Lesson Plan

Prepared by: Ms. Lianne Marie L. Cabangin

Teacher Applicant

Topic The Philippine Environment: Locating Philippines Using Latitude and Longitude
Content Standards The learners demonstrate an understanding of the relation of geographical location of the Philippines
to its environment.
Performance Standards The learners should be able to analyze the advantage of the location of the Philippines in relation to
the climate, weather, and seasons.
Learning Competency The learners should be able to demonstrate how places on Earth may be located using a coordinate
system.
Learning Objectives At the end of the learning period, students should be able to:
a. define latitude and longitude;
b. differentiate latitude from longitude;
c. relate the location of the Philippines to its climate; and
d. locate different countries using latitude and longitude.
References/Resources Books:
 Mejia, Ivy et.al. (2012) Science 7 Learner’s Material: Earth and Space. Department of
Education, Philippines. pp. 91 – 94
 Science Teacher’s Guide
Online References:
 Retrieved from:
https://www.geovista.psu.edu/grants/MapStatsKids/MSK_portal/concepts_latlg.html (Date
Retrieved: February 01, 2018)
Materials  Visual Aids
 World maps
 Pictures
Learning Concepts  Latitude is the distance from north or south of the equator (an imaginary circle around the
Earth halfway between the North Pole and the South Pole).
 Longitude is distance east or west of the prime meridian (an imaginary line running from
north to south through Greenwich, England).
 Equator is the line of 0° latitude, the starting point for measuring latitude. It is an imaginary
line that divides the earth into northern and southern hemispheres.
 Location of the Philippines:
 Lesson Plan
Prepared by: Ms. Lianne Marie L. Cabangin
Teacher Applicant
Philippines is located above the equator (between equator and tropic of cancer) which
contributes to its tropical climatic condition.

Materials Needed Teacher’s Task Student’s Task

Daily Routine  Blackboard -“Good morning, class.” Students: “Good morning Miss
 Prayer  Chalk Cabangin.”
 Checking of
Attendance -“Can someone lead the prayer?” Student A: (Leads the prayer and other
 Recall students follows)
-“Is there any absentees for today?” Students: “None, Ma’am.”
-“Last time, we have discussed about Student B: “Electricity is a form of
Electricity, based from our discussion energy resulting to the flow of charges.”
what is electricity?”

-“Very good. There are two different Student C: “The two types of charges
types of electric charges, what are are positive charge and negative
those two types?” charge.”

-“Very good. What happens when an Student D: “It loses electrons.”

object is positively charge?”
-“That’s correct. What about if it is Student E: “It gains electrons.”
negatively charged
 Lesson Plan
Prepared by: Ms. Lianne Marie L. Cabangin
Teacher Applicant
-“Very good. Now those charges can Student F: “Charging by friction,
be passed or transferred, now what induction, and conduction.”
are the different charging processes?”
-“Now, we are already done with
your Physics part, and we’re heading
now to Earth and Space topics. Our
first topic for the unit is about
Philippine environment.”
Engagement  Visual Aid -“In your previous social science or Students: “Yes, Ma’am.”
 Word Search
Araling Panlipunan subjects in
elementary, you have already tackled
about the parts of the globe, right?”
-“Ok, that’s good.”
-“So, now, who would like to go in Student F: (Goes to the board and mark
front and point out some words the word Latitude)
related to the Philippine environment Student G: (Goes to the board and
and the globe?” mark the word Longitude)
Student H: (Goes to the board and
mark the word Equator)
Student I: (Goes to the board and mark
the word Landmass)
Student J: (Goes to the board and mark
 Lesson Plan
Prepared by: Ms. Lianne Marie L. Cabangin
Teacher Applicant
the word Oceans)
-“Very good. All of your answers are
correct.”

Exploration  Picture of a -“Alright class, you recognized the Students: “Yes, Ma’am”
 Locating Globe
words latitude, longitude, equator,
Latitude and
Longitude landmass, and oceans. So, you are all
familiar with these words, right?”
-“Now, based from your previous Student K: “Latitude is the line that
lecture discussions, what is latitude?” determines the distance from north to
south.”

-“Very good. Now, What about Student L: “Longitude is the distance

longitude?” from east to west.”
-“Very good. How about equator?” Student M: “Equator is the line that
divides the earth from northern and
southern hemisphere.”
-“Very good.”
-“Alright, I have here a picture of a
2D globe or a half globe. I want you
to point out where is latitude and
longitude.”
 Lesson Plan
Prepared by: Ms. Lianne Marie L. Cabangin
Teacher Applicant
-“Who Would like to point out Student N: (goes to the board and point
latitude?” out the parallel line as latitude.)
-“Very good. The parallel lines are Students: “Yes, Ma’am.”
what we call latitude. Therefore
, can we consider equator as a latitude
line?”

-“If it is a latitude line, based from Student O: “The degree measurement

the picture what is the degree of equator is 0˚ latitude.”
measurement of equator as a latitude
line?”
-“Very good.”
-“Now, who would like to point out Student P: (goes to the board and point
the longitude?” out perpendicular lines as longitude.)

-“Very good.”
-“What about landmass?” Student Q: “Landmass is a large body
of land.”
-“Very good.”
-“We also have oceans which are a
good example of bodies of water.”
 Lesson Plan
Prepared by: Ms. Lianne Marie L. Cabangin
Teacher Applicant
Explanation  World map -“Now that we know the meaning of
 Discussion  Globe 2D Map latitude, longitude, equator,
 Blackboard
 Chalk landmass, and bodies of water. We
can now use this to locate different
places.”
-“Looking at the 2D globe in front we Students: “Yes, Ma’am.”
have Philippines, right?”
-“Now, can you the different degree Students: “Yes, Ma’am.”
measures from the outer line of the
Globe?”
-“These degree marks are being used Student R: “Determining the exact
for?” location of a country.”
-“Very good. There are degrees that
corresponds for latitude and longitude
respectively.”
-“Who would like to go in front and Student S: “The Philippines is located
give the class the degree measure for 15˚ N and 120˚ S in the world.”
Philippines latitude and longitude?”

-“Very good.”
 Lesson Plan
Prepared by: Ms. Lianne Marie L. Cabangin
Teacher Applicant
-“I have here a world map. Who Student T: (goes to the board and
among wants to try to locate their locate New York) “New York is in 40˚ N
dream country destinations?” and 74˚W in the world map.”

-“Very good.”
-“Any other?” Student U: (goes to the board and
locate Paris) “Paris is in 48˚ N and 2˚E
in the world map.”

-“Very good.”
Student V: (goes to the board and
-“Last one?”
locate Korea) “Korea is in 35˚ N and
127˚E in the world map.”

-“Very good.”
-“Always remember that Latitude are
parallel lines and the starting line is
the equator which divides the earth
into northern and southern
hemispheres. However, longitude are
lines perpendicular like the prime
meridian which is the starting point
of longitude that measures the
 Lesson Plan
Prepared by: Ms. Lianne Marie L. Cabangin
Teacher Applicant
distance from east to west.”
Extension/Elaboration  World map -“Locate the following countries Students: (Locate the different
 Locating  Pen and paper using latitude and longitude: countries from their world map)
different
countries 1. Japan
2. Indonesia
3. Colombia
4. United Kingdom
5. Mongolia
6. Malaysia
7. Iceland
8. Argentina
9. Brazil
10. Manila, Philippines
-“Who would like to go to the board Student W: (write the correct answer
to write their answers?” for Japan: 39˚N and 140˚E)
Student X: (write the correct answer
for Indonesia: 8˚S and 120˚E)
Student Y: (write the correct answer
for Colombia: 10˚N and 75˚W)
Student Z: (write the correct answer for
United Kingdom: 50˚N and 5˚W)
 Lesson Plan
Prepared by: Ms. Lianne Marie L. Cabangin
Teacher Applicant
Student A: (write the correct answer
for Mongolia: 48˚N and 110˚E)
Student B: (write the correct answer for
Malaysia: 10˚N and 105˚S)
Student C: (write the correct answer
for Iceland: 65˚N and 30˚W)
Student D: (write the correct answer
for Argentina: 47˚S and 60˚W)
Student E: (write the correct answer for
Brazil: 15˚S and 45˚W)
Student F: (write the correct answer for
Manila: 15˚N and 120˚E)
Evaluation  Pen and paper -“I have here a questionnaire.” Students: (answers the questions)
 10-item Quiz