MARIN, REYNAN H. BEED 3-B BEP PROF.

ALLEN ELARDE

Semi-detailed lesson plan in Science

Duration: Two days

I. OBJECTIVES

A. Content Standards
 The learners demonstrate an understanding of the earth’s rotation and
revolution.

B. Performance Standard
 The learners should design an emergency and preparedness plan and kit.

C. Learning Competency

At the end of the teaching-learning activities, at least 85% of the learners should be
able to achieve a 70% mastery level.

 Understand the effect of the Earth’s rotation on the occurrence of day and
night.
 Show through a model how the earth’s rotation on its axis causes day and
night.
 Appreciate the effects of the earth’s rotation on the lives of people.

II. CONTENT

Motions of the Earth

III. LEARNING RESOURCES

A. References

 Textbook pages
Cyber Science Worktext in Science and Technology 6 pp.307-315
Science Spectrum 4 Worktext in Science and Health for Elementary
pp 291- 297
Science Links Worktext in Science and Technology 7 pp. 377-378

 Additional Materials from Learning Resources (LR)

http://www.1worldglobes.com/earth-rotation.htm
https://en.wikibooks.org/wiki/High_School_Earth_Science/Earth's_Motions
https://colecarlos1quinto.wikispaces.com/file/view/SolarSyst_3.pdf
http://lrmds.deped.gov.ph/detail/30/6255
http://www.eyeonthesky.org/lessonplans/05sun_daynight.html

 Other Learning Resources

Earth and Sun model, PowerPoint Presentation
IV. PROCEDURES

A. Reviewing previous lesson or presenting the new lesson

Directions: Give the missing letters to complete the word.

1. R__T__T__O__ is the turning of the earth on its axis.

2. R__V__L__T__O__ is the movement of earth around the sun on its orbit.
3. A__I__ is an imaginary line that runs through the earth from the North Pole to the
South Pole where the Earth spins in a counterclockwise direction.
4. The Earth’s axis is T__L__E__
5. O__B__T is an elliptical path where the earth revolves around the sun.

B. Establishing a purpose or presenting the new lesson

 The teacher presents the conversation of the two girls.

Gem is doing her research work when she noticed a chat message from her
cousin.

Crisel: Hi, Gem!

Gem: Hello, Crisel! How’s your life there in London?
Crisel: We are doing great here, cousin! What are you doing right now?
Gem: I’m doing my research work. It’s 9:26 in the evening and I will really stay
late tonight to finish it.
Crisel: Oh! I’m sorry for disturbing you. It’s 26 minutes past 1 in the afternoon
here in London. We are having our break time and I saw you were online. I miss
you all there in the Philippines.

Gem: It’s all right, cousin, Thanks for sending a message. I miss you too!
Crisel: I have to go offline, cousin! We’re about to enter our room. Bye!
Gem: Bye! Thanks, cousin. Give my regards to Tita!

Questions

1. Where do Gem and Crisel live?

2. What time is it in the Philippines when Crisel chatted with Gem?
3. What is the time in London?
4. Why do you think the time in the Philippines is not the same in London?

C. Presenting examples/instances of the lesson

Approach: Collaborative
Strategy: Direct Instruction
Suggested Activity: TGA (Tell, Guide, Act)

D. Group Activity:

The class is divided into three groups. Each group will be given an envelope with
their assigned task to perform and materials needed for the activity.
 Activity 1 (Experiment)

Materials: globe, bigger flashlight or table lamp, masking tape

1. Set the globe on the table.

2. Locate the Philippines on the globe. Mark it with a masking tape.
3. Locate London in the globe. Mark it with a masking tape, too.
4. Get a flashlight hold it at a one-meter distance from the globe and place it directly
toward the equator at the mark where the Philippines is. The flashlight represents
the Sun.
5. Darken the room. Switch on the flashlight. Observe what places are lighted and
which are not.
6. Let a classmate rotate the globe in a counterclockwise direction (west to east
direction) and observe the places lighted and not lighted. Observe closely London
and the Philippines as the globe is rotated.

Guide Questions:

1. When the flashlight is switched on, what countries are lighted? Give at least 10
countries.
2. Is London lighted when the Philippines is lighted? Why?
3. Aside from London, give nine other countries that are not lighted when the
flashlight is focused in the area where the Philippines is located.
4. When London is lighted, what happens to the Philippines and other countries
near its location?
5. What happens when the earth rotates on its axis?

Activity 2

 Through a model of how the earth rotates on its axis causes day and night.

Materials: Globe/ ball, big flashlight or table lamp, and a large box

1. Get a globe/ ball and flashlight.

2. Place the globe on the table and mark the Philippines with tape.
3. Hold the flashlight at a one-meter distance from the globe.
4. Place the globe in a large box or darken the room and turn the flashlight on.
5. Ask a classmate to turn the globe slowly in a counterclockwise direction (west to
east direction). Spin the ball slowly between your fingertips.
6. Observe that part of the globe/ball goes into the light and the other part moves
out.

Guide Questions:

1. Did the whole globe/ball receive light from the flashlight? Why?
2. When the other part receives light, what happens to the other part?
3. If the Philippines is facing the light source, what countries are on the side opposite
the light source?
4. Describe the portion of the globe:
a. facing the light source.
b. the side opposite the light source

Activity 3

 Telling time using a world map or globe

 Materials: world map or globe, worksheet and lecture about world time zone

1. Get the globe or world map then mark the Philippines and London with tape.
2. From the Philippines count the longitudes going to London then from London to
Philippines.
4. Observe the time zones of the Philippines and London.

Guide Questions:

1. In what longitude does the Philippines belong? How about London?

2. How many time zone intervals are there from London to the Philippines?
(Each longitude represents 1 time zone. Count the number of longitudes from
London to the Philippines. Do not count the longitude where London belongs)
3. How many hours is the difference between the time in the Philippines and London?
(Each time zone or longitude is equal to 1 hour)
4. If the time in London is 1:00 PM, what will be the time in the Philippines?
(From London, add 1 hour for every longitude going to the Philippines. DO NOT
include the longitude where London belongs.)
5. If the time in the Philippines is 9:00 PM, what time is it in London?
(Starting from the longitude before the Philippines, subtract 1 hour for every
longitude or time zone until you reach London)
6. Why is it important to know how to tell time?

E. Discussing new concepts and practicing new skills #1

 Group Reporting/ Presentation of the Output

 Sharing of results

Discussing new concepts and practicing new skills #2

 How does the earth’s rotation affect us?

 What causes day and night?
 Why do you think Earth’s rotation is important?

F. Developing mastery (Leads to Formative assessment)

Directions: Write True if the statement is correct, and False if the statement is wrong.

______1. The earth rotates in a counterclockwise direction.

______2. The whole part of the earth faces the sun at the same time.
______3. When the sun shines on the part of the earth, that part is experiencing
nighttime.
______4. The part of the earth that is away from the sun is experiencing nighttime.
______5. Different parts of the earth experience day and night because the earth is
rotating on its axis.

G. Finding practical applications of concepts and skills in daily living.

 Based on the activities, how does the earth’s rotation affect our daily lives?

H. Making generalizations and abstractions about the lesson.

1. What is the effect of the Earth’s rotation on its axis?

 Background information for the teacher

 As the earth rotates, one part of it receives sunlight and the other part
does not. On the side of the earth that receives sunlight, it is daytime. On
the other side that does not receive sunlight, it is nighttime.
 The earth rotates in a counterclockwise direction
 The earth has completed one rotation if you have experienced both
daytime and nighttime.
 A daytime is approximately 12 hours, from 6 am to 6 pm.
 A nighttime is also about 12 hours, from 6 pm to 6 am.
 If the earth did not rotate, half of the earth would remain daytime, and the
time other half would remain nighttime.
 Coordinated Universal Time is the standard time for the entire world.
 There are 24 time zones on Earth represented by the longitudes.
 Moving east, add one hour for each time zone. Moving west, subtract
one for each time zone.

I. Evaluating
Direction: Choose the letter of the correct answer.

1. Rotation of the Earth causes ____

I. Day and Night

II. Change of seasons
III. Climate changes
IV. Differences of time in different places

a. I only c. I, II, III

b. I and II d. I and IV

2. In what direction does the earth rotate?

a. clockwise c. sideward
b. counterclockwise d. backward

3. As the globe rotates, only half of it receives light so this side is bright. Places in
this area experience what time of the day?
a. daytime c. nighttime
b. dawn d. midnight

4. Why do we have day and night?

a. Because the earth revolve around the sun.
b. Because the earth rotates on its axis.
c. Because the earth tilt on its axis.
d. Both A and C

5. Which of the following would happen if the earth did not rotate?
a. We would not have days and night.
b. The Sun would not shine on Earth.
c. The Earth would fall in space.
d. We would not have any new year.

J. Additional activities for application or remediation

 In a short bond paper, Illustrate the earth’s rotation on its axis which causes day and
night.

V. REMARKS

VI. REFLECTION

A. No. of learners who earned 80% on

the formative assessment
B. No. of learners who require
additional activities for remediation
C. Did the remedial lessons work?
No. of learners who have caught up
with the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
that my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover that I
wish to share with other teachers?

Prepared by:

Reynan H. Marin
Pamantasan ng Lungsod ng Pasig

ANSWER KEY

A.
1. Rotation
2. Revolution
3. Axis
4. Tilted
5. Orbit

B.
1. True
2. False
3. False
4. True
5. True
C.
1. D
2. B
3. A
4. B
5. A

Experiment: "Day and Night Simulation"

Objective:
To demonstrate and understand the concept of day and night as a result of the Earth's
rotation.

Materials:

A globe or ball
A flashlight or table lamp
Masking tape
A darkened room

Procedure:

Setup:

Place the globe on a flat surface, ensuring it is stable.

Use masking tape to mark the location of the Philippines and London on the globe.
Simulating the Sun:

Position the flashlight or table lamp approximately one meter away from the globe.
This light source represents the Sun.
Observation:

Darken the room to enhance visibility.

Switch on the flashlight to simulate sunlight on the globe.
Rotation:

Assign a classmate to slowly rotate the globe in a counterclockwise direction (west to east),
simulating the Earth's rotation on its axis.
Observation and Recording:

Observe the areas that are illuminated and those in darkness as the globe rotates.
Pay close attention to the regions marked for the Philippines and London.
Guided Questions:

When the flashlight is switched on, identify at least 10 countries that are illuminated.
Determine if London is illuminated when the Philippines is, and explain why or why not.
List nine other countries that are not illuminated when the flashlight is focused on the
Philippines.
Describe the changes in illumination for London and the Philippines as the globe rotates.
Analysis:

Analyze the observations and relate them to the concept of Earth's rotation causing day and
night.
Discuss how different parts of the Earth experience daylight and darkness due to this
rotation.
Conclusion:
Through this hands-on simulation, students gain a tangible understanding of the Earth's
rotation and its impact on the occurrence of day and night. This experiment fosters a deeper
appreciation for the complex interactions between the Earth, Sun, and our daily experiences.