7

Science
Modules
Quarter 4 – Weeks 1 - 4
7
Science
Quarter 4 – Module 1
The Philippine Environment
Science – Grade 7
Alternative Delivery Mode
Quarter 4 – Module 1: The Philippine Environment
Second Edition, 2021

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.)
included in this module are owned by their respective copyright holders. Every effort has been
exerted to locate and seek permission to use these materials from their respective copyright
owners. The publisher and authors do not represent nor claim ownership over them.

Published by the Department of Education

OIC-Schools Division Superintendent: Carleen S. Sedilla CESE
OIC-Assistant Schools Division Superintendent: Dr. Jay F. Macasieb, DEM CESE

Development Team of the Module

Writer: Krystel Kaye S. Garduque

Editor: Hernan L. Apurada

Reviewer: Tomasa D. Maggay, Marian Grace C. Toribio,

Norwena O. Penuliar, Evelyn Valenzuela

Layout Artist: Arnold G. Chan

Management Team: Neil Vincent C. Sandoval

Chief Education Supervisor, Curriculum and Implementation
Division

Hernan L. Apurada
Education Program Supervisor, Science

Printed in the Philippines by the Schools Division Office of Makati City through the
support of the City Government of Makati (Local School Board)

Department of Education – Schools Division Office of Makati City

Office Address: Gov. Noble St., Brgy. Guadalupe Nuevo

City of Makati, Metropolitan Manila, Philippines 1212
Telefax: (632) 8882-5861 / 8882-5862
E-mail Address: makati.city@deped.gov.ph
 What I Need to Know

This module was designed and written with you in mind. It is here to help
you master the Geographical Coordinate System and the Philippine
Environment. The scope of this module permits it to be used in many different
learning situations. The language used recognizes the diverse vocabulary level
of students. The lessons are arranged to follow the standard sequence of the
course.

The module is composed of one (1) lesson:

Lesson 1 – Geographical coordinate system and the Philippine Environment

After going through this module, you are expected to:

1. Identify and describe imaginary lines in the globe/map used in locating
places;
2. Demonstrate how places on Earth may be located using a coordinate
system;
3. Describe the location of the Philippines using latitude and longitude and
identify the major bodies of water and landmasses surrounding it; and
4. Infer the importance of the location of Philippines with respect to the
continents and oceans of the world.

What I Know

Direction: Choose the letter of the best answer. Write the chosen letter
on a separate sheet of paper.

1. Why is the Philippines considered as one of the countries with the longest shoreline?
A. Most of the Filipinos are fishermen.
B. It is surrounded by large bodies of water.
C. There are many tourist-attracting beach resorts.
D. The country as an archipelago is composed of many islands each with a stretch of
shoreline.
2. What is the location of the Philippines using the coordinate
system? A. 14° N, 121° E
B. 121° N, 14° E
C. 121 ° S, 14° W
D. 27.8797° S, 157° W
3. What denotes how far north or south a point is on the globe relative to the equator?
A. Equator
B. Latitude
C. Longitude
D. Prime Meridian
4. What denotes how far east or west a point is on the globe relative to the prime meridian?
A. Equator
B. Latitude
C. Longitude
D. Prime Meridian
5. What part of your map or globe divides the Northern and Southern Hemisphere?
A. Equator
B. Latitude
C. Longitude
D. Prime Meridian

1
Lesson
Geographical Coordinate System and The
1
Philippine Environment

What’s In

In your previous lesson in grade 6 you learned that earthquakes and volcanic
eruption can be considered as the most devastating natural disasters on Earth. You also
learned what to do Before, During and After earthquake and volcanic eruption.

What’s New

This module will help you locate the different countries using coordinate system
and will explain why Philippines is one of the countries that has many geological
activities.

The How’s of Map

Objectives:

At the end of the activity, the learners should be able to:

1. Identify the different parts of the map or globe;

2. Locate the coordinate using latitude and longitude; and
3. Describe the location of the Philippines using coordinates and by the surrounding
landmasses and bodies of water.

Materials:

Bond paper Marker Pencil

Procedure:
A.
1. Hold your paper vertically.
2. Fold your paper into half horizontally (crosswise), then trace the folded line using a
marker. Label this line “EQUATOR” with a measurement of 0o.
3. Label the upper half as “NORTHERN HEMISPHERE” and the lower half as “SOUTHERN
HEMISPHERE”.
4. Again, fold your bond paper horizontally into three after the first fold.
5. Trace all the horizontal fold lines. Each line will represent the LATITUDES.
Take note that the EQUATOR is the starting point of all LATITUDES. Number each line
starting from EQUATOR 0o going to the up and down with an interval of 10. (0, 10, 20
30….)

• How will you describe a LATITUDE with respect to the EQUATOR?

2
B.
6. Now fold your bond paper into half vertically (lengthwise), then trace the folded
line using a marker. Label this line “PRIME MERIDIAN” with a measurement of 0o.
7. Label the right half “EASTERN HEMISPHERE” and the left half WESTERN
“HEMISPHERE”.
8. Again, fold your bond paper vertically into two after the first fold.
9. Trace all the vertical fold lines. Each line will represent the LONGITUDES.
Take note that the PRIME MERIDIAN is the starting point of all LONGITUDES.
Number each line starting from the PRIME MERIDIAN 0o going left and right with an
interval of 15. (0, 15, 30 45….)
• How will you describe LONGITUDE?
C.
10. Locate latitude 40o North and longitude 160o East. Trace down where these two lines
meet. Label It as COORDINATE A.
• How will you describe a COORDINATE?
D
11. Using a world map, give the coordinates of the PHILIPPINES.

PLACE LATITUDE LONGITUDE

PHILIPPINES

12. Identify the bodies of water and landmasses surrounding the Philippines.

North of the South of the East of the West of the

Philippines Philippines Philippines Philippines

GUIDE QUESTIONS:
Q1. What part of your map or globe divides the Northern and Southern Hemisphere?
Q2. What part of your map or globe divides the Eastern and Western Hemisphere?
Q3. How will you be able to locate areas on a map or globe?
Q4. Differentiate LATITUDE from LONGITUDE.
Q5. Locate coordinate 10o South and 15o East on your activity sheet. In what hemisphere is it
located? Northern or Southern? Eastern or Western?
Q6. Based on the coordinates of the Philippines, is it near or far from the Equator?
Q7. What is the largest body of water located near the Philippines?
Q8. Why is the Philippines considered as an archipelago?

What is It

The location of a place on a map or globe may be described by using its reference lines
such as latitude and longitude.

Reference Lines in Locating Places on the Globe/Map

 Equator
o The imaginary line on the surface of the earth midway or halfway (middle)
between the north and south geographic poles. It is at 00 latitude.
3
 o It divides the Earth into two halves the Northern and Southern Hemisphere.
 Prime Meridian
o It represents the boundary of the eastern and western hemispheres. It is at 00
longitude.
 Longitude
o It is a vertical line (North to South) that runs from top to bottom.
o It is also called “meridians”.
o It describes how far west or east a place is.
o It is 150 apart with twelve meridians to the east and west.
 Latitude
o It is a horizontal line (east to west) that runs from left to right. It is also called
“parallels”.
o It describes how far north or south a place is.
o The farthest latitude North of the equator is the North Pole 900N.
o The farthest latitude South of the equator is the South Pole 900.

The Map or Globe is divided into two halves called the Hemisphere.

 Half of the Earth that is North of the equator is the Northern Hemisphere.
 Half of the Earth that is South of the equator is the Southern Hemisphere.
 Half of the Earth that is East of the Prime Meridian is the Eastern Hemisphere.
 Half of the Earth that is West of the Prime Meridian is the Western Hemisphere.
• The spaces in the globe are divided into degrees (o).

Locating Places using Geographical Coordinate System

Geographic Coordinate System

 It is a method for describing the position of a geographic location on the earth's
surface using spherical measures of latitude and longitude.

 These are measures of the angles (in degrees) from the center of the earth to a
point on the earth's surface when the earth is modeled as a sphere. It uses the
equator as a reference point for latitude and the prime meridian as reference
point for longitude.

Coordinates
 Pair of numbers that describe the position of a point
 Point where the two coordinates (latitude and longitude) intersect

4
 The point of
intersection is the
place that these
coordinates
represent.

300 South (latitude),

400 West (longitude)

- Argentina

What’s More

Activity 2. Concept Map

Use the word listed in the box to complete the concept map.

divides the
map or globe
into

00 latitude
is called

have
intersect reference
to form lines such us or

can be used to
locate place like
00 longitude
is called
divides the map
or globe into

surrounding the

is within
the
the reason why our
country is rich in

5
 WORDBANK

LATITUDE BODIES OF WATER LANDMASSES GLOBE

PRIME MERIDIAN NORTH HEMISPHERE EQUATOR LONGITUDE

RING OF FIRE COORDINATES PHILIPPINES MAP

WESTERN HEMISPHERE EASTERN HEMISPHERE NATURAL RESOURCES

SOUTHERN HEMISPHERE

What I Can Do

6
 What I Have Learned

AGREE OR DISAGREE

Encircle the correct icon if you agree or disagree with the statement. If you disagree,
change the underlined word/s to make the statement correct. Write your answer on the
space provided below the disagree icon.

AGREE DISAGREE

1. The Equator is the imaginary line on the surface of the

earth midway or halfway (middle) between the north and
south geographic poles.

2. Everything up / above (between Equator and North Pole)

is the Northern Hemisphere.

3. Latitude is a vertical line (North to South) that runs from

top to bottom.

4. Everything right of the Prime Meridian is called Western

Hemisphere.

5. Latitude is a horizontal line (east to west) that runs

from left to right. It is also called “parallels”.

Assessment

Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.

1. A tourist is in Vatican City and checks her location using her iPhone. Which may be the
closest location registered value in her phone?
A. Latitude 21.82; longitude 11.24
B. Latitude 41.82; longitude 12.56
C. Latitude 58.35; longitude 17.98
D. Latitude 27.08; longitude 19.93

7
2. What is the location of the Philippines using the coordinate system?
A. 14° N, 121° E
B. 121° N, 14° E
C. 121 ° S, 14° W
D. 27.8797° S, 157° W

3. Why is the Philippines considered as one of the countries with the longest shoreline?
A. Most of the Filipinos are fishermen.
B. It is surrounded by large bodies of water.
C. There are many tourist-attracting beach resorts.
D. The country as an archipelago is composed of many islands each with a stretch
of shoreline.

4. What part of your map or globe divides the Eastern and Western Hemisphere?
A. Equator
B. Latitude
C. Longitude
D. Prime Meridian

5. What denotes how far east or west a point is on the globe relative to the prime meridian?
A. Equator
B. Latitude
C. Longitude
D. Meridian

8
 7
Science
Quarter 4 – Module 2
Earth’s Resources: Ways of Using
Earth’s Resources Sustainably
Science – Grade 7
Alternative Delivery Mode
Quarter 4 – Module 2: Earth’s Resources: Ways of Using Earth’s Resources Sustainably
Second Edition, 2021

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.)
included in this module are owned by their respective copyright holders. Every effort has been
exerted to locate and seek permission to use these materials from their respective copyright
owners. The publisher and authors do not represent nor claim ownership over them.

Published by the Department of Education

OIC-Schools Division Superintendent: Carleen S. Sedilla CESE
OIC-Assistant Schools Division Superintendent: Dr. Jay F. Macasieb, DEM CESE

Development Team of the Module

Writer: Anza C. Vineles

Editor: Hernan L. Apurada

Reviewers: Tomasa D. Maggay, Marian Grace C. Toribio,

Norwena O. Penuliar, Evelyn Valenzuela

Layout Artist: Arnold G. Chan

Management Team: Neil Vincent C. Sandoval

Chief Education Supervisor, Curriculum and Implementation
Division

Hernan L. Apurada
Education Program Supervisor, Science

Printed in the Philippines by the Schools Division Office of Makati City through the
support of the City Government of Makati (Local School Board)

Department of Education – Schools Division Office of Makati City

Office Address: Gov. Noble St., Brgy. Guadalupe Nuevo

City of Makati, Metropolitan Manila, Philippines 1212
Telefax: (632) 8882-5861 / 8882-5862
E-mail Address: makati.city@deped.gov.ph
 What I Need to Know
This module was designed and written with you in mind. It is here to help you master the
earth’s resources. The scope of this module permits it to be used in many different learning
situations. The language used recognizes the diverse vocabulary level of students. The lessons
are arranged to follow the standard sequence of the course. But the order in which you read
them can be changed to correspond with the textbook you are now using.
The module is composed of one (1) lesson:
 Lesson 1 – The Earth’s Resources

After going through this module, you are expected to:

A. Describe the use of the different Earth’s resources;
B. Explain ways on how to sustain Earth’s resources;
C. Identify the human activities that affect the natural resources and describe
their effects; and
D. Suggest ways to reduce the effects of human activities on natural resources.

What I Know

Directions: Choose the letter of the best answer. Write the chosen letter on a separate sheet of
paper.
1. Which is NOT an example of renewable resources?
A. Solar energy C. Hydro energy
B. Wind energy D. Fossil fuel energy
2. Many of the precious and important metallic minerals are found in various parts of the
Philippines that have contributed to the growth of our economy. Which part of the
Philippines is not a productive copper and gold producer?
A. Palawan C. Baguio and Benguet
B. Surigao-Davao D. Zamboanga
3. Which refers to any material or element from the environment that humans use to meet
their needs?
A. Made by God
B. Natural resources
C. Environmental resources
D. Environment provisioning system
4. People can use it repeatedly without destroying resources. Which term is being described?
A. Renewable C. Non-renewable
B. Unlimited D. Potentially renewable
5. Which describes about the natural resources on Earth?
A. Evenly distributed on the earth
B. Needed in the same amounts by all people
C. Taken from both land and water in all countries
D. Sufficient to meet the needs of developed countries

Lesso
Earth’s Resources
n1

This module will focus on different resources that are found in the Philippines. These
natural resources include land, water, mineral deposit, natural gas, coal, soil, and energy
resources. Likewise protecting resources and conserving them for future use will also be given
emphasis, specifically their sustainability.
1
 What’s In
Let us point some important concepts that were discussed in the previous module by answering
the puzzle below.
Fill in the blanks with the words referred to in the hint provided in the across and down statements
beside the puzzle.

This module is about different energy resources, their location in the Philippines, how
they are generated, as well as their advantages and disadvantages. It will also aim to provide
recommendation guidelines in choosing a specific energy source that is best suited to be used
in a particular place.

What’s New

Renewable and Non-renewable Sources of Energy

Living things need the energy to be able to move, grow, and live. Almost every source of
energy comes from the sun that produces heat. Plants make food and get energy from the sun.
Fossil fuels are made from the dead remains of plants and animals that stored the sun’s energy
a million years ago. Energy from the sun is an example of renewable energy resources, while
fossil fuels are non-renewable energy resources.
The energy resources can be classified as Renewable and Non-renewable sources of
energy. Non-renewable sources of energy are the natural energy resources that are present in a
limited quantity and are being used for a long time. Whereas renewable resources refer to energy
sources that are continuously replenished by natural processes. Let us see how they differ from
each other below.
Table 1. Energy Resources
Non-renewable resources Renewable resources
Fossil fuel Petroleum Solar
Fossil fuel Coal Wind
Fossil fuel Natural gas Geothermal
Nuclear Hydroelectric
Biogas (or methane)
Dendrothermal
Agro-industrial waste such as sugar cane
bagasse and coconut husk

Activity 1. Location of the Natural Resources in the Philippines

List down the natural resources found in the Philippine map provided below. Write them down
in the first column and the location in the second column of the table. You may write down more
than one location. Answer the guide questions after completing the table.

2
Guide Questions:
Q1. Which natural resources is mineral?
Q2. Which is a mineral resource in making electrical wires?
Q3. Which one is found in an area of land on a slope which drains its water into a stream and
its tributaries?
Q4. How is this resource being abused by man?
3
Q5. How can we help conserve natural resources, so that future generations can also enjoy
them?
Activity 2. Energy Resources
This activity will focus on identifying some energy resources that are found in the
Philippines. This includes fossil fuel, hydroelectric power, geothermal, wind energy, and solar
energy. The ways of using them sustainably as well as their advantages and disadvantages will
also be given emphasis.
Write down the advantage and disadvantages of the renewable and non-renewable power
plants. Answer the guide questions after completing the table.
Table 2.1. Common Hydroelectric Power Plant in the Philippines.
Capacity
Hydroelectric Plant Location Megawatts
(MW)
1.AGUS 6 (Dam-type. 1971) Iligan City, Lanao del Norte 200
2.Ambuklao (Dam-type. 1956) Bokud, Benguet 105
3.Binga (Dam-type.1960) Itogon Benguet 140
4.Magat (Dam-type.1983) Ramon, Isabela 388
5.Pantabangan (Dam-type. 2009) Pantabangan, Nueva Ecija 120
6.PULANGI 4 (Run-of-river type.1985) Maramag, Bukidnon 255
7.San Roque (Dam-type.2003) San Miguel, Pangasinan 435
*Source: https://www.doe.gov.ph/energy-information-resources?q=list-existing-power-plants
Advantage Disadvantage

https://commons.wikimedia.org/wiki/File:Pantabangan,Nueva6Ecijajf.jpg
Guide Questions:
Q6. What are the two important components of a hydroelectric power plant?
Q7. Which among the hydroelectric power plants produce the highest Wattage of electricity?
Q8. How does a hydroelectric power plant work?
Table 2.2. Common Wind Energy Power Plant in the Philippines.
Capacity
Wind Power Plant/Wind Farm Location Megawatts
(MW)
1.Bangui Wind Power (2005) Bangui, Ilocos Norte 33
2.Burgos Wind (2014) Burgos, Ilocos Norte 150
3.Caparispisan Wind (2014) Caparispisan, Ilocos Norte 81
4.Pililla Wind (2015) Pililla, Rizal 54
5.Nabas Wind Ph1 (2015) Nabas, Aklan 36
6.TAREC (2014) San Lorenzo, Guimaras 54
*Source: https://www.doe.gov.ph/energy-information-resources?q=list-existing-power-plants
Advantage Disadvantage

https://commons.wikimedia.org/wiki/File:Bangui_Wind_Mills.JPG
Guide Questions:
Q9. Which among the windmill energy power plants is the largest?
Q10. What is the highest wattage produced?
Q11. How does the windmill power plant work?
Q12. What are the important requisites for the construction of a wind energy plant?
Table 2.3. Common Geothermal Power Plant in the Philippines.

4
 Capacity
Geothermal Power Plant Location MegaWatts (MW)
1.BACMAN (1993) Manito, Albay 140
2.Makiling-Banahaw Calauan, Laguna 480
“MakBan” (1979)
3.MT APO-EDC PGG (1996) Mt. Apo, Kidapawan, Mindanao 105
4.Palinpinon GPP (1983) Valencia, Negros Oriental 172.5
5.Tiwi (1979) Tiwi, Albay 234
6.Tongonan 1 PGG (1983) Tongonan, Leyte 123
7.Unified Leyte (1996) Tongonan, Leyte 610.2
*Source: https://www.doe.gov.ph/energy-information-resources?q=list-existing-power-plants
Advantage Disadvantage

https://commons.wikimedia.org/wiki/File:193_MW_Palinpinon.jpg
Guide Questions:
Q13. What is the largest geothermal power plant in the Philippines?
Q14. How much megawatt does it produce?
Q15. What pollution does the geothermal power plant produce?
Q16. How is this pollutant harmful to the environment?
Table 2.4. Some Solar Power Plant in the Philippines.
Solar Power Plant Location Capacity
Megawatts (MW)
1. Calatagan Solar Farm (2015) Calatagan, Batangas 63.3
2.Currimao Solar Energy (2016) Currimao, Ilocos Norte 20
3.First Toledo Solar (2017) Toledo City, Cebu 60
4.HELIOS (2016) Cadiz City, Negros Occidental 132.5
5.Petrosolar (2016) Tarlac, Philippines 50
6. Negros Island Solar Power Inc (islasol Manapla, Negros Occidental 48
III-2016)
*Source: https://www.doe.gov.ph/energy-information-resources?q=list-existing-power-plants
Advantage Disadvantage

https://commons.wikimedia.org/wiki/File:Surallah_Photovoltaic_Power_Plant_Oct_23_2015.j
pg

Guide Questions:
Q17. Where can you find the largest solar energy power plant in the Philippines?
Q18. How much mega wattage does it produce?
Q19. How does the solar energy plant generate electricity?

Table 2.5. Common Coal Power Plant in the Philippines.

Capacity
Coal Power Plant Location Megawatts
(MW)
1.Mariveles Coal-Fired Power Plant Mariveles, Bataan 690
2.Mindanao Coal U1 &U2 PHIVIDEC, Villanueva, Misamis 232
Oriental

5
 3.Panay Energy Devt. Corp. (PEDC U1-U3) Iloilo City, Iloilo 317
4.San Buenaventura Power Ltd.Co. Mauban, Quezon 500
5.Sarangani Energy Corp. (SEC U2) Maasim, Sarangani 118.5
6.Sual Power Station Sual, Pangasinan 1294
*Source: https://www.doe.gov.ph/energy-information-resources?q=list-existing-power-plants
Advantage Disadvantage

https://commons.wikimedia.org/wiki/File:GN_Power_Mariveles.jpg;https://www.flickr.com/p
hotos/jsjgeology/42231955182; https://www.needpix.com/photo/710666/coal-energy-
chemical-industrial-technology-mining-dirty factory-production
Guide Questions:
Q20. What is coal?
Q21. Where is the largest coal deposit located in the Philippines?
Q22. How is coal converted to energy?
Table 2.6. Natural Gas Power Plant in the Philippines.
Natural Gas Power Plant Location Capacity
Megawatts
(MW)
1.AVION (20160 Bolbok, Batangas City 100
2.Ilijan (2002) Ilijan, Batangas City 1,277
3.San Gabriel (2016) Sta. Rita, Batangas City 430
4.San Lorenzo (2002) Sta. Rita, Batangas City 549
5.Santa Rita (2000) Sta. Rita, Batangas City 1,094.8
*Source: https://www.doe.gov.ph/energy-information-resources?q=list-existing-power-plants
Advantage Disadvantage

https://www.flickr.com/photos/nicknich4/340155446
Guide Questions:
Q23. What is the largest natural gas power plant in the Philippines?
Q24. Where is it located?
Q25. What is the main composition of natural gas?
Table 2.7. Minerals deposit in the Philippines.
Minerals location usage
1. Gold
2. Nickel
3. Copper
4. Iron
5. Chromite
https://commons.wikimedia.org/wiki/
File:Gold_26_quartz_(Banquet_Consolidated_Gold_Mine,_P hilippines)_3_(16561005144).jpg
Guide Questions:
Q26. Which among the minerals in the table is the most expensive?
Q27. What part of the Philippines is known to have gold deposit?
Q28. What is the important usage of copper?

6
Table 2.8. Watershed in the
Philippines.

Direction: Given the meaning

or descriptions and the picture
provided, identify the concept
being referred to.
Keywords Description
Ex. Where a river or stream and its surrounding wetlands meet the sea. This
Estuary area is critical because it acts as a staging area that helps salmon transition
from freshwater to saltwater.
1. A long narrow piece of land that m is eealenvdaeted, creates a quicker, and angled
surface for water to travel down.
2. A natural flow of water that flows into anAoncgeaa t na,mother channels/stream, or
lake.
3. The highest point of earth surface or watershed, water runoff downward to
the foothills
4. An often small, flowing body of water. It can connect and to larger rivers
within a watershed.
5. A river or stream that flows into a large river or lake.
6. The marshy, wet terrain near a river, stream, or lake.
7. A hill or sloping area that lies at the bottom of a mountain or mountain
range. These features help carry the water runoff downwards.
8. The curve of a stream or river.
Choices:
Meander Tributary Stream River
Foothills Mountain Ridge Wetland
https://commons.wikimedia.org/wiki/File:AlfonsoCasta%C3%B1edajf0131_13.JPG
Guide Questions:
Q29. What is a watershed?
Q30. Where can we find Angat watershed forest reservation?
Q31. What renewable energy resources connected with watersheds?
Q32. What is the importance of watershed?

What is It
The Philippines is rich in natural resources. Why do you think so? What geologic
structures in the country account for this richness? Is our location which is near the equator
related to the presence of these natural resources?
Hydroelectric power is produced using generators driven by water turbines. As the water
falls through a turbine, the kinetic energy of falling water strikes the blade of the turbine that
results in spinning which turns on a generator to produce electricity.
Windmills harness energy of the wind. It generates electricity needs provided that the
powering conditions are met: 1. The wind must be fairly steady; 2. Average wind speed must not
be lower than 15 to 20 kilometers per hour per year; 3. The place must not be visited too often
by typhoons.
Geothermal energy is obtained inside the earth. Its power generation is the energy of
steam beneath the earth's surface. It is done by drilling well into the zone and the steam will be
used to operate turbines that generate electricity.
Solar energy refers to the radiant energy from the sun. The light portion is harnessed to
produce electricity in the means of solar cells or photovoltaic cells that generate electricity when
heated by sunlight. The silicon semi-conductor in the solar cell transforms light directly into
7
electricity. A battery is used to store energy converted by the silicon.
The coal was formed from trees and other vegetation buried in widespread swamps
created by the encroaching sea. Plant materials are converted into peat which is 30% carbon.
Burning coal produces smoke that contains sulfur which binds with oxygen that forms sulfur
oxide that reacts with moisture resulting in acid rain.
Natural gas is made up of 50 to 94% methane and other hydrocarbons. It is composed
entirely of carbon and hydrogen. Therefore, it is considered a very clean fuel. Natural gas burns
almost completely, producing very little air pollution.
Metallic minerals contain one or more metallic elements. Metallics minerals occur in
rare, naturally formed concentrations known as mineral deposits. Metals such as nickel, copper,
and zinc are fundamentally important to modern society since they are used for an endless
variety of purposes.
Watershed describes an area of land that contains a common set of streams and rivers
that all drain into a single large body of water, such as a large river, a lake, or an ocean. For
example, Angat, Magat, and Pantabangan-Carranglan watershed, etc.
To ensure the sustainability of natural resources we must limit their consumption. We
must use these natural resources at a rate that does not deplete them. For example, when the
forest is logged, new trees are planted in place of the harvested trees. This ensures the resources
of the forest are not lost. The sustainability of resources is achieved when our rate of
consumption can continue forever without damaging the environment. The use of
renewable resources is advised like wind and solar energy, instead of non-renewable resources,
like fossil fuels. Use those resources which cause less harm to the environment (renewable
resources).

What’s More
Conservation of Natural Resources
Activity 3. How can you help conserve our natural resources?
There are steps that you can personally take to conserve our natural resources and reduce
waste. This can be done through the reduce, reuse, and recycling activities.
Classify the following activities/processes as Recycling, Reducing, and Reusing. Write your
answer in the space provided.
Recycling/
Activity/Process Reducing/
Reusing
1. Rain can be caught in rain barrels and used to water your garden.
2. Mend broken or worn items instead of buying new ones.
3. Old big cans use for flowerpot
4. Collecting newspaper and turn it into decorative materials.
5. Use reusable bags when shopping

What I Have Learned

8
 What I Can Do
List down at least five activities at home that show the conservation of natural resources.
I learned that I can:
1.
2.
3.
4.
5.

Assessment
Directions: Choose the letter of the best answer. Write the chosen letter on a separate sheet of
pap1e.r. Which is NOT an example of renewable resources?
A. Coal B. Fish C. Water D. Wind
2. Which resources are not replaced as quickly as it is used to be?
A. Biodegradable resources C. Renewable resources
B. Non-renewable resources D. Animal resources
3. Which energy is obtained from the sun?
A. Fossil fuels C. Hydroelectric
B. Geothermal D. Solar Energy
4. How is hydroelectric power generated from water?
A. The water provides heat.
B. It makes the turbine spin.
C. It evaporates and releases energy.
D. It involves friction with the dam and its part.
5. Which CORRECTLY describes renewable resources?
A. They are limited by cost, but not supply.
B. They are not cleaner than nonrenewable resources.
C. They are often less abundant than nonrenewable resources.
D. The are eventually run out of supply when mostly used.

Additional Activities

What do you think are the effects on our natural resources if too much mining and quarrying
are done to obtain precious metals and stones and gravel?

9
7
Science
Quarter 4 – Module 3
Solar Energy and The Atmosphere
Science – Grade 7
Alternative Delivery Mode
Quarter 4 – Module 3: Solar Energy and Atmosphere
Second Edition, 2021

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders. Every
effort has been exerted to locate and seek permission to use these materials from their respective
copyright owners. The publisher and authors do not represent nor claim ownership over them.

Published by the Department of Education

OIC-Schools Division Superintendent: Carleen S. Sedilla CESE
OIC-Assistant Schools Division Superintendent: Dr. Jay F. Macasieb, DEM CESE

Development Team of the Module

Writers: Imelda B. Loto
Editors: Hernan L. Apurada
Reviewers: Tomasa D. Maggay, Marian Grace C. Toribio,
Norwena O. Penuliar, Evelyn Valenzuela
Layout Artist: Bonn Lester Floyd R. Cervantes
Management Team: Neil Vincent C. Sandoval
Chief Education Supervisor, Curriculum and Implementation
Division

Hernan L. Apurada
Education Program Supervisor, Science

Printed in the Philippines by the Schools Division Office of Makati City through the
support of the City Government of Makati (Local School Board)

Department of Education – Schools Division Office of Makati City

Office Address: Gov. Noble St., Brgy. Guadalupe Nuevo

City of Makati, Metropolitan Manila, Philippines 1212
Telefax: (632) 8882-5861 / 8882-5862
E-mail Address: makati.city@deped.gov.ph
 What I Need to Know

This module was designed and written with you in mind. It is here to help you
master the Solar Energy and the Atmosphere. The scope of this module permits it to be
used in many different learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the standard sequence
of the course. But the order in which you read them can be changed to correspond with
the textbook you are now using.

The module consists of one lesson:

Lesson 1 – Layers of the Atmosphere

After going through this module, you are expected to

1. Describe the different layers of the Earth’s atmosphere;
2. Relate temperature and altitude in each layer of the atmosphere;
3. Explain what happens to the air in the surroundings as warm air rises; and
4. Discuss how energy from the Sun interacts with the layers of the atmosphere.

What I Know

Directions: Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.
1. Which layer of the atmosphere is considered the warmest?
A. Ionosphere B. Stratosphere C. Thermosphere D. Troposphere
2. Which layer of the atmosphere contains the ozone layer?
A. Ionosphere B. Stratosphere C. Thermosphere D. Troposphere
3. What is the correct order of Earth’s atmospheric layers from the bottom to top?
A. Stratosphere, mesosphere, troposphere, thermosphere, exosphere
B. Stratosphere, troposphere, thermosphere, mesosphere, exosphere
C. Troposphere, stratosphere, mesosphere, thermosphere, exosphere
D. Troposphere, mesosphere, stratosphere, thermosphere, exosphere
4. These are gases that can be dissociated by solar radiation. Which gas releases
chlorine and destroys the ozone layer?
A. Carbon dioxide B. Chlorofluorocarbon C. Methane D. Nitrogen Oxide
5. In which layer do virtually all-weather phenomena take place?
A. Exosphere B. Mesosphere C. Stratosphere D. Troposphere

1
 The Layer of the Atmosphere

In the first two modules, you have learned how geographical location and the
resources determine the place’s suitability for habitation, but a place can never be
without its atmosphere. To prepare you for this lesson, you must first learn about the
envelope of air that surrounds the Earth where all weather events happen – the
atmosphere.

What’s In
In your last lesson/topic you learned that the presence of different natural resources
in the Philippines is related to the country’s location. The location of the Philippine can
be described using the latitude and longitude and the landmasses and bodies of water.

What’s New
Activity 1. Desirable or Not.

Begin the journey of getting to know the atmosphere. Determine whether the
atmospheric phenomenon is desirable or not. You will find out about the atmospheric
activities at this time. Draw your emoticons face in the picture.

https://mb.com.ph/2020/11/15/100000-flee-cagayan-valley- https://jooinn.com/sunny-day-3.html https://unsplash.com/s/ photos/rice-field

Based on your answer, how much do you know about the occurrences in the
atmosphere? Do you have enough understanding about the atmospheric phenomenon?

Activity 2: Agree or Disagree

Write agree or disagree for each statement given.

Statement (Agree or Disagree)

1. The layers of the atmosphere are arranged in

the following order: mesosphere, troposphere,
stratosphere, and thermosphere.

2
 2. The temperature in each layer of the
atmosphere increases as the layer progresses.
3. Clouds form in the troposphere.
4. Ozone layer is found in the thermosphere.
5. Convection accounts for the distribution of
heat in the atmosphere.

Layers of the Atmosphere

The atmosphere is the gaseous part of the earth. It is composed of several layers
which have a distinct characteristic. The atmosphere is divided vertically into layers
based on temperature. The layers are troposphere, stratosphere, mesosphere,
thermosphere, and exosphere.

Activity 3

What are the bases for dividing earth’s atmosphere into layers?
Earth’s atmosphere is divided into five layers. What are the bases for subdividing the
atmosphere?

<a href="https://www.freepik.com/vectors/templates">Templates vector created by macrovector -

www.freepik.com</a>

Specifically, you will:

A. Describe the features of each five layers;
B. Compare the features of the five layers; and
C. Explain the basis for the division of the layers of the atmosphere.

Material needed: picture of layers of the atmosphere

Procedure:
1. Study the picture of layers of the atmosphere.
2. Watch the video presentation on you tube using the link. (optional)
3. Complete the table below by comparing the different characteristics of each layer of
the atmosphere.

Category
Altitude Temperature Description
Layers of
the Atmosphere

3
 Guide Questions
1. What are the five layers of the atmosphere? Estimate the height of each layer.

2. In which layer is temperature increasing with increasing altitude?

3. In which layer is temperature decreasing with increasing altitude?

4. What is the relationship between temperature and height in the…

-troposphere?

-stratosphere?

-mesosphere?

-thermosphere?

-exosphere?

5. From the table, can you generalize that the higher the layer of the
atmosphere (that is closer to the Sun), the hotter the temperature? Why or why
not?

Troposphere
It is the bottom layer in which we live. The temperature just above the ground is
hotter than the temperature high above. Weather occurs in the troposphere because
this layer contains most of water vapor. Without water, there would be clouds, rain,
snow, or other weather features. Air in the troposphere is constantly moving. As a result,
aircraft flying through the troposphere may have a very bumpy ride- what we know as
turbulence. People who have used the airplane for travelling have experienced this
especially when there is a typhoon in areas where the plane passes through.
Stratosphere
It is the layer next to troposphere. It is the layer of the air that extends to about
50 km from Earth’s surface. Many jet aircrafts fly in the stratosphere because it is
very stable. It is in the stratosphere that we find the ozone layer. The ozone layer
absorbs much of the Sun’s harmful radiation that would otherwise be dangerous to
plant and animal life.
Mesosphere
The layer between 50 km and 80 km above the Earth’s surface. Air in this layer
is very thin and cold. Meteors or rock fragments burn up in the mesosphere.
Ionosphere
It is a layer that is called the electric field region within the upper atmosphere
where large concentration of ions and free electrons exist. It is the layer that can reflect
radio signals and protects us from dangerous radiation by absorbing those harmful
extreme ultraviolet rays.

Thermosphere
It is between 80 km and 100 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

4
strikes gases in the atmosphere above the Poles. The temperature increases as altitude
increases.
Exosphere
It is the outermost layer of the atmosphere, 500 km to 1000 km from earth.

What is It

Composition of the Atmosphere

Air’s composition varies from time to time and from place to place. Nitrogen (78%)
and oxygen (20.9%) make up 99% of the composition of clean, dry air. Inert gases plus
little amount of several gases makes up the remaining 1 percent of dry air. Carbon
dioxide absorbs efficiency the energy emitted by Earth and thus affects the heating of
the atmosphere.
Water vapor is the source of all clouds and precipitation. Water vapor absorbs
heat emitted by Earth as well as some solar energy.
Ozone (O3) layer in the atmosphere is important because it absorbs the
harmful ultraviolet (UV) radiation from the sun. Without ozone layer, Sun’s UV rays
may reach the surface of the Earth, which means Earth would be uninhabitable to
most life.
The Greenhouse Effect

Greenhouses are used to grow seedlings by people living in temperate countries.

They are used to protect plants from snowstorm or dust storm. A greenhouse is used by
plant growers in tropical countries to protect the plants from insect attack or even from
severe weather condition.
https://www.istockphoto.com/photos/greenhouse?phrase=greenhouse&sort=mostpopular

Greenhouses are built with walls and roof made of glasses or plastics and vary
in size from small structure to a large building. The glass or plastic covering of the
greenhouse permits sunlight to enter but it will not allow the heat from escaping.
Therefore, the heat is trapped in the greenhouse and warms inside as the energy is
absorbed by the objects inside the structure including plants and soil. The air inside is
kept warm because of the transparent covering that prevents the heat from escaping by
reflecting the energy into the walls. The greenhouse prevents mixing of air inside with
cooler air outside.

The Earth’s atmosphere is like

greenhouses; thus, the term

greenhouse effect is used. The atmosphere

contains different gases like water vapor,
methane, carbon dioxide and ozone function the same as the glasses in a greenhouse.
5
The greenhouse gases allow the sunlight to enter, making the Earth’s surface warm, but
they absorb the energy coming from the Earth’s surface making the Earth’s temperature
suitable for living things. https://www.pinterest.ph/pin/557953841332103994/

The phenomenon is termed as the greenhouse effect and the trace gases are
referred as greenhouse gases. The greenhouse effect is a natural process by which
Earth’s atmosphere warms up. Without the greenhouse effect, Earth would be very cold,
too cold for living things, such as plants and animals.

What’s More

Activity 4 – Word Hunt

Identify the term that is being described in each statement.

1. The layer of the atmosphere above sea level .

2. A gas that promotes combustion and is needed by living things.
.
3. The basis of dividing the Earth’s atmosphere .
4. It refers to day to day temperature and precipitation.
5. The layer of the atmosphere, that the International Space station orbits Earth
.
6. The layer of the atmosphere closest to Earth’s surface .
7. The layer that is cold and very thin and where the meteors burn up.
.
8. The layer of the atmosphere above the mesosphere and called hottest layer.
.
9. A layer of ozone is in this layer above the troposphere. .
10. All of Earth’s weather takes place in this layer. .

What I Have Learned

 The layers of the atmosphere are namely troposphere, stratosphere, mesosphere,

thermosphere, and exosphere.
 The Earth’s atmosphere is made up of three quarter of nitrogen while one
fifth is oxygen. The remaining 1% is a mixture of carbon dioxide, water
vapor, and ozone.

6
  These gases not only produce important weather features such as cloud and
rain, but also have considerable influence on the overall climate of the
Earth, through the greenhouse effect and global warming.
 When air is heated, it expands then it rises.
 As warm air rises, the air in the surroundings will move towards the place
where warm air is rising.

What I Can Do

The atmospheric activities happen in the different layers in the atmosphere,

look deeper in one factor that may cause it.

Heat from the sun can be transferred through conduction, convection, and
radiation. As the sun heats up the earth surface by absorbing the energy from the sun
and heats up the land and water. Heat from land and water back into air, and hot air
rises and the air in the surrounding replaces the warm air.

In your next activity you will learn the concept that will help you understand
the common atmospheric phenomena: heat transfer and heat circulation that plays
important role in the atmospheric activities. Use the picture below for your reference.

https://d32ogoqmya1dw8.cloudfront.net/images/integrate/teaching_materials/energy_sustain/student_materials/14
01301738_456.jpg

http://hogback.atmos.colostate.edu/cmmap/images/learn/clouds/convection.jpg

https://www.weather.gov/images/jetstream/atmos/conv_rad_cond.png

7
 Complete the table below in the first column are questions and in the second
column write your thoughts or perspective that explain your answer to the questions
about air movement.

Question Answer
1. What happens when air is heated?

2. Explain what happens to the air in

the surroundings as warm air rises?

3. Describe how energy from the sun

interacts with the atmosphere.

Assessment

Multiple Choice Direction: Read the question carefully and select the best
answer from the given choices.
1. Which is the most abundant element in the Earth’s atmosphere?
A. Argon B. Carbon dioxide C. Nitrogen D. Oxygen
2. Where can you locate the ozone?
A. Exosphere B. Mesosphere C. Stratosphere D. Troposphere
3. Abundant ozone in the stratosphere is good because it traps ultraviolet rays to enter
in the earth surface. What will happen if there are abundant ozone present in the
earth surface?
A. Ozone are good not harmful to our environment.
B. Ozone are naturally present on earth surface without any bad effect to the environment.
C. Ozone become pollutants to the environment.
D. Ozone present in the environment no effect at all to the environment.
4 . In which atmospheric layer is most water vapor found?
A. Mesosphere B. Stratosphere C. Thermosphere D. Troposphere
5. Why is the presence of ozone above the troposphere important for the
survival of living things on Earth?
A. It warms Earth’s surface.
B. It helps in cloud formation.
C. It makes jet flying more comfortable.
D. It offers protection from the Sun’s harmful ultraviolet rays.

8
 7
Science
Quarter 4 – Module 4
Common Atmospheric Phenomena: Sea
and Land Breezes, Monsoons, and ITCZ
Science – Grade 7
Alternative Delivery Mode
Quarter 4 – Module 4: Common Atmospheric Phenomena: Sea and Land Breezes, Monsoons,
and ITCZ
Second Edition, 2021

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for the exploitation of such work for a profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.)
included in this module are owned by their respective copyright holders. Every effort has been
exerted to locate and seek permission to use these materials from their respective copyright
owners. The publisher and authors do not represent nor claim ownership over them.

Published by the Department of Education

OIC-Schools Division Superintendent: Carleen S. Sedilla CESE
OIC-Assistant Schools Division Superintendent: Dr. Jay F. Macasieb, DEM CESE

Development Team of the Module

Maria Elaine D. Yabut

Writer:

Editor: Hernan L. Apurada

Reviewer: Tomasa D. Maggay, Marian Grace C. Toribio,

Norwena O. Penuliar, Evelyn Valenzuela
Layout Artist: Arnold G. Chan

Management Team: Neil Vincent C. Sandoval

Chief Education Supervisor, Curriculum and Implementation
Division

Hernan L. Apurada
Education Program Supervisor, Science

Printed in the Philippines by the Schools Division Office of Makati City through the
support of the City Government of Makati (Local School Board)

Department of Education – Schools Division Office of Makati City

Office Address: Gov. Noble St., Brgy. Guadalupe Nuevo

City of Makati, Metropolitan Manila, Philippines 1212
Telefax: (632) 8882-5861 /8882-5862
E-mailAddress: makati.city@deped.gov.ph
 What I Need to Know

This module was designed and written with you in mind. It is here to help you master the
nature of Common Atmospheric Phenomena. The scope of this module permits it to be used in
many different learning situations. The language used recognizes the diverse vocabulary level of
students. The lessons are arranged to follow the standard sequence of the course. But the order
in which you read them can be changed to correspond with the textbook you are now using.
The module is divided into two lessons, namely:

 Lesson 1 – Sea and Land Breezes

 Lesson 2 – Monsoons and the ITCZ

After going through this module, you are expected to:

a. Describe the effect of difference in temperature and pressure to movement of air ;
b. Using a map, determine direction of wind movement during different seasons in the
Philippines;
c. Infer the occurrence of weather systems experienced in the country as a result of
Philippine’s location; and
d. Describe the effects of certain weather systems in the Philippines.

What I Know
Choose the letter of the best answer. Write the chosen letter on a separate sheet of paper.

1. Which property of the air in the atmosphere directly influences the movement of air
during sea and land breezes?
A. Density
B. Mass
C. Temperature
D. Volume

2. In a land breeze, which will be observed by someone along the shore in front of the sea?
A. The air feels to be stationary.
B. The sea waves are not observable.
C. The beach feels to be hotter than the sea.
D. The air movement is from the land to the sea.

3. A boy wants to go to the beach at around 6:30 in the evening. Which should he expect to
observe while he is on the beach?
A. The moon seems to be lower in the sky.
B. The presence of cumulus clouds can be seen.
C. The air seems to move from the land to the sea.
D. The wind appears to rise when went to a certain area in the sea.

4. Which is CORRECT about sea breezes?

A. It occurs at night.
B. The sea is an area of low pressure.
C. The sea is relatively hotter than the land.
D. The air movement is from the sea to the land.

5. What primarily causes sea and land breezes to happen?

A. The mass of the air in the atmosphere.
B. The amount of heat the Sun gives up on the Earth.
C. The ejection of harmful solar flares by the Sun to space.
D. The unequal heating of the land and water surfaces of the Earth.

1
Lesson
Sea and Land Breezes
1

What’s In

In the previous module, you learned how the Sun interacts with the layers of the
atmosphere. These layers are Troposphere, Stratosphere, Mesosphere, Thermosphere, and
Exosphere. The layers are divided based on temperature. You also learned how the greenhouse
effect affects the Earth.

Sea and Land Breezes

You will start your exploration of common atmospheric phenomena here. You will study
first how land and sea breezes occur. But before studying how these breezes happen, do this
activity to understand how air moves depending on its temperature.

Activity 1.0
Perform this activity to understand how air moves due to its
warming. Using a box, a cardboard tube, clear plastic, and
a pair of scissors, do the set-up as illustrated in the figure.
Tape the cardboard tube on the top hole. Make sure that
the only way for air to enter and exit is through the two
holes.
Open the box and insert a lighted mosquito coil inside.
Observe the direction of the smoke from this mosquito coil.
From Asuncion, Alvie J., Leticia V.
Catris, Cerilina M. Maramag, Marie Paz
Warning! Be careful in using the lighted mosquito coil. E. Morales, Ivy P. Mejia, Eligio C. Obile
Observe proper precautions. After doing the previous step, Jr., and Merle C. Tan. 2012. Science –
Grade 7 Learner’s Material: Second Part.
light another mosquito coil and place it near the hole in the 1st ed. Pasig City: Department of
side of the box. Observe the direction of the smoke from this Education.
mosquito coil.

Guide Questions:
1. What is the movement of the smoke from the mosquito coil inside the box?

2. What did you notice in the direction of movement of the smoke from the mosquito coil that is
placed outside the box? Did it enter the box or remained outside the box?

What is It

The activity helped you understand how air

moves, as indicated by the direction of the smoke from
the mosquito coil, due to the change in its temperature.
As you have seen, when air is warmed, it rises. This is
indicated by the upward movement of the smoke from
the mosquito coil inside the box, exiting through the top
hole of the box. Meanwhile, as this happens, the air in
the surroundings moves towards the place where warm
air rises.
As the activity showed, the smoke from the
mosquito coil near the side hole outside the box entered
From https://www.britannica.com/science/
sea-and-land-breeze. the hole towards the place of the first mosquito coil
inside. Eventually, this smoke will

2
also rise, and the process will continue.

This event can also be observed in nature. The

surface of the Earth is warmed by the Sun during the
daytime and cooled during nighttime. Land and water
warm and cool at a different rate. Land warms faster
than water. At the same time, the land cools faster
than water. Therefore, bodies of land warm and cool
faster compared to bodies of water. Due to the
unequal warming and cooling of the surface of the
Earth, an atmospheric phenomenon called the breeze
happens.

For example, you are standing by the sea,

along the shore during a hot day at around noon.
You know that since the air in the land is warmer, it
rises and the air from the sea will move towards the
From https://www.britannica.com/science/ sea- land. Since you are standing along the shore, you will
and-land-breeze.
feel the movement of air, called wind, towards you
from the sea. You are experiencing a sea breeze. The
cycle
continues as the day proceeds. The place where air rises (in this case, the land) is an area of low
pressure. On the other hand, the place where cool air sinks (in this case, the sea) is an area of
high pressure. Therefore, the air moves from an area of high pressure to an area of low pressure.

What’s More

After discussing how sea and land breezes happen because of the movement of air and
the unequal heating of the Earth’s surface, take this activity to further check your
understanding of this phenomenon.

Activity 1.1 Modified True or False

Directions: Write T if the statement is true. If the statement is false, change the underlined
word/s to make the statement correct.

1. When air is warmed, it rises.

2. The air tends to move towards the place where air sinks.
3. Air moves from an area of high pressure to an area of low pressure.
4. Breezes happen due to the equal heating of the Earth’s surface.
5. Land warms faster than the sea.

What I Can Do
Given the situations below, identify if the observer experiences a sea breeze or a land breeze.
Directions: Write SEA if the situation pertains to a sea breeze and write LAND if it pertains to
a land breeze.

1. The man is standing on the shore at around noontime.

2. An old lady feels that a slight wind is coming from the sea towards her at the shore.
3. The young man, while on his boat on the sea around 10 meters away from the shore,
experiences a breeze at around 7:00 PM.
4. A tourist wants to go to a beach resort around 8 in the evening.
5. a
Aftleifrengouoanr.d for Boracay White Beach is on duty from 8 in the morning to 3 in the

3
 What I Have Learned

1. Warm air rises. Land warms and cools faster than water.
2. Breezes happen due to the unequal heating of the Earth’s surface.
3. Air moves from an area of high pressure to an area of low pressure.
4. A sea breeze happens during the daytime. Since air above land is warmer than the air
above the sea, the air above land rises and the air from the sea moves towards the land.
The land is an area of low pressure and the sea is an area of high pressure.
5. A land breeze happens during nighttime. Since air above the sea is warmer than the air
above land, the air above the sea rises and the air from the land moves towards the sea.
The sea is an area of low pressure and the land is an area of high pressure

Additional Activities
To demonstrate your understanding of sea and land breezes, supply terms to complete the
details in the table below.

Factors Sea Breeze Land Breeze

Time of the Day 1. 2.
Which surface is warmer? 3. 4.
Which surface is cooler? 5. 6.
Air moves from and to? 7. 8.
Area of low pressure 9. 10.
Area of high pressure 11. 12.

Lesson
Monsoons and the ITCZ
2

What’s In

In the previous lesson, you learned how sea and land breezes happen. Due to the unequal
heating of the surface, air can move from an area of high pressure to an area of low pressure.
In this lesson, we will expand our discussion on prevailing winds over a larger area that affects
the Philippines as a whole.

Monsoons and the ITCZ

Before studying how these monsoons happen, let us perform this activity to understand
how winds move at two different times of the year.

Activity 1.0
Do this activity to identify the direction of the winds over the Philippines and other parts
of the world in two different months. You will use the maps of air pressure and winds in January
and July and answer some questions. The direction of winds is denoted by broken lines with
arrowheads while air pressure is denoted by H (for high-pressure areas) or L (for low-pressure
areas).
1. How does the wind move in January? In July? Is it from a high-pressure area to a low-
pressure area or vice-versa?
2. Looking over the Philippines, from what direction does the wind blow in January? In July?1
4
3. If you are living in Metro Manila, what kind of weather do you normally experience in
January? In July?

Map of the wind system in the Philippines.

January July
From Asuncion, Alvie J., Leticia V. Catris, Cerilina M. Maramag, Marie Paz E. Morales, Ivy P.
Mejia, Eligio C. Obile Jr., and Merle C. Tan. 2012. Science – Grade 7 Learner’s Material: Second
Part. 1st ed. Pasig City: Department of Education.

What is It
The activity allowed you to trace the direction of winds in the world and over the
Philippines. As we have pointed in the previous lesson, the movement of air, or wind, is dictated
by pressure. Wind movement is from a high-pressure area to a low-pressure area as indicated
by the maps of the air pressure and wind movement. This is regardless of the time of the year.
These big wind systems that affect the world are called monsoons. Their behavior is like breezes,
though monsoons are bigger wind systems that affect larger areas in the world. They are
sometimes wrongly associated with rains since rains are some of the effects of these monsoons.

In the first map that shows the wind systems and air pressures in January, the wind
blows from the Asian continent, a high-pressure area, to the areas south of the Philippines near
Australia which is low-pressure areas. Based on the map, winds in the country come from the
northeastern direction. This is called the northeast monsoon, locally known as amihan. The
amihan normally blows from November to April, though it varies year to year. Since this
monsoon wind passes over big bodies of water before reaching the country, moisture is picked
up by this wind causing light to moderate rains to fall in the eastern side of the Philippines.

If you are living in Metro Manila, what you normally experience during the amihan
season is cooler weather especially during December to January since the origin of the winds in
East Asia are experiencing the winter season. While this kind of weather brings comfort to a lot
of Filipinos, it poses danger to the plantations of farmers especially in the northern regions of
the country since the cold weather can affect the crops due to frosting, especially in the
Cordillera region where most vegetable supplies for Manila comes from.

In the second map that shows the wind systems and air pressures in July, the position
of low and high-pressure areas exchanged places causing a change in the direction of the wind
systems. Based on the map, winds in the country come from the southwestern direction. This
is called the southwest monsoon, locally known as habagat. The habagat normally blows
from June to October, though it changes year to year. Since this monsoon wind passes over big
bodies of water before reaching the country, moisture is picked up by this wind causing
moderate to heavy rains to fall on the western side of the Philippines.

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 There were instances of extreme rains, especially when there are tropical cyclones,
causing heavy flooding in some areas that can affect the lives of people in a bad way. On the
other hand, rains during the habagat season are beneficial to farmers since rain supplies water
to their plantations even though too much of it plus strong winds due to cyclones can badly
affect their harvest. Another beneficial effect of rains during the habagat season is the
additional supply for our dams that provide hydroelectric power and water supply to the people.
Meanwhile, since the Sun’s rays directly hit the equator
and nearby areas, called the tropics, compared to the other
areas on the Earth’s surface, the air above it is warmer. What
happens to warm air? From your previous lessons, you know
that it rises. As a result, air from north and air from south of
the equator moves towards the tropics. Therefore, the ITCZ is
a place where winds from the north and south of the equator
meet in the tropics.
As the air in the ITCZ rises to the atmosphere, they
form clouds that eventually causes thunderstorms due
to low air pressure in the area. The ITCZ is normally From Asuncion, Alvie J., Leticia V.
Catris, Cerilina M. Maramag, Marie Paz
active from around May to October. You will often notice E. Morales, Ivy P. Mejia, Eligio C. Obile
that during those months, heavy rains happen especially Jr., and Merle C. Tan. 2012. Science –
Grade 7 Learner’s Material: Second Part.
during the afternoon. They can even cause landslides 1st ed. Pasig City: Department of
and flashfloods in mountainous and low-lying areas, Education.
respectively. The location of the ITCZ is noticeable as
heavy bands of clouds are present in this area as shown below.

https://www.weather.gov.sg/learn-tropical.

What’s More

Activity 1.1 Amihan or Habagat?

Directions: Write NE if the situation refers to things that happen or the effects of amihan. If
the situation refers to the things that happen or the effects of habagat, write SW.

1. Heavy rains in Metro Manila causing massive flooding to low-lying areas.

2. Monsoon winds come from the northeastern side of the country.
3. Low temperatures can damage crops in Benguet due to frosting.
4. Massive rainfall can be beneficial to dams to increase water supply.
5. Light to moderate rains fall in the eastern side of the Philippines.

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 What I Can Do
Complete the plan below on what are the things you expect and the things you need to
prepare as the monsoon seasons come.

City where you live: AMIHAN HABAGAT

Period of Monsoon

Type of weather to expect

Things to prepare

What I Have Learned

1. Monsoons are wind systems that prevail in some parts of the world, like the Philippines,
due to the differences in air pressure.

2. The northeast monsoon, locally known as amihan, blows from the Asian continent to the
area south of the Philippines from November to April. It blows from the northeastern side
of the country, bringing rains to the eastern part of the Philippines. It causes cold weather
in some parts of the country, like Metro Manila. This type of weather gives a comfortable
feeling for people but can negatively affect crops due to lower temperatures.

3. The southwest monsoon, locally known as habagat, blows from the area south of the
Philippines to the Asian continent from June to September. It blows from the
southwestern side of the country, bringing rains to the western part of the Philippines. It
causes heavy rains in some parts of the country, like Metro Manila. These rains are
beneficial to farmers and power plants that need water for food and electrical production.
It can also be harmful since these rains can cause massive flooding that can negatively
affect the lives of people.

4. An intertropical convergence zone (ITCZ) is an area where winds meet in the tropics. The
convergence of winds in the tropics in this area is because this area receives more heat
form the Sun making air around it warmer. The warm air in the tropics rises causing the
winds north and south of it to move towards the direction of rising air. Rising air form
clouds that cause thunderstorms in places along the ITCZ. The heavy rains caused by
these thunderstorms can cause flashfloods and landslides. This phenomenon is active
during May to October.

Assessment
Directions: Choose the letter of the best answer. Write the chosen letter on a separate sheet of
pape1r.. What primarily causes sea and land breezes to happen?
A. The mass of the air in the atmosphere
B. The amount of heat the Sun gives up on the Earth
C. The ejection of harmful solar flares by the Sun to space
D. The unequal heating of the land and water surfaces of the Earth
2. Which is CORRECT about sea breezes?
A. It occurs at night.
B. The sea is an area of low pressure.
C. The sea is relatively hotter than the land.
D. The air movement is from the sea to the land.

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 3. During land breeze, which will be observed by someone along the shore in front of the
sea?
A. The air feels to be stationary.
B. The sea waves are not observable.
C. The beach feels to be hotter than the sea.
D. The air movement is from the land to the sea.
4. Which properties of the air in the atmosphere directly influence the movement of air
during sea and land breezes?
A. Density
B. Mass
C. Temperature
D. Volume
5. A boy wants to go to the beach at around 6:30 in the evening. Which should he expect to
observe while he is on the beach?
A. The moon seems to be lower in the sky.
B. The presence of cumulus clouds can be seen.
C. The air seems to move from the land to the sea.
D. The wind appears to rise when went to a certain are in the sea.

Additional Activities

To show your understanding of this lesson, classify the phrases given in the box below to the
monsoons they are associated with by writing A for Amihan and H for Habagat.

1. RAINS IN EASTERN PHILIPPINES 6. JUNE TO SEPTEMBER

2. NORTHEAST 7. NOVEMBER TO APRIL
3. COOLER TEMPERATURE 8. RAINS IN WESTERN PHILIPPINES
4. HEAVY RAINS 9. SOUTHWEST
5. MASSIVE FLOODING 10. FROSTBITE ON CROPS