
do we need to study the occurrence of
eclipses? Is there any importance for us
humans in this kind of phenomenon?

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 People discovered that the shape of the Earth is round due to the occurrence of eclipses
during ancient times. For scientists, they took advantage of this to study the details of the Sun,
Moon, Earth, and to learn more about how weather works in space.
Enrichment Card
Directions: Give the similarities and differences between Solar Eclipse and Lunar Eclipse. Copy
the Venn Diagram below before answering on a separate sheet of paper.

Reflection Card
Directions: Complete the paragraph by supplying the appropriate words. Choose your answers
from the word pool. Do this in your notebook/on a separate sheet of paper.

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 Assessment Card
Directions: Choose the letter of the best answer and write it on a separate sheet of paper.
1. How does a solar eclipse happen?
a. when the Moon comes directly between the Sun and Earth
b. when the shadows of the Earth and Moon are cast in space
c. when the Sun is on the opposite side of the Earth and the Moon
d. when the shadows of the Moon and Earth is neither too high nor too low
2. What kind of eclipse do we see when the Moon is entirely within the Earth’s umbral shadow?
a. Partial lunar b. Partial solar c. Total lunar d. Total solar
3. How does a lunar eclipse happen?
a. Earth has moved along its orbit taking the Moon with it.
b. When the Moon comes directly between the Sun and Earth.
c. When the Moon moves through Earth’s shadow at full Moon.
d. When the Moon is directly on the opposite side of the Earth and Sun.
4. Which of the following statements is TRUE about umbra and penumbra?

a. I and II only b. II and III only c. I and IV only d. III and IV only
5. When do we observe a total lunar eclipse?
a. when a part of the sun’s disk is covered by the Moon
b. when the Sun, Moon, and Earth fall in one straight line
c. when the Moon enters the umbra of the Earth’s shadow
d. when the Moon enters the penumbra of the Earth’s shadow
For questions number 6 and 7, refer to the figures below.

6. Which of the following pictures shows the phase of the Moon when a solar eclipse occurs?
7. Which of the following pictures shows the phase of the Moon when a lunar eclipse occurs?

8. Where in the diagram would you see a partial solar eclipse?

a. position A b. position B c. position C d. position D
9. Where in the diagram would you see a total solar eclipse?
a. position A b. position B c. position C d. position D
10. What type of eclipse does the diagram show?
a. complete eclipse b. lunar eclipse
c. penumbral eclipse d. solar eclipse

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11. Which of the following is the correct position during a solar eclipse?
a. Earth-Moon-Sun b. Moon-Sun-Earth
c. Sun-Earth-Moon d. Sun-Moon-Earth
12. An observer on Earth is standing within the penumbra of the Moon’s shadow. Which eclipse will
likely the observer be witnessing?
a. partial lunar b. partial solar c. total lunar d. total solar
13. What blocks the sunlight from reaching the Moon during a lunar eclipse, causing the Moon to
look dark?
a. Asteroid b. Earth c. Mars d. Shadow

15. Which of the following is NOT TRUE about a total solar eclipse?
a. It can be viewed from every spot on Earth.
b. It can take place at the phase of the new Moon.
c. You must be within the moon's umbra to see it.
d. It is dangerous to look at it without the proper device.

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 Performance Task 1

Performance Task 2
I Can Make a Change
Material:
Bondpaper, Pencil, Coloring Materials, Camera
Directions
 On a bond paper make a slogan on how you will help in preserving our natural resources.
 Then take a picture with the environment you live in while holding the slogan.
Rubrics:
10 Points – Follow the instruction very carefully, Write a good slogan and took a picture on the
environment
7 Points – Took the picture but with the slogan only in the environment.
5 points – Took the picture of the slogan only
3 points – Did not follow the instructions
0 point – No Performance Task

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Performance Task 3

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Performance Task 4

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