MATATAG K TO 10 CURRICULUM

School: DepEdClub.com Grade Level: VII

MATATAG Name of Teacher Learning Area: SCIENCE
K to 10 Curriculum Teaching Dates and Time: MARCH 17-21, 2025 (WEEK 6) Quarter: Fourth
Weekly Lesson Log

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners learn that:
Standards 1. Solar energy influences the atmosphere and weather patterns.
B. Performance By the end of the Quarter, learners use reliable scientific information to identify and explain how solar energy
Standards influences the atmosphere and weather systems of the Earth and use such information to appreciate and explain the
dominant processes that influence the climate of the Philippines.
C. Learning Explain how solar energy contributes to the occurrence of land and sea breezes, monsoons, and the
Competencies Intertropical Convergence Zone (ITCZ).
and Lesson Objectives:
Objectives 1. Explain the formation of clouds.
2. Describe the effect of the difference in temperature and pressure on the movement of air.
3. Identify and describe the effects of different monsoons in the Philippines.
4. Infer the occurrence of intertropical convergence zone (ITCZ) in the Philippines.
● Content Topic: Monsoons and ITCZ
● Sub-Topic 1. Cloud Formation
● Sub-Topic 2. ITCZ
a. news analysis
b. trade winds and global circulation patterns
c. modeling/ simulations
● Sub-Topic 3. Monsoons
a. Amihan
b. Habagat

● Integration SDG#7 - Affordable and Clean Energy

SDG#11 - Sustainable Cities and Communities
SDG#13 - Climate Action

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IKSP - Indigenous Knowledge Systems and Practices

II. LEARNING RESOURCES

● Pavico, Josefna et.al (2013). Exploring Life Through Science. Phoenix Publishing Inc.
● Pepito, Leah Joy Desamparado-Walan, (2020). Science – Grade 7 Learner’s Module First Edition. DepEd – Instructional Materials Council Secretariat
(DepEd-IMCS. Pasig City
● Earth-lighting-summer-solstice TR.png - Wikimedia Commons. (2021, October 22). https://commons.wikimedia.org/wiki/File:Earth-
lighting- summer-solstice_TR.png#/media/File:Earth-lighting-summer-solstice_EN_-_corrected.png
● Atmospheric circulation.svg - Wikimedia Commons. (2007, May 31). https://commons.wikimedia.org/w/index.php?curid=2180960
● Inter Tropical Convergence Zone (ITCZ) | SKYbrary Aviation Safety. (n.d.). https://skybrary.aero/articles/inter-tropical-convergence-zone-itcz
● ITCZ january-july.png - Wikipedia. (2006, December 13). https://en.m.wikipedia.org/wiki/File:ITCZ_january-july.png
● Philippines location map (square).svg - Wikimedia Commons. (2013, June 17).
https://commons.wikimedia.org/wiki/File:Philippines_location_map_%28square%29.svg

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior 1. Short Review

Knowledge Instruct the learners to classify the clouds from the Cloud Bank into High-Level The teacher may provide
Cloud, Low-Level Cloud, Mid-Level Cloud, or Vertical Cloud. pictures to show to help the
Types of Clouds students recall the previous
High-Level Mid-Level Low-Level Vertical Cloud lesson on clouds

Cloud Bank
Cumulonimbus Nimbostratus Cumulus
Stratus Stratocumulus Cirrus
Altocumulus Cirrocumulus Altostratus
Cirrostratus

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Before the After the

Statements lesson lesson
1. How do clouds form?
2. How does the variation in temperature and
pressure affect the movement of air?

2. What are the effects of different monsoons in

the Philippines,

3. What can be inferred about the occurrence of

the Intertropical Convergence Zone (ITCZ) in
the Philippines?

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B. Establishing Lesson 2. Lesson Purpose

Purpose Self-Assessment
Instruct the learners to read the questions and assess their skills and knowledge The teacher may use other
using emoticons. Ask them to draw the appropriate number of emoticons that symbols or strategies.
describe their level of confidence in answering the questions before the lesson.
This activity will assess the
I cannot answer the question. level of understanding and
confidence of learners about
I can answer the question, but I need to read my the lessons.
notes.
I can answer the question without my notes.

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2. Unlocking Content Vocabulary

Match the Shape. Ask the learners to match the correct word being described
by each statement.

A seasonal wind pattern that brings

heavy rainfall to the Philippines. SUN

The primary source of energy SOLAR

for Earth's climate system. RADIATION

It warms the atmosphere and is GLOBAL

fundamental to atmospheric WIND
composition.

Large-scale wind patterns

HABAGAT
occur at the Earth's surface.

A seasonal wind pattern that brings

dry and cool air blowing over the AMIHAN
Philippine islands.

4. Developing and SUB-TOPIC 1: CLOUD FORMATION

Deepening 1. Explicitation
Understanding Activity 1. Video Watching. Instruct the learners to watch the video and The teacher may present in
answer the questions that follow. different ways:
a. Download the video
Title: How do clouds form?
(recommended).
b. Stream it (only if you have a
Source: https://www.youtube.com/watch?v=q87Ekar3emA
strong internet connection).
Guide Questions: The teacher must emphasize that
1. How does cloud formation start? clouds are a large collection of
2. What is a condensation nucleus? droplets of water or ice crystals.
3. Which cycle is the formation of clouds part of?

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2. Worked Example Answer Key:

1. Cloud formation begins with
Let the students do worksheet 6.1. Further, explain the process of cloud the process of evaporation,
formation below with the students then have them answer the following cloud where heat from sources
like the Sun gives water
cloze.
molecules enough energy to
transform from liquid to gas
The process begins when water on the Earth's surface, such as oceans, lakes, and and rise into the
rivers, absorbs energy from the Sun and evaporates into the atmosphere in the form of atmosphere. When this
water vapor. water vapor cools, it
condenses on tiny particles
As the warmed air containing water vapor rises, it encounters cooler air at higher in the air, known as
altitudes. The rising air cools due to decreasing atmospheric pressure, causing the condensation nuclei, to form
water vapor to condense into droplets or ice crystals. clouds.
2. A condensation nucleus is a
Water vapor needs a surface to condense onto. Dust particles, salt particles from the small particle, either solid or
ocean, or other microscopic particles known as condensation nuclei provide the liquid, that provides a
surface for water vapor to condense and form cloud droplets. surface for water vapor to
condense upon. These
When the water vapor condenses onto condensation nuclei, it forms cloud droplets. particles can range from a
These droplets continue to accumulate and collide with each other, forming visible few microns to a few tenths
clouds. of a micron in diameter and
are essential for the
The type of cloud that forms depend on various factors such as temperature, humidity, formation of cloud droplets.
and atmospheric pressure. Common types of clouds include cumulus clouds or the 3. The formation of clouds is
puffy and cotton-like clouds, stratus clouds or the layered clouds, cirrus clouds or the part of the water cycle, which
thin and wispy clouds and cumulonimbus clouds or the towering and thunderstorm is the continuous movement
clouds. of water within the Earth and
atmosphere. This cycle
includes the processes of
Cloud Cloze
evaporation, condensation
A cloud is a visible condensation of water that is suspended in the air. (cloud formation), and
Clouds form as warm air 1) in the atmosphere and then cools precipitation (rain or snow).
2)
. The 3) heats water, which causes it to 4) into the air. The teacher may use illustrations
Warmer air rises and cooler air sinks. As the warmer air containing of the cloud formation and ask the
water vapor rises, it is cooled. As the water vapor cools, it 5) into learners to explain.
water droplets onto particles, such as dust, in the air. As more and more
air cools, more droplets are formed and create different visible 6) .
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Answer Key:
1. rises
Cloud Bank 2. down
cloud condenses sun 3. sun
4. evaporate
rises down evaporate
5. condenses
6. cloud
3. Lesson Activity Answers to Guide Questions:
Activity 2. Cloud in Jar Experiment. Ask the learners to create a cloud inside 1. The water is warm while the
a clear jar so that they can see the cloud formation and movement. cover is cold due to the ice.
The warm water represents
See Worksheet 6.2 for the details. the portion of the bodies of
water that receives the sun’s
Provide simple reminders before the conduct of the experiment. energy while the cold jar
cover represents the cooler
layer of the atmosphere.
2. Condensation occurred
when the hairspray was
added into the jar,
evidenced by water
droplets
condensing onto
the hairspray and
forming a visible cloud.
3. The swirling of the cloud
visible in the jar is caused by
air circulation. Warm air
rises while cooler air sinks,
creating a cyclical motion.

SUB-TOPIC 2: Intertropical Convergence Zone (ITZC) – a. news analysis, b.

trade winds and global circulation patterns, c. modeling/simulations. Emphasize that the sun’s energy
warms the Earth but not all areas
on Earth’s surface receive the
1. Explicitation same amount of energy due to the
angle at which the sunlight hits
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the surface.

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Try to Infer. Instruct the learners to infer the amount of radiant energy received
at different locations on the Earth’s surface. The areas near the equator are
referred to as the tropics. Radiant
energy strikes the tropics at
nearly a 90° angle all year-round.
This causes the land, water, and
air at the tropics to always be
warm.

At the latitudes near the Pole, the

radiant energy strikes the Earth’s
surface at a low angle. As a result,
the sunlight is spread over a
larger surface leading to a lesser
amount of energy received.

https://upload.wikimedia.org/wikipedia/co Answers:
mmons/1/10/Earth-lighting-summer- a. agree
b. disagree. Warm air is less dense
than cold air.
AGREE OR DISAGREE. Ask the learner to decide whether they agree or disagree c. agree
with the given statements. d. agree
e. disagree. The difference in air
a. Warm air rises and cold air sinks. pressure creates wind.
b. Warm air is more dense than cooler air.
c. Air pressure is low over the tropics. The teacher needs to emphasize
d. Air pressure is high over the colder areas such as the poles. that the difference in air pressure
e. The difference in temperature creates wind. and uneven heating of earth’s
surface creates wind.

The teacher may ask learners to

describe wind.
✔ Wind is the movement of
air from areas of high
pressure to areas of low
pressure.

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The teacher may use this reference

2. Worked Example https://www.ces.fau.edu/nasa
GLOBAL WINDS. Instruct the learners to analyze the illustration and answer /content/resources/global-
the questions about global winds. wind-patterns.php to aid in the
discussion of global winds
What are the names of the three
atmospheric cells depicted in the image,
and how do they contribute to Earth’s
weather patterns?

Can you identify the wind systems

shown between the Horse Latitudes and
the Intertropical Convergence Zone in the
image?

In the image, where are the high-

pressure and low-pressure areas located,
Atmospheric circulation.svg - Wikimedia Commons.
(2007, May 31). and how do they affect the movement of
https://commons.wikimedia.org/w/index.php?curid=2180960
air in the atmosphere?

3. Lesson Activity
The ITCZ. Let the student watch the video on ITCZ.
https://www.youtube.com/watch?v=9of3wMKjBCI.
Then have them read the material from the NOOA site.
https://www.noaa.gov/jetstream/tropical/convergence-zone

Ask the learners to answer the given questions.

a. What is an Intertropical Convergence Zone?

https://skybrary.aero/arti
cles/inter-tropical-convergence-zone-

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b. Why is the ITCZ further North in July than January?

ITCZ january-july.png - Wikipedia. (2006, December

13). https://en.m.wikipedia.org/wiki/File:ITCZ_january-
july.png

SUB-TOPIC 3: MONSOONS – AMIHAN AND HABAGAT

Emphasize that monsoon is a
1. Explicitation seasonal rain and wind pattern.
Show a short video clip from YouTube discussing Amihan and Habagat "Monsoon" is from the Arabic word,
https://www.youtube.com/watch?v=VR59UqKikw4 "mawsim" which means season.

Alternatively, you can present some pictures showing the effects of Habagat and The teacher may provide
Amihan in the Philippines. concept notes to learners.

After watching the video and reading the materials, ask the students to answer the Amihan Habagat Monsoon. (n.d.).
DiveScotty.
following questions https://www.divescotty.com/underw
a. What is monsoon? ater-blog/amihan-habagat-
b. What is the difference between Habagat and Amihan? monsoon.php#:~:text=In%20the%20P
hilippines%2C%20Amihan%20and,se
2. Worked Example asonal%20rain%20and%20wind%20p
Ask the learners to read and analyze the statements. Instruct them to identify attern.
whether the statement describes the Amihan or Habagat by putting a check (/)
in the appropriate column.
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Amihan Monsoons Habagat

Southwest monsoon
Northeast monsoon
A cool and dry northeast wind coming from
Siberia and China and blows down to Southeast
Asia.
The high-pressure area is at the Australian
Answers to worksheet 6.3:
continent, and the low-pressure area is at North
China, Mongolia, and Siberia. Southwest Monsoon
Characterized with slight to moderate rainfall Origin: West or Southwest Part
and a prevailing cold wind that affects east of Characteristics: Warm and Humid
the Philippines. Effects: Heavy rains and Formation
Occurs from October to late March of cumulus clouds
Filipino Name: Habagat
It brings the best weather conditions.
Northeast Monsoon
Occurs from late June to October Origin: Eastern Part
Characteristics: Cold and Dry
It brings frequent rainfall and high humidity.
Effects: Light rains and Cold
weather and formation of cirrus
clouds.
3. Lesson Activity Filipino Name: Amihan
Ask the learners to answer worksheet 6.3

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5. Making 1. Learners’ Takeaways The teacher may use online

Generalizations tools or applications to
Ask the learners to complete the fryer model by applying the given variables facilitate this activity.
such the definition of the word, characteristics, examples, and importance of
the concepts. The teacher may ask the
learners to share their
Definition Characteristics Definition Characteristics answers.

GLOBAL
CLOUDS
Examples Importance of Examples WINDS Importance of
understanding the understanding the
concept concept

Definition Characteristics Definition Characteristics

ITCZ
Examples Importance of Examples Importance of
understanding the understanding the
concept concept

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2. Reflection on Learning
Instruct the learners to read the questions and assess their skills and knowledge
using emoticons. Ask them to draw the appropriate number of emoticons that
describe their level of confidence in answering the questions after the lesson.

I cannot answer the question.

I can answer the question, but I need to read my

notes.
I can answer the question without my notes.

Before the After

Statements lesson the
lesson
1. How do clouds form?

2. How does the variation in temperature and

pressure affect the movement of air?

2. What are the effects of different monsoons in

the Philippines,
3. What can be inferred about the occurrence of
the Intertropical Convergence Zone (ITCZ) in
the Philippines?

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 MATATAG K TO 10 CURRICULUM

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating 1. Formative Assessment Answer Key:

Learning Multiple-Choice Questions: Encircle the letter of the best answer. 1. D
1. What factors determine the type of cloud that forms during cloud formation? 2. A
A. Wind speed 3. D
B. Humidity levels 4. D
C. Atmospheric pressure 5. B
6. C
D. Temperature and humidity
7. D
2. Which of the following best describes the process of cloud formation?
8. A
A. Warm air rises and cools, causing water vapor to condense. 9. C
B. Cold air rises and warms, causing water vapor to condense. 10. B
C. Warm air sinks and cools, causing water vapor to evaporate. 11. B
D. Cold air sinks and warms, causing water vapor to evaporate.3. 12. D
3. What is the role of condensation nuclei in cloud formation? 13. A
A. absorbs water vapor. 14. C
B. releases water vapor. 15. D
C. causes water vapor to evaporate.
D. provides a surface for water vapor to condense onto.
4. What is the role of Coriolis effect in global wind patterns?
A. It has no effect on wind patterns.
B. It causes winds to move in a straight line.
C. It accelerates wind speeds from the northern hemisphere to southern
hemisphere.
D. It deflects winds to the right in the northern hemisphere and to the left in
the southern hemisphere.
5. Which global wind pattern blows between 30⁰ and 60⁰ latitude in both
hemispheres?
A. Easterlies
B. Westerlies
C. Trade winds
D. Polar easterlies

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6. What weather conditions are typically associated with the ITCZ?

A. Dry and arid conditions
B. Clear skies and sunny weather
C. Heavy rainfall and thunderstorms
D. Cold temperatures and moderate rain
7. How does the ITCZ contribute to global weather patterns?
A. Creating regions of high pressure at the poles
B. Causing hurricanes and typhoons near the equator
C. Generating strong westerly winds in the mid-latitudes
D. Influencing the movement of trade winds and monsoons
8. How does habagat affect the weather system of the Philippines?
A. It brings frequent heavy rainfall.
B. It causes sunny and dry weather.
C. It causes droughts during May or June.
D. It brings cold to moderate temperatures.
9. Will weather patterns exist if the earth’s surface receives the same amount of
energy in all areas?
A. Yes, because air particles will move down and sink.
B. No, because air particles move up and create a high-pressure region.
C. No, because there will be no rising air particles, and this will not create
differences in air pressure.
D. Yes, because there will be no differences in air pressures that will make the
air move. in any direction.
10. Which is TRUE about cold air?
A. Cold air rises.
B. Cold air sinks.
C. Warm air is denser.
D. Cold air spreads out.
11. In which direction does the wind flow in different parts of the world?
A. From low pressure area to a high-pressure area
B. From high pressure area to a low-pressure area
C. From low pressure area to another low-pressure area
D. From high pressure area to another high-pressure area
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12. What type of monsoon occurs during the month of July?

A. Northeast monsoon
B. Northwest monsoon
C. Southeast monsoon
D. Southwest monsoon
13. How does Southwest monsoon affect the climate of a region?
A. By bringing heavy rainfall
B. By bringing dry weather and drought conditions
C. By moderating temperatures and reducing humidity
D. By creating stable weather patterns with minimal precipitation
14. Where are monsoons commonly experienced?
A. Near the poles
B. Near the equator
C. In tropical and subtropical regions
D. In the subtropical high-pressure belts
15. What weather conditions are associated with Amihan?
A. Dry and sunny weather
B. Hot and humid conditions
C. Heavy rainfall and thunderstorms
D. Cool temperatures and clear skies

B. Teacher’s Note observations on

Remarks any of the following Effective Practices Problems Encountered
areas:

strategies explored

materials used

learner engagement/
interaction

others

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C. Teacher’s Reflection guide or prompt can be on:

Reflection ▪ principles behind the teaching
What principles and beliefs informed my lesson?
Why did I teach the lesson the way I did?

▪ students
What roles did my students play in my lesson?
What did my students learn? How did they learn?

▪ ways forward
What could I have done differently?
What can I explore in the next lesson?

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