School: Dolores National High School

Grade Level: 7 QUARTER: 4th

Learning Area: Science 7 Date: April 02, 2025
Teacher: Annabelle L. Placiente
Cooperating Teacher: Emily A. Pomasin
Principal: Manuel O. Tegerero

WEDNESDAY
I. OBJECTIVES
A. CONTENT The learners demonstrate an understanding of: the images formed by different
STANDARDS types of mirrors and lenses
B. PERFORMANCE By the end of the quarter, learners use reliable scientific information to
STANDARDS identify and explain how solar energy 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 Predict the qualitative characteristics (orientation, type, and
COMPETENCIES magnification) of images formed by plane mirror.

D. LEARNING At the end of the lesson, the students are expected to learn 85% proficiency
OBJECTIVES level:
Knowledge: Describe the types of clouds.
Skills: Demonstrate creativity and critical thinking by choosing to create a
song, build a model of clouds or illustrate through drawing of the different
types of clouds.
Attitude: Appreciate the importance of the beauty and diversity of cloud
formations.
II.CONTENT TYPES OF CLOUDS
III.LEARNING
RESOURCES
A. References
1.Teacher’s Guide pages Quarter 2 – Module 3: Qualitative Characteristics of Images
2.Learner’s Manual Quarter 2 – Module 3: Qualitative Characteristics of Images
3.Textbook pages Science in the modern World Textbooks, pages 222-232
4.Additional Materials
from Learning resources
(LR) portal
B. Other Learning
Resources
IV.PROCEDURES TEACHER’S ACTIVITY STUDENT’S ACTIVITY

(ELICIT) PRELIMINARY ACTIVITIES

A. Reviewing previous 1.Prayer
lesson or presenting the “Everyone, kindly stand up and let’s all
new lesson seek guidance from the Lord.”
“Kindly lead the prayer Ms. __”

“Amen”

2.Greetings
“Good morning class”
“Good morning ma’am

“Okay, before you seat down, kindly pick

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up the pieces of papers under your chair
and put it in the trash bin”

“Class how are you feeling today?”

“Okay that’s great to hear” “Were good ma’am”

3.Checking of Attendance
“Who’s absent from the class?

“Okay very good class!” “None ma’am”

4.Setting of classroom rules

“Before anything else class, I have here
the classroom rules that each and every
one of you should follow to maintain a
smooth flow of our discussion today”

(Teacher will post the classroom rules in

the chalkboard)

“Are classroom rules clear to you class”

5.Review of Past Lesson “Yes ma’am”

“Before we proceed to our next topic, let
us first have a short review of the last
discussion that we had”

“What was the last topic that we had?”

“About the images formed by
plane mirror”
“Okay, Very good!”
“Anybody who can define light
reflection?” “Reflection is the turning back
of light when it hits a shiny
surface like mirror”
“Now, I have here a picture and all you
need to do is to identify what are the
layers of the atmosphere”
“Yes ma’am”
“Tell me, what are the layers of the
atmosphere have you identified?”

ANSWERS:
 EXOSPHERE
 THERMOSPHERE
“Very good class, you really have learned  MESOSPHERE
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 from the last discussion that we had, are  STRATOSPHERE
you excited to move on to the next  TROPOSPHERE
topic?”

“Yes ma’am
(ENGAGE) UNLOCKING CONTENT
B. Establishing a VOCABULARY
purpose for the lesson
“Before we proceed to the lesson proper,
I have here set of words and you need to
match it with the corresponding
definition.”

Cirrus Clouds
 High-altitude, wispy clouds made
of ice crystals. Often indicate an
approaching warm front and
changing weather.

Cumulus Clouds
 Fluffy, puffy clouds with flat
bases. Often indicate fair weather,
but can grow into thunderstorm
clouds.

Stratus Clouds
 Low-lying, flat, gray clouds that
cover the whole sky. Often
indicate stable, overcast
conditions.

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 Cumulonimbus Clouds
 Towering, anvil-shaped clouds
that can produce thunderstorms.
Often indicate unstable, changing
weather conditions.

“From the different words that you have

unlocked, what do you think is our topic
for today?”
“I think it is all about the different
“Okay very good! So, we will be types of clouds”
C. Presenting discussing the different types of clouds
example/instances of the including its formation”
new lesson
“But before anything else, I have here the
Lesson Objectives that we need to attain
at the end of the lesson, kindly read
Ms.___”

LESSON OBJECTIVES:
At the end of the lesson, the
students are expected to learn 85%
proficiency level:
Knowledge: Describe the types of
clouds.
Skills: Demonstrate creativity and
critical thinking by choosing to
create a song, build a model of
clouds or illustrate through
drawing of the different types of
clouds.
Attitude: Appreciate the
importance of the beauty and
“Are the lesson objective clear class?” diversity of cloud formations.

“So, as long as you listen attentively and “Yes ma’am”

participate with the discussion, we could
easily attain these objectives.”
(EXPLORE)
D. Discussing new “What is the weather today class?”
concepts and practicing
new skills #1
“How about yesterday?” (The answer will depend on the
weather)

“How about last week?” (The answer will depend on the

weather)

“Okay very good!” (The answer will depend on the

“Now I want you to observe the sky weather)
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 outside and write what you have
observed on your paper. I will give you 2
minutes to observe outside”

(After 2 minutes)

“Okay class, get inside already”

“So, what do you observed outside?”
STUDENT 1
Teacher I have observed that the
sky is blue”
STUDENT 2
Teacher I observed that there are
different formations of clouds
STUDENT 3
Teacher I observed that the clouds
are color gray and white

“Yes, all of your answers were right!”

“Who among you here loves to see
clouds? And why?” “I like clouds ma’am because I can
see different formations on it”

“Okay, and aside from the different

formations you can also play with the
clouds using your imagination for as you
can create or imagine an image that you
like”
E. Discussing new
concepts and practicing “Now, we will do a group activity. For
new skills #2 your groupings, kindly look under your
desk, the color will be the assigned group
you are in.”
“Yes ma’am”
“Does everyone already have a
corresponding color for your group?”

“Okay then, for your seating arrangement

follow the flaglets for each group”

“In the brown envelope that was given to

you, you can find the specific task
assigned to your group, and the materials
you’ll be needing for your activity.” “To make a model of a cumulus
clouds”
“For group 1, your assigned task is?
“To draw the main types of
“And for the group two? clouds”

“Create a song about clouds”

“And three?”

“Okay, so since each group has a lot of

members I am expecting that everyone
will cooperate for you to be able to
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 accomplish your task, and afterwards
each group will present their output. For
this activity I’m going to give you 5
minutes to work on each task assigned to
you.

RUBRIC FOR GROUP ACTIVITY

Criteria 5 4 3
Presentation The group The group The group
conveyed conveyed conveyed
the the the
message message message a
very clear clear bit clear
Cooperation All Most of the Some of
member members the
participated participated members
well participated
Cooperation Finish the Finished Finished
work the work the work
before the on time after the
allotted allotted
time time

(Presentation of Outputs)
“Each group will be given 2 minutes to
present their outputs.”
(EXPLAIN) “Let’s move on to our interactive
F. Developing mastery discussion”
(Leads to Formative “First thing is, what is cloud?”
Assessment 3) “Does anyone have an idea?”
“A cloud is a visible mass of tiny
water droplets or ice crystals
suspended in the atmosphere,
formed when water vapor
condenses and condenses around
particles in the air”
“Okay very good!”

CLOUD
 Clouds are visible masses of
condensed water vapor floating in
the atmosphere, typically at high
altitudes.
 They are formed when warm,
moist air rises and cools, causing
the water vapor to condensed into
tiny water droplets or ice crystals.

“Are you aware what factors act on the

formations of clouds?”
(Learner’s response) Temperature
Humidity
Air pressure
Air currents
FACTORS ON HOW CLOUDS ARE
FORMED
-The type of cloud that forms depend on
factors like:
 Temperature- Warmer air can
hold more moisture than cooler
air
 Humidity- The amount of water
vapor present in the air
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  Air Pressure- Lower air pressure
at higher altitudes allows water
vapor to condenses more easily.
 Air currents- Rising, sinking, or
turbulent air movements influence
cloud formation.

“What are the types of clouds then?”

“There are 4 main types of clouds,

the cirrus, stratus, cumulus, and
TYPES OF CLOUDS cumulonimbus clouds.”
Cumulus Clouds

“Now let’s talk on the different

characteristics of clouds. Let’s start with
Cumulus cloud, anyone?”

“This type of cloud appeared in

fair weather and has a distinct
Characteristics cotton-like appearance”
Appearance:
 Puppy and rounded, often appear
in fair weather.
 Cumulus clouds have a distinct,
cotton-like or cauliflower- like
appearance, with clearly defined
edges and a flat base.
Formation
 Form when warm, moist air rises
and cools.
 They form when warm, moist air
rises and cools, causing water
vapor to condense into visible
water droplets.
 Cumulus clouds typically form at
relatively low altitudes, usually
less than 2,000 meters (6,500
feet) above the ground.

STRATUS CLOUDS

“By simple looking at the picture, what

can you say something about the stratus
cloud”

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Characteristics “It has a uniform, featureless
Appearance: appearance”
 Stratus clouds have a uniform,
featureless appearance, creating
an overcast, gloomy sky.
Height:
 Stratus clouds typically form at
low altitudes, usually less than
2,000 meters (6,500 feet) above
the ground
Formation
 Stratus clouds form when warm,
moist air rises and cools to the
point of saturation, causing water
vapor to condense into a uniform
layer of cloud cover.

CUMULONIMBUS CLOUDS

“How about the characteristic of a

cumulonimbus cloud, anyone from the
class?”

Characteristics “It is large and associated with

 Large and powerful, associated thunderstorms and heavy rain”
with thunderstorms and heavy
rain. Cumulonimbus clouds have
a distinctive, towering vertical
development, often reaching
heights of 60,000 feet or more.
They have a flat, anvil-like top
and can appear dark and ominous.
Formation
 Form when warm, moist air rises
rapidly and cools.

“This time, let’s talk on the characteristic

of nimbostratus cloud, anyone?”

“It is dark and associated with

steady rain”

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 NIMBOSTRATUS CLOUDS

“It has a smooth, gray, sheet-like

Characteristics appearance that often covers the
 Dark and layered, associated with entire sky.”
steady rain or snow.
Formation
 Form when a large mass of warm,
moist air rises and cools.

“How about the characteristics of

altostratus clouds?”

ALTOSTRATUS CLOUDS

Characteristics
Appearance:
 Altostratus clouds have a smooth,
gray, sheet-like appearance that
often covers the entire sky. They
lack the formations of other types

 Height: Altostratus clouds

typically form at mid-levels in the
atmosphere, between 2,000 and
7,000 meters (6,500 to 23,000
feet) in altitude.
Formation
 These clouds form when a large,
stable air mass cools and the
water vapor condenses into an
extensive cloud layer
Weather “Lenticular clouds have a smooth,
 Altostratus clouds often indicate rounded, lens-like shape”
the approach of a warm front and
the potential for precipitation,
though the rain or snow may not
reach the ground (known as
“virga).
“Anyone, who can share some
characteristics of Lenticular cloud?”
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 LENTICULAR CLOUDS

Characteristics
Appearance
 Lenticular clouds have a smooth,
rounded, lens-like shape, often
appearing stationary in the sky.
They can have a metallic or
iridescent sheen.
Height
 Lenticular clouds can form a
variety of altitudes, from low-
level to high-level in the
atmosphere.
Formation
 These clouds form when stable,
moist air flows over a mountain
or other topographical feature,
creating a series of oscillating
waves in the atmosphere. As the
air rises and falls, water vapor
condenses into the lenticular
cloud shapes.

 These clouds form when stable,

moist air flows over a mountain
or other topographical feature,
creating a series of oscillating
waves in the atmosphere. As the
air rises and falls, water vapor
condenses into the lenticular
cloud shapes.

(ELABORATE) “Class did you understand the lesson?”

G. Finding practical
applications of concepts “Are you sure?” “Yes ma’am”
and skills in daily living
“Okay very good then” “Yes ma’am”

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 “What altitude are the clouds at?”

“Low clouds (below 2 km), mid-

level clouds (2-6 km), and high
“Are the clouds wispy and thin, or clouds (above 6 km).”
thick and layered?”

“High clouds are often wispy and

thin, while low clouds can be thick
“What type of weather is associated and layered.”
with clouds?”

“Some clouds are associated with

rain, thunderstorms, or fair
weather.”

“What is one cloud formation that you

find particularly beautiful or visually (Answers may vary from the
striking? Describe what you find students)
appealing about it.

H. Making “What do you think is the importance (Answers may vary from the
generalizations and of the beautiful diversity of cloud students)
applications of concepts formations?”

“So are you ready for a quiz?”

I. Evaluating Learning EVALUATION

Direction: In a ½ sheet of paper describe
the type of clouds does each picture show
and give a brief explanation.
1.

.
2.

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 3.
4.

5.

6.

J. Additional activities EXTEND

for applications or For your assignment in a 1 whole bond
remediation. paper observe the sky tomorrow, and
draw the type of clouds that you see in
the sky.

Prepared by
ANNABELLE L. PLACIENTE
Student Teacher

Checked by: Noted:

EMILY A. POMASIN, MT-1 GIOVANNI B. TEGIO, HT-1
Cooperating Teacher Science Department Head

Panel Observers:

ANA LINA G. VERANA, MT-II EDWIN C. LAZARRA, MT-II

Science Department Science Department

RITA R. GUIMBA, HT-I DR. EDNA V. RONCALES

Mathematics, Department Head Instructor
Approved:
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MANUEL O. TEGERERO
Principal

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