Science

7
Teacher Rael Furo
 The Philippines is an archipelago composed of 7107 islands. It is a country blessed
with rich biodiversity. It is home to a wide variety of species of plants and animals. It has
deposits of minerals like chromium, copper, and gold. The vastness of its natural resources
is amazing, with extensive river systems, huge forests, large coral reef systems, abundant
geothermal energy, and wide agricultural lands spread throughout its islands.
OBJECTIVES: LOCATING PLACES USINGCOORDINATE SYSTEM
• Define latitude, longitude and coordinate system.
Identify the steps on how to use coordinate system to locate
places on Earth.
• Locate places using coordinates of latitude and longitude.
• Recognize the importance of using coordinate system in
locating places on Earth.

COMPETENCY:
Demonstrate how places on Earth can be located using a
coordinate system.

I. WHAT HAPPENED

It’s already summer! I’ve

heard that Philippines has
a lot of beautiful spots to
visit, that is why I will be
travelling now to this
beautiful country!
Philippines
But where is the
Philippines?
?

The Philippines is on Earth, of course, but

where exactly is it located?

To answer this question, you have to

learn new skill, and that is, locating
places using latitude and longitude.
Before we will discuss that, let me give
you first these fun activities to activate
your brain cells. Let’s start!
PRE-ACTIVITIES

ACTIVITY 1
Direction: Label the following.

1.
9.

12.
8.
5.

4. 2.

11. 10.
7. 6.

3.

ACTIVITY 2
Direction: Write TRUE if the statement is correct and write
FALSE if otherwise. Write your answers in your notebook.
1. Latitude circle the Earth from North to South and divides
the earth into East and west sections.
2. By using the latitude and longitude, a place can be
locating on the globe.
3. Longitude is a geographic coordinate that specifies the
east–west position of a point on the Earth's surface, or
the surface of a celestial body
4. The globe is divided into 2 hemispheres, the northern
hemisphere and southern hemisphere.
5. The equator divides the Earth into Eastern and Western
hemispheres.
II. WHAT I NEED TO KNOW

DISCUSSION
Scientists have established a coordinate system using
circular lines to pinpoint any place on Earth. A coordinate system
is a grid used to identify locations on a page or screen that is
equivalent to grid locations on the globe. The most common
coordinate system used is by using longitude and latitude.

Longitude
Lines of longitude or meridians circle the earth
west sections.
The starting point for longitude is the Prime Meridian. The
Prime Meridian is at longitude 0⁰ (0 degree). To the right of the
Prime Meridian, longitude
the Prime Meridian, the longitude is written as

Latitude

Lines of latitude or parallels circle the earth

from east to west and divide the earth into north and
south section.
The starting point for latitude is the equator.
The equator is at latitude 0⁰ (0 degree).
At the North Pole, the latitude is 90⁰N (90
degrees north). At the South Pole, the latitude is 90⁰S
(90 degrees south).

Remember the following measurements.

Source: https://c.tadst.com/gfx/1200x630/longitude-latitude-more.png?1

Source: https://gis.depaul.edu/shwang/teaching/arcview/module6.files/image020.gif
How to locate places?
By combining longitude and latitude, any location can be pinpointed.

This is how you can locate places using the latitude and longitude.

1. Each latitude and longitude is 15⁰ away from each other. As

we go further away from center, thedegree increases.
2. Longitude and latitude are measured in degrees (⁰) which can
be further be divided in minutes wherethere are 60 minutes per
degrees and 60 seconds per minute.
3. When writing location’s latitude and longitude, always write
the latitude first.
Examples: 38⁰45’N, 72⁰02’W
35⁰60’S, 122⁰54’E Source: https://www.slideshare.net/JanCrisidesCorrado/chap-3-
locating-places

47°37’22”N

3. Let’s take for example, we are looking for the place which has a latitude of
21⁰58’N and longitude of 34⁰28’W. It would tell us thatthe place is located
somewhere in the 2nd quadrant or in the north-western part of the globe

Graph Format Source:

4. Plot the given latitude and longitude.

If we look at the intersecting point of the latitude and the longitude,we can see that
21⁰58’N, 34⁰28’W is located here
Take a look and analyze the following examples below.

Source: https://www.slideshare.net/JanCrisidesCorrado/chap-3-locating-places

Try this!
Direction: For #s 1-2, give the latitude and longitude of the given
points then for #s 3-4, make your own grid and plot the given latitudes andlongitudes.

Graph Format Source:

https://www.youtube.com/watch?v=UaSAn-FHhcQ

In real life, there are several instances where you would need to know how to find the
longitude and latitude. For example, tracking hurricanes, coordinate system is used to track the
path of the storm and try to predict its future path. Another example is in emergency situation
like plane crash orship sinking. Coordinates of longitude and latitude assist rescue teams to
locate. If you are in the middle of an ocean, there are no

landmarks to use, so you better know your latitudes andlongitudes.

Thanks to our geographic coordinates, you canpinpoint any point on

Earth.

Do you know now where the Philippines is

located?
III. WHAT I HAVE LEARNED

POST-TEST/EVALUATION

Where on Earth am I?
A. Direction: Give the longitudes and latitudes of the followingplaces on
the map.

10
7

8 9
Source: Earth Science-Project EASE Module

POINT LATITUD LONGITUD

S E E
1. 600 N 150W
2.
3.
4.
5.
6.
7.
8.
9.
10.

B. Direction: Make your own grid/s and locate the following

longitude and latitude.

A. 30⁰ S, 15⁰E C. 48⁰ N, 41⁰E

B. 55⁰ N,15⁰W D. 61⁰ S, 45⁰ W E. 39⁰ N, 89⁰ W

 OBJECTIVES: EARTH’S NATURAL RESOURCES
• Identify the Renewable and Non-Renewable resources of
planet Earth
• Classify resources as Renewable and Non-renewable
• Recognize the importance of natural resources by using
itwisely.

LEARNING COMPETENCIES:
Describe ways of using Earth's resources sustainably.

I. WHAT HAPPENED

Pre-Activity: NATURAL RESOURCES MIX AND MATCH

Direction: Natural Resources are used in the production of food,

energy, and other manufacturing. Match each raw
material/resource in Column A and the good use to it in Column B.
Write only the letter of the correct answer.

Column A Column B
RESOURCES USES
1. Gold
2. Trees
3. Cotton
4. Copper
5. Iron Ore
6. Oil/Petroleum

7. Plant Related Products

8. Animal Related Products

II. WHAT I NEED TO KNOW

Planet Earth is made up of different things - air, water, plants,

animals, soil, rocks, minerals, crude oil, and other fossil fuels. These
things are called natural resources because they are not made by
people; rather they are gathered from nature. Sunlight and wind
are also natural resources. We use all these things to survive or
satisfy our needs.
The Philippines is considered rich in natural resources. We
have fertile, arable lands, high diversity of plant and animals,
extensive coastlines, and rich mineral deposits. We have natural
gas, coal, and geothermal energy. Wind and water are also
harnessed for electricity generation.
There are two types of natural resources on Earth -
renewable and nonrenewable. What is the difference between
these two kinds of resources?
The food people eat comes from plants and animals. Plants are
replaced by new ones after each harvest. People also eatanimals.
Animals have the capacity to reproduce and are replaced when
young animals are born. Water in a river or in a well may dry up.
But when the rain comes the water is replaced.Plants, animals,
and water are resources that can be replaced. They are
renewable resources.
Most plants grow in topsoil. Rain and floods wash away
topsoil. Can topsoil be replaced easily? Soil comes from rocks and
materials from dead plants and animals. It takes thousands of
years for soil to form. Soil cannot be replaced easily, or it takes a
very long time to replace. It is a nonrenewable resource.
Metals like copper, iron, and aluminum are abundant on
Earth. But people are using them up fast. They have to dig deeper
into the ground to get what they need. Coal, oil, and natural gas
(fossil fuels) were formed from plants and animals that lived on
Earth millions of years ago. It takes millions of years for dead plants
and animals to turn into fossil fuels. Soil, coal, oil and natural gas
are nonrenewable resources.
Activity 1: NATURAL RESOURCES: WHICH IS WHICH?
Direction: Use the chart below to classify each resource as RENEWABLE or
NON-RENEWABLE. Write your answer on the corresponding column.

RENEWABLE NON-RENEWABLE
RESOURCES RESOURCES

https://www.slideserve.com/com

Activity 2: CONCEPT MAPPING

Direction: Complete the Concept Map by filling-up the blank boxes with thecorrect word/s
from the list below.

www.teacherspayteachers.com

• Animals
•
•
Sunlight
• •
• Wind
• Oil •
•
 All resources used by humans, including fuels, metals, and
building materials, come from the Earth. Many of these resources
are not in endless supply. It has taken many thousands and millions
of years to develop and accumulate these resources.
To conserve natural resources is to protect or use them wisely
without wasting them or using them up completely. Conserving
natural resources can make them last and be available for future
generations. This is what sustainability of natural resources means.
Each one of us should think about how to make things sustainable.
Remember: The lives of future generations depend on how we use
natural resources today.

Activity 3: WORD FINDER

Direction: Search the different words or terms listed below that

are hidden in the puzzle. Encircle them across, down &
diagonally.

P R O T E C T L R E Care Love
G R O W T H V C A L Earth Reuse
C E R E U S E L E O Recycle Reduce
S A A R E T R E E V Protect Conserve
D R R N R E D U C E
F T R E S T W A T E
B H R E C Y C L E G
O C E A N P A R K M
D C O N S E R V E G
K E E P H H L L T R
III. WHAT I HAVE LEARNED
POST TEST

MULTIPLE CHOICE.
Direction: Read and answer the following questions/statements.
Choose the letter that corresponds to the correct answer. Write
your answers in your notebook.

1. Where do things like vegetables, copper, and water comefrom?

A. The air C. Space
B. The sun D. The environment
2. A resource that is destroyed when used but can be replacedeasily is said to
be .
A. Recyclable C. Renewable
B. Non-renewable D. Environmental
3. Which of the following cannot be depleted by humanactivities?
A. Trees C. Natural gas
B. Solar energy D. Coal
4. Which group includes ALL renewable resources?
A. Coal, trees, water, oil C. Water, wind, sun, plants
D. Minerals, sun, natural gas, water D. All of these
5. Soil is an example of Non-Renewable Resource because itsformation
takes a long time. How do people use soil?
A. To drink C. To grow living things
B. To breathe D. To produce electricity
6. Which picture shows conserving resources?
A. Kids planting a tree. C. Dark smoke from a car

B. A leaking faucet D. Burning rubber tires

https://in.pinterest.com
7. What is true about all-natural resources?
A. They are made by people. C. They can be replaced
quickly.
B. They come from Earth. D. They take years to form.
8. What does conserve resources mean?
A. Use as much of the resources as you can.
B. Only use the resources at school.
C. Protecting the resource so it does not run out.
D. Use the resources by wasting them all.
9. Why are coal, petroleum, and natural gas considered nonrenewable
resources if they were produced from plant and animal remains?
A. It takes a very long time to produce them.
B. Using them results in environmental problems.
C. They are difficult to locate and explore from Earth.
D. The Philippines is dependent on supply from othercountries.
10. Which of these is NOT an example of how your community uses natural
resources?
A. Chips and dip for watching a football game.
B. Water for a community swimming pool.
C. Gasoline for public transportation.
D. Trees to build furniture and houses.
 OBJECTIVES: SOLAR ENERGY AND THE INTERACTIONS IN THE ATMOSPHERE
• Describe the features of each layer of theatmosphere
• Trace how energy from the Sun interacts with thelayers of the
atmosphere
• Recognize the importance of atmosphere for theexistence of life
on Earth.

LEARNING COMPTENCY:

Discuss how energy from the Sun interacts with thelayers of the
atmosphere (

I. WHAT HAPPENED
PRE-ACTIVITIES/PRE-TEST:
A. Write the name of the layer or part of the atmosphere thatanswers the
riddles.
1. I have the coldest temperature of the atmosphere. Who am I?

2. I am where most of the weather occurs. Who am I?

3. My temperature may reach as high as 2000 degrees Celsius.Who am I?
4. I absorb much of the Sun’s harmful radiation. Who am I?
5. I contain most of the ozone layer. Who am I?
B. Label the different layers of the atmosphere.

https://www.purposeg
ames.com/game/lab el-
the-layers-of-the-
atmosphere-game
II. WHAT I NEED TO KNOW
The Earth is completely surrounded by “a sea of air” known
as the atmosphere. The pull of the Earth keeps this sea of air close
to the Earth. Without the atmosphere life cannot exist on Earth, for
the atmosphere contains oxygen, the life sustaining gas. From the
air, plants get carbon dioxide needed in order to live. The layer of
air also protects us from the intense radiation by day and too
much loss of heat by night.
Air is a mixture of many gases.
Average Composition of Atmosphere
Percentage by Volume
Substance At Sea Level About 9 km up
Nitrogen 78.3 79.2
Oxygen 20.99 7.0
Argon 0.93 0.03
Carbon dioxide 0.03 ---
Hydrogen 0.01 13.6
Neon 0.00123 ---
Helium .0004 0.126
Krypton .000005 ---
Xenon 0.00006 ---
Radon trace
Water Vapor 0 to 4%
Rabago, L. M., et al, Science and Technology 7, Vibal publishing House, INC., p.282

What information do we learn from the third column?

First, we learn that there is very little oxygen high up in the
atmosphere. (Note: This is the reason why hikers experience
difficulty in breathing when they climb high mountains.)
 Secondly, we learn that the composition of air is NOT uniform
throughout the atmosphere.
What if the concentration of carbon dioxide and nitrogen
were reversed? The 0.03% concentration of carbon dioxide is
sufficient to keep Earth warm and permits life exist. Increasing its
concentration to 78% will greatly increase Earth’s temperature.
Although water vapor and carbon dioxide make up a very
small amount of the gases in Earth’s atmosphere, they are very
important because of their ability to absorb heat. 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.
How is Earth's Atmosphere Structured?
Earth’s atmosphere is relatively thin, extending up to at least
500 kilometers (300 miles) above the planet’s surface. The
atmosphere is structured in different layers according mainly to
variations in temperature.

How does temperature vary in the atmosphere?

file:///C:/Users/Asus/Documents/Science7_layers%20of%20atmosphere.pdf
LAYERS OF THE ATMOSPHERE
Troposphere
The lowest layer is known as the troposphere, which makes
up approximately 75% of the total mass of the atmosphere and
contains 99% of the atmosphere’s water. It is the bottom 16 to 18
km layer of the atmosphere where winds, clouds, and water vapor
are found. This is also where weather phenomena occur.
Air temperature in the troposphere typically decreases as
altitude increases as a result of three mechanisms of heat transfer
(radiation, conduction, and convection). The average rate of
temperature decrease is about 6.5 °C per km of altitude increase.
Solar radiation passes through Earth’s atmosphere and heats
up the planet’s surface. The oceans and land absorb
approximately half of this incoming solar radiation while a small
fraction is emitted back into the atmosphere as infrared radiation.
The heat absorbed by Earth’s surface is then transferred directly
from the land (or the water) to the cooler air closest to the surface
through conduction (the direct spread of heat from one
substance to another). Once heated, this air becomes less dense
(or lighter) and rises through a process called convection. As the
air rises, it expands and discharges its heat as it flows upward
through the troposphere. After the heat is discharged and the air
cools, it becomes denser and begins to sink. Consequently, the
troposphere is generally warmest near Earth’s surface and coolest at
its highest point.
Stratosphere
The next layer, known as the stratosphere, extends from the
troposphere upward to approximately 50 kilometers above Earth’s
surface. In the stratosphere, temperature rise with increasing
altitude.
The absorption of UV radiation in the ozone layer that is
found in the stratosphere causes temperature to increase. UV
absorption is greatest at the uppermost level of the stratosphere;
hence air temperature is also highest in this region.
 The “pause” at the top of the stratosphere is the stratopause.

Mesosphere
Above the stratosphere, lies the mesosphere, which stretches
to approximately 90 kilometers above the surface of Earth. In the
mesosphere, temperature begins to decrease again. The
mesosphere’s lower temperature results, in part, from the low
concentration of ozone, so little solar radiation is absorbed in this
layer. The mesosphere is dark, with air pressure so low that a
human could not survive in this layer.

Thermosphere
The thermosphere lies above the mesosphere and extends
approximately 600 kilometers beyond Earth’s surface.
Temperature begins to increase again in the thermosphere. The
increase in temperature, or inversion, is due in part to the
absorption of UV and x-ray radiation and the impact of the solar
wind — a continuous stream of protons and electrons given off by
the sun. Space shuttles fly in this area and it is also where the
auroras are found.

Exosphere
The exosphere represents the outermost layer of Earth’s
atmosphere. It extends from the top of the thermosphere to 10,000
kilometers above Earth’s surface. In this layer, atoms and
molecules escape into space, and higher altitude satellites orbit
our planet.
Almost all of the energy available at Earth’s surface comes
from the sun.

This figure illustrates Earth's

incoming andoutgoing
radiation.

http://www.ces.fau.edu/nasa/mod
ule-2/earth-energy-balance.php
 What is the Greenhouse Effect?

Greenhouses allow sunlight to enter but prevent heat from

escaping. The transparent covering of the greenhouse allows
visible light to enter without obstruction. It warms the inside of the
greenhouse as energy is absorbed by the plants, soil and other
things the building. Air warmed by the heat inside is retained in the
building by the roof and wall. The transparent covering also
prevents the heat from leaving by reflecting the energy back into
the walls and preventing outside winds from carrying it away.
The Earth’s atmosphere is compared to a greenhouse.
Besides nitrogen and oxygen, Earth’s atmosphere contains trace
gases such as carbon dioxide, water vapor, methane and ozone.
Like the glass in a greenhouse, the trace gases have a similar
effect on the Sun’s rays. They allow sunlight to pass through,
resulting in the warming up of the Earth’s surface. But they absorb
the energy coming from the Earth’s surface keeping the Earth’s
temperature suitable for life on Earth. This process is called
“greenhouse effect” and the trace gases are referred to as
greenhouse gases.
ENHANCED GREENHOUSE EFFECT
When people burn more and more organic matter, the
amount of carbon dioxide in the air increase dramatically. Add to
it the fact that there are other greenhouse gases aside from
carbon dioxide and water vapor, these include methane,
nitrogen oxide, and CFCs. The result may be an unusual increase
in temperature. This is known as enhanced greenhouse effect.
Enhanced greenhouse effect can contribute much to global
warming. And prolonged will bring about climate change. The
world is now experiencing various consequences of global
warming and climate change such as rising sea level, floods,
droughts, heat waves, wild fires.

Activity:
Make your own 3D model of the different layers of
atmosphere. This output should include the following:
1. Representations of the different Layers of the Atmosphere
 ➢ Each layer should be neatly labeled and placed in properorder - 30 pts.
➢ Output should be creative and neatly put together - 10 pts.

2. Each layer should have attached or include a list of thefollowing

information: - 50 pts.
➢ Distance from the surface of the Earth
➢ Temperature
➢ Unique description or interesting facts

3. Each output should show Effort and Quality - 10 pts.

Total = 100 pts.

III. WHAT I HAVE LEARNED

EVALUATION/POST TEST:

A. Fill in the missing words and write your answers in your

notebook.

1. Earth is surrounded by a blanket of air called .

(the atmosphere, oxygen)

2. The atmosphere is a mixture of . (gases, rocks)

3. About three fourths of the atmosphere is .

(oxygen, nitrogen)

4. The layer of atmosphere closest to Earth is the

(troposphere, carbon dioxide)

5. Ozone keeps most of the sun’s harmful from

reaching Earth. (radiation, sound waves)

B. Multiple Choice. Choose the letter of the best answer.

6. This is the layer where meteors, or shooting stars burns up.

A. Troposphere C. Stratosphere
B. Mesosphere D. Thermosphere
7. The layers of the atmosphere are separated according to thischange.
A. Altitude C. Elevation
B. Temperature D. distance from the Sun

8. As you get higher off the ground what happens to airtemperature?

A. It increases C. it decreases
B. It stays the same D. all of the above

9. Which layer of the atmosphere contains life forms and weather?

A. Troposphere C. Stratosphere
B. Mesosphere D. Thermosphere

10. In a typical troposphere, air temperature decreases withheight at the

following rate:
A) 2.5 degree C per one kilometer
B) 6.5 degree C per one kilometer
C) 10.5 degree C per one kilometer

11. Earth’s atmosphere traps energy from the sun, which

A. Allows water to exist as a liquid
B. Allows solar radiation to penetrate to the surface
C. Allows ozone to form freely
D. Causes meteors to burn up

C. Answer the following questions briefly. 2pts.each

12. In what layers of the atmosphere does temperature increasewith height?

13. In what layers of the atmosphere does temperature decreasewith height?

14. In the troposphere, why do you think temperature decreasesas altitude

increases?

15. Why do you think the temperature in the stratosphere increases

with height?
OBJECTIVES: TILT OF THE EARTH
At the end of the lesson, the learners will be able to:
• Describe how earth’s tilt on its axis changes thelength of daytime.
• Trace the amount of heat received by the earth’ssurface due to
the tilting of the earth.
• Infer the effects of length of daytime and nighttime on seasons.

LEARNING COMPETENCY:
• the tilt of the Earth to the length of daytime
• the length of daytime to the amount of energy received
• the position of the Earth in its orbit to the height of the Sun inthe sky

Tilting of the Earth

and its effects
I. WHAT HAPPENED
PRE-ACTIVITIES/PRE-TEST:

BRAIN TICKLERS 1. Read the statements carefully. Choose the letter of the
correct answer.

1. Day and night are caused by .

a. The tilt of earth’s tilt c. Earth’s revolution around the Sun
b. eclipses d. Earth’s rotation on its axis
2. The path which an object follows as it revolves around the sun
a. revolution b. rotation c. orbit d. ellipse
3. The movement of earth around the sun, once every 365 days is called .
a. revolution b. rotation c. orbit d. ellipse
4. The spinning of Earth is called .
a. Revolution b. rotation c. orbit d. ellipse
5. The earth rotates on its axis about once every
hours
a. 23 b. 27 c. 24 d. 28
6. An equinox occurs when .
a. Neither hemisphere is tilted toward or away from the Sun
b. The Northern hemisphere is tilted away from the Sun
c. The Northern hemisphere is tilted toward the Sun
d. Earth’s axis is parallel to the Sun’s rays
7. The position of the axis on Earth is important for whichreason?
a. Night and day c. length of a year
b. Seasons d. position in the solar system
8. When the north end of Earth’s axis is tilted toward the Sun,what will
North America experience?
a. More indirect rays and shorter days
b. More indirect rays and longer days
c. More direct rays and shorter days
d. More direct rays and longer days
9. The hemisphere tilted toward the Sun gets
.
a. more indirect rays, has longer days and warmer season
b. more direct rays, has longer days and warmer season
 c. more direct rays, has shorter days and cooler season
d. more indirect rays, has longer days and cooler season

10. The Sun reaches its highest point in the Northern hemisphere during .
a. June b. September c. December d. March

II. WHAT I NEED TO KNOW

BRAIN TICKLERS 2. How does the length of daytime and nighttime

affect the season?

OBJECTIVES: After performing this activity, students will be able to:

1. Interpret data about sunrise and sunset to tell when daytimeis long and
when daytime is short;
2. Infer the effect of length of daytime and nighttime onseasons;
PROCEDURE:

1. Study the table below. It shows the times of sunrise and sunseton one day of
each month.

Table 1: Sunrise and sunset in Manila on selected days of 2011

Day Sunrise Sunset Length of
daytime
Jan 22, 2011 6:25 AM 5:50 PM 11h 25m
Feb 22, 2011 6:17 AM 6:02 PM 11h 45m
Mar 22, 2011 5:59 AM 6:07 PM 12h 08m
Apr 22, 2011 5:38 AM 6:11 PM 12h 33m
May 22, 2011 5:27 AM 6:19 PM 12h 52m
Jun 22, 2011 5:28 AM 6:28 PM 13h 00m
Jul 22, 2011 5:36 AM 6:28 PM 12h 52m
Aug 22, 2011 5:43 AM 6:15 PM 12h 32m
Sep 22, 2011 5:45 AM 5:53 PM 12h 08m
Oct 22, 2011 5:49 AM 5:33 PM 11h 44m
Nov 22, 2011 6:00 AM 5:24 PM 11h 24m
Dec 22, 2011 6:16 AM 5:32 PM 11h 16m
 Q1. Compare the times of sunrise from January, 2011 to
December, 2011. What do you notice?

Q2. Compare the times of sunset during the same period. What
do you notice?

Q3. Compare the time of sunrise on June 22, 2011 with that on
December 22, 2011. On which day did the Sun rise earlier?

Q4. Compare the time of sunset on June 22, 2011 with that on
December 22, 2011. On which day did the Sun set later?

Q5. When was daytime the longest?

Q6. When was daytime the shortest?

Source: Science Learner’s Material 7

DISCUSSION

What determines the amount of daylight?

Our amount of daylight hours depends on our latitude and
how Earth orbits the sun. Earth’s axis of rotation is tilted at 23.50
from its orbital plane and always points in the same direction —
toward the North Star. As a result, the orientation of Earth’s axis to
the sun is always changing throughout the year as we revolve
around the sun. Sometimes the axis points toward the sun and
other times away from the sun.

As this orientation changes throughout the year, so does the

distribution of sunlight on Earth’s surface at any given latitude. This
tilting leads to a variation of solar energy that changes with
latitude. This causes a seasonal variation in the intensity of sunlight
reaching the surface and the number of hours of daylight. The
variation in intensity results because the angle at which the sun’s
rays hit the Earth changes with time of year.

https://www.google.com/search?q=image+of+sun%27s+direct+rays&tbm=isch&ved=2ahUKEwiHwefG-
73uAhWCA6YKHaliAdYQ2cCegQIABAA&oq=image+of+sun%27s+direct+rays&gs_lcp=CgNpbWcQDDoECAAQHlCJB1j_jAFg56
EBaABwAHgAgAH9A4gB3hmSAQswLjguMS4wLjMuMZgBAKABAaoBC2d3

Similarly, the sun’s energy spreads out over differing

geographic areas when it reaches Earth’s surface. It is more
concentrated during our summer months when the sun is higher in
the sky.

https://wxguys.ssec.wisc.edu/2013/10/28/what-determines-the-amount-of-daylight/
 This spinning of Earth like a top explains our daily cycle of
night and day. The tilt of the Earth’s axis also defines the length of
daylight. Daylight hours are shortest in each hemisphere’s winter.
Between summer and winter solstice, the number of daylight hours
decreases, and the rate of decrease is larger the higher the
latitude. The fewer sunlight hours the colder the nights.
https://wxguys.ssec.wisc.edu/2013/10/28/what-determines-the-amount-of-daylight/

What happens when daytime is longer than nighttime? The

time of heating up during the day will be longer than the time of
cooling down at night. The northern hemisphere steadily warms up
and the result is summer. At the same time in the southern
hemisphere, the opposite is happening. Nights are shorter than
daytime. It is winter there.

https://www.google.com/search?q=image+of+sun%27s+direct+rays&tbm=isch&ved=2ahUK
EwiHwefG-73uAhWCA6YKHaliAdYQ2-cCegQIABAA&oq=image+of+sun%2

BRAIN TICKLERS 3. Complete the sentences below using the

term/terms inside the box.

daytime

1. The earth takes hours to rotate once on its axis.

2. We have seasons because the earth’s axis is .
3. In summer the are longer than the .
4. The earth’s axis is tilted at an angle of degrees.
5. Direct rays means that the rays of the sun hit the groundat
degrees.
6. The is the result of the Sun’s rays strikingthe
ground at a lower angle.
7. In December the South Pole tilts the sun.
8. In June, the North Pole tilts the sun
9. When the direct rays of the Sun hit the Northern
hemisphere, it will be there.
10. The North Pole is tilted from the Sun in
December.
III. WHAT I HAVE LEARNED

EVALUATION/POST TEST:
BRAIN TICKLERS 4. Read the following statements and choose the letter of the
correct answer.

1. What effect does the tilting of the earth have?

a. When the earth is tilted away from the sun, we have day.
b. When the earth is tilted away from the sun, we have
night.
c. It changes the angle that the sun strikes the earthin different
land areas.
d. It causes the earth to be farther away from the sunat different
times of the year.

2. When it is summer in southern hemisphere, which ofthe following

best describes the tilting of the earth inthe northern hemisphere?
a. towards the sun
b. away from the sun
c. towards or away from the sun
d. Neither toward or away from the moon

3. Which part of the earth experiences summer in December and

colder in June?
a. Northern hemisphere since Sun is tilted towards iton June and
December.
b. Northern hemisphere because it receives direct rays from the
Sun in December and lesser in June.
c. Southern hemisphere because it receives direct rays from the
Sun in December and lesser solar energy in June.
d. Both southern and northern hemisphere becausethey receive
equal rays directed from the Sun in December and June.
 4. What do “Direct rays” mean?
a. The rays of the sun hit the ground at 30 degrees.
b. The rays of the sun hit the ground at 60 degrees.
c. The rays of the sun hit the ground at 90 degrees.
d. The rays of the sun hit the ground at 120 degrees.

5. In the month of June which hemisphere receivesdirect rays

from the sun?
I. Northern hemisphere
II. Southern hemisphere
III. Northern and southern hemisphere
a. I only b. II only c. III only d. I, II and III

BRAIN TICKLERS 5. Write T if the statement is True or F if the

statement is false.

1. The earth rotates on a tilted axis and revolves around the sun.
2. The warm season is brought on by the direct rays of the Sun.
3. Since the earth is tilted, only one hemisphere receives direct rays at any one
time.
4. When the sun’s rays strike the ground at a high angle, theground receives
a greater amount of solar energy resulting ingreater warming.
5. The hemisphere that receives direct rays will experience cold days.
 OBJECTIVE: THE SUN AND THE SEASONS
The students will be able to:
• Discuss the relationship of the height of the Sun in the sky and the
latitude of an area to the amount of energy received
• Locate through the use of model to relate the latitude of an area
to the amount of energy received
• Express appreciation to the tilting of the Earth that causes
seasonal change

LEARNING COMPETENCY:
Using models, relate:
• the height of the Sun in the sky to the amountof energy
received
• the latitude of an area to the amount ofenergy
received
• tilt of the Earth and the seasons

I. WHAT HAPPENED

Read the two articles below and answer the following questions.
First Solar Power Plant in Negros Oriental Opens
The first solar power
plant in Negros Oriental was
inaugurated on Tuesday
(April5) in Barangay Tamisu,
Bais City.

The event was

attended by Monte Solar
Energy Inc. (Montesol) CEO
By Roy Bustillo, Published Apr 7, 2016 1:12:19 AM, CNN Philippines
Fernando Zobel de Ayala

and representatives of the Montenegro family, the owners of the

land where the plant was built. According to the site manager,
the 22.4-hectare solar power plant could produce 18MW of direct
current (DC), or over 25 million kWh, in a year. This is enough to
supply over 10,000 households that consume at least 200 kWh per
month.

Does the Location of the Sun Affect the Amount of Energy Solar
Panels Collect?
By John Papiewski
Seattle Pi Education

A photovoltaic solar panel produces electricity in direct

proportion to the amount of sunlight falling on it. Because the
sun’s angle in the sky influences the intensity of the light received
by the Earth, the location of the sun affects how much energy a
solar panel generates. Several factors determine the sun’s
location relative to the panel, including time of day, season and
latitude.

When the sun is overhead, its rays are the most direct and
intense. As it becomes lower in the sky, the same area of light
from the sun covers a larger area of the Earth. As the area
increases, intensity decreases; a solar panel receiving this light
produces less electricity. To partially compensate for the reduced
intensity, a solar panel can be tilted to match the sun’s angle,
although the complexity and upkeep of mechanical tracking
systems add considerable cost to a solar energy installation.

During the day, the sun’s rays are most intense at noon,
weakest at dawn and dusk, and in between at other daytime
hours. Other factors such as cloud cover being equal, a solar
panel’s output is greatest at noon because the sun’s rays are
more direct than at other times. Seasons also affect the sun’s
location in the sky. Because the Earth’s axis is tilted at 23.5
degrees with respect to the sun, the seasons change as the
planet moves through its yearlong orbit.

At the equator, the sun’s rays are the most direct on Earth.
As you move toward the poles, the sun’s angle in the sky
decreases, as does solar intensity. The weakness of sunlight
accounts for the extreme cold conditions near the poles.
According to NASA, the sun’s rays are 40 percent as intense there
as they are at the equator. The closer a solar panel’s location is
to the equator, the greater will be its electrical output.
 The distance of the sun to an earthbound solar panel
changes very little during the course of a year, as the Earth’s orbit
is nearly a perfect circle. However, distance plays a major role for
the solar panels that power satellites and missions to space.

What can you say about the opening of a solar power plant inNegros Oriental?

Look at the pictures below. Then, answer the questions written

inside the box on a separate sheet of paper.

Sunrise Sunset

Field Sunrise. Free Pik. https://www.freepik.com/free-photos-vectors/sunrise Beach Sunst. Free Pik. https://www.freepik.com/free-photos-vectors/beach-sunset

Noon Dusk

Noon Time. Free Pik. https://www.freepik.com/free-photos-vectors/noon-time Dusk. Free Pik. https://www.freepik.com/free-photos-vectors/dusk

Direction: Read each question and answer choices
carefully. Choose the letter which corresponds to your
answer and write it on your answer sheet.

1. During the day, the sun’s rays are most intense at what timeof the day?
A. dusk B. dawn C. noon D. morning

2. All of the energy from the Sun that reaches the Earth arrives as solar
radiation, part of a large collection of energy called the electromagnetic
radiation spectrum. Solar radiation includes visible light, ultraviolet light,
infrared, radio waves, X- rays, and gamma rays. Radiation is one way to
transfer heat.Some of this heat lost to space due to .
A. reflection and scattering
B. minimal absorption of the nearby black hole
C. it’s speed
D. gravitational force of the Sun

3. This refers to a division of the year based on changes in weather,

ecology, and the number of daylight hours in agiven region.
A. weather dynamics C. quarterization
B. climate D. season

4. As the solar radiation reaches the Earth, it will be absorbed, reflected, or

scattered. With the presence of clouds, some ofthe radiation is absorbed.
What particular percentage do clouds absorbed?
A. 20 % B. 50% C. 70% D. 100%

5. Here on Earth, we define our day based on the motion of the

.
A. moon B. Sun C. stars D. galaxies
 6. The added hours of daylight is one reason why summer is warmer than
winter. But there's another reason that's evenmore important, what is
it?
A. angle of the mid-day sun
B. distance of the Sun from the Earth during summer
C. higher precipitation rate
D. lower transpiration rate of the plants

7. The following phenomena are caused by Earth tilted on itsaxis. What

phenomenon does not belong to the group?
A. seasonal changes
B. different length of daytime and night time
C. climate change
D. different amount of energy received from the Sun

8. As you travel southward in the northern hemisphere, the noon sun gets
higher and higher. The first qualitative change occurs at 23.5° latitude,
where the noon sun on the June solstice passes directly overhead. This
latitude is called the -
.
A. Tropic of Capricorn C. Tropic of Cancer
B. Equator D. Arctic Circle

9. What is the ultimate source of energy of the Earth?

A. moon B. Sun C. stars D. galaxies

10. Where can we always see the Sun during noon time?
A. western sky C. northern sky
B. southern sky D. eastern sky

II. WHAT I NEED TO KNOW

To those of us who live on Earth, the most important

astronomical object by far is the sun. It provides light and warmth.
Its motions through our sky cause day and night, the passage of
the seasons, and earth's varied climates.
 On any given day, the sun
moves through our sky in the
same way as a star. It rises
somewhere along the
eastern horizon and sets
somewhere in the west. If
you live at a mid-northern
latitude (most of North
Multi-exposure of Sun. Adapted from Earth Science 14th Edition. Tarbuck et. al.Pearson Education Inc.
America, Europe, Asia, and
Copyright 2012 by the Pearson Education Inc.
northern Africa), you always

see the noon sun somewhere in the southern sky.

But as the weeks and months pass, you'll notice that the sun's
motion isn't quite the same as that of any star. For one thing, the
sun takes a full 24 hours to make a complete circle around the
celestial sphere, instead of just 23 hours, 56 minutes. For obvious
reasons, we define our day based on the motion of the sun, not
the stars. Moreover, the location of the sun's path across the sky
varies with the seasons.
When the sun is
overhead, its rays are the
most direct and intense.As it
becomes lower in the sky,
the same area of light from
the sun covers a larger area
of the Earth. During the day,
the sun’s rays are most
intense at noon, weakest at
dawn and dusk, and in
th
Paths taken by Solar Radiation. Adapted from Earth Science 14 Edition. Tarbuck et. al. Pearson
between at other daytime
Education Inc. Copyright
hours. But when it’s cloudy,
there will be less sunlight in
an area resulting to less
energy received.
Indeed, the height of the sun in the sky really affects the amount
of energy received in an area.
The sun's location with respect to the stars doesn't depend
on your observing location on earth, so you now know enough to
figure out how the sun appears to move through the sky from
other locations.
 If you travel east or west,
you'll see the sun rise and set
earlier or later, respectively,
just like a star would. Again,
we partially compensate for
this by setting our clocks to
different time zones.

If you travel north or south,

the sun's daily motion is still the
same as that of a star seen
from your latitude. So at the
equinoxes, for example, the sun still follows the celestial equator,
while at the solstices, the sun follows a circle that lies 23.5° north (in
June) or south (in December) of the celestial equator. If you can
visualize the paths of stars on these parts of the celestial sphere,
then you can visualize the daily path of the sun.

As you travel southward in the northern hemisphere, the noon

sun gets higher and higher. The first qualitative change occurs at
23.5° latitude, where the noon sun on the June solstice passes
directly overhead. This latitude is called the Tropic of Cancer.
Farther south, in the so-called tropics, the noon sun will appear
in the northern sky for a period of time around the June solstice. At
the equator, the noon sun is straight overhead on the equinoxes.
And after you pass 23.5° south latitude (the Tropic of Capricorn),
the noon sun is always in the north.
Much farther south is the Antarctic Circle, where the sun never
quite rises on the June solstice and never quite sets on the
December solstice. Researchers at the South Pole have continuous
daylight from September through March, and continuous night
(including twilight) from March through September.

The Changing Sun Angle. Adapted from Earth Science 14th Edition. Tarbuck et. al. Pearson Education Inc. Copyright 2012 by the Pearson Education Inc.
The Seasons
The added hours of daylight is one reason why summer is warmer
than winter. But there's another reason that's even more
important: the angle of the mid-day sun. Notice from theillustrations
above that the noon sun is much higher in June than inDecember.
This means that the sun's rays strike the ground more

Different Sun Rays. Adapted from Earth Science 14th Edition. Tarbuck et. al. Pearson Education Inc. Copyright 2012 by the Pearson Education Inc.

directly in June. In December, on the other hand, the same

amount of energy is diluted over a larger area of ground:
There is a common misconception that summer is warmer than
winter because the sun is closer to us in the summer. Actually the
sun's distance hardly changes at all—and in fact, the sun happens
to be closest to us in January. Again, the seasonal changes in
climate are caused by the varying angle of the sun's rays, together
with the varying amount of time that the sun is above ourhorizon.

Earth-Sun Relationship. Adapted from Earth Science 14th Edition. Tarbuck et. al. Pearson Education Inc. Copyright 2012 by the Pearson Education Inc.
To recall, every part of the Earth would receive an equal amount
of sunlight as the earth rotated. As the earth rotates, everyone on
earth experiences day and night. It takes 24 hours for the Earth to
rotate once. But the Earth isn’t perfectly balanced; it’s tilted on
axis – the reason why we have experienced seasonal changes,
different length of daytime and night time, and different amount
of energy received from the Sun. Thus, season refers to a division
of the year based on changes in weather, ecology, and the
number of daylight hours in a given region.

What can you say about the amount of energy received in

After knowing the relationship of latitude of an area and the amount of

energy received, do you think the Philippines is a

Describe the picture below in 2-3 sentences (relate the

latitude of an area to the amount of energy received)

Solar Radiation. Adapted from Earth Science 14th Edition. Tarbuck et. al. Pearson Education Inc. Copyright 2012 by the Pearson Education Inc.
 Rubric for all Writing Responses
Task 3 points 2 points 1 point
Fully addresses Generally, Attempts to
the prompt addresses the address the
Focus
prompt prompt, but
idea is unclear
Clear ideas and Some ideas and Ideas not
details details supported bythe
Content
supported by supported by text
the text (s) the text (s)
No errors in: Some errors in: Has some
Grammar, Grammar, difficulty in:
spelling, spelling, Grammar,
Conventions
capitalization, capitalization, spelling,
punctuation punctuation capitalization,
punctuation
 III. WHAT I HAVE LEARNED

Direction: Read each question and answer choices carefully. Choose the
letter which corresponds to your answer and write it onyour notebook.

1. All of the energy from the Sun that reaches the Earth arrives as solar
radiation, part of a large collection of energy called the electromagnetic
radiation spectrum. Solar radiation includes visible light, ultraviolet light,
infrared, radio waves, X- rays, and gamma rays. Radiation is one way to
transfer heat.Some of this heat lost to space due to .
A. reflection and scattering
B. minimal absorption of the nearby black hole
C. it’s speed
D. gravitational force of the Sun

2. During the day, the sun’s rays are most intense at what timeof the day?
A.
dusk B. dawn C. noon D. morning
3. This refers to a division of the year based on changes in weather,
ecology, and the number of daylight hours in agiven region.
A. Weather dynamics C. Quarterization
B. Climate D. Season

4. The following phenomena are caused by Earth tilted on itsaxis. What

phenomenon does not belong to the group?
A. seasonal changes
B. different length of daytime and nighttime
C. climate change
D. different amount of energy received from the Sun

5. Here on Earth, we define our day based on the motion of the

.
A. moon B. Sun C. stars D. galaxies
6. As the solar radiation reaches the Earth, it will be absorbed, reflected, or
scattered. With the presence of clouds, some ofthe radiation is absorbed.
What particular percentage do clouds absorbed?
A. 20 % B. 50% C. 70% D. 100%

7. The added hours of daylight is one reason why summer is warmer than
winter. But there's another reason that's evenmore important, what is
it?
A. angle of the mid-day sun
B. distance of the Sun from the Earth during summer
C. higher precipitation rate
D. lower transpiration rate of the plants

8. As you travel southward in the northern hemisphere, the noon sun gets
higher and higher. The first qualitative change occurs at 23.5° latitude,
where the noon sun on the June solstice passes directly overhead. This
latitude is called the -
.
A. Tropic of Capricorn C. Tropic of Cancer
B. Equator D. Arctic Circle
9. Where can we always see the Sun during noon time?
A. western sky C. northern sky
B. southern sky D. eastern sky

10. What is the ultimate source of energy of the Earth?

A. moon B. Sun C. stars D. galaxies
 OBJECTIVES: ECLIPSES
• Define solar eclipse and lunar eclipse
respectively.
• Illustrate using models the position of the Sun-Moon-
Earth during a solar and lunar eclipse.
• Relate the occurrence of eclipses to the beliefsand
practices of the elders

LEARNING COMPETENCY:
Explain how solar and lunar eclipses occur usingmodels.

I. WHAT HAPPENED

PRE-ACTIVITIES/PRE-TEST:

Direction: Multiple Choice: Choose the letter that

corresponds to your answer then write it in your notebook.

1. For a solar eclipse to occur, the alignment must be:

a. Earth-Sun-Moon c. Sun-Moon-Earth
b. Moon-Earth-Sun d. None of these
2. For a lunar eclipse to happen, the alignment must be:
a. Earth-Sun-Moon c. Sun-Moon-Earth
b. Moon-Earth-Sun d. None of these
3. A total solar eclipse is visible from:
a. Only within the moon`s penumbra.
b. All over the earth.
c. Only within the moon`s umbra.
d. Only the dark side of the earth.
4. During a total lunar eclipse, the moon is in earth`s:
a. Orbit b. corona c. Penumbra d. Umbra
5. The darkest part of the moon`s shadow is called:
a. Umbra b. Penumbra c. Orbit d. axis
II. WHAT I NEED TO KNOW

How Do Eclipses Happen?

The center of the solar system is the Sun and it gives off light.
As the planets revolve around it, they block the light coming from
the Sun and form shadows. Thus, the planets and even their
moons have shadows also. But these shadows are not visible by us
since the earth is very far from other planets. What we can only
see is the shadow of the moon and the earth. We also learned
that as the earth revolves around the Sun, the moon also revolves
around it.

To this effect, different phenomena happens on earth; and

one of these is the occurrence of eclipses. There are two types of
eclipses:
SOLAR ECLIPSE AND LUNAR ECLIPSE.

https://www.google.com/search?q=solar+eclipse&source=lnms&tbm=isch&sa=X&ved=2ahUKEwjEtbnirpr
uAhWS7WEKHdseDyIQ_AUoAXoECBEQAw&biw=1366&bih=657#imgrc=MRmvekxV4BozLM

The figure above shows that the moon is in between the Sun
and the Earth. When this happens, the moon casts a shadow on
Earth and blocks our view of the Sun.
Activity 1: Finding the Shadow

https://www.google.com/search?q=moon+umbra+and+penumbra+images&tbm=isch&ved=2ahUKEwjgoK_7n5ruAhVlGKYKHQ
AkBvYQ2cCegQIABAA&oq=moon+umbra+and+penumbra+images&gs_lcp=CgNpbWcQAzoECAAQQzoCCAA6CAgAELEDEIMBOg
cIABCxAxBDOgUIABCxAzoECAAQHjoGCAAQBRAeOgYIABAIEB5Q9JJ6WMqGe2Cyi3toAXAAeASAAbgOiAHDwQGSAQw0LTEuNi4

xMC41LjSYAQCgAQGqAQtnd3Mtd2l6LWltZ7ABAMABAQ&sclient=img&ei=TJv_X-

Guide questions:

1. Look at the figure above. Examine the shadow of the moon that falls on
earth. What have you noticed? Write yourobservation below.

2. Based on the above illustration, what do you think is:

a. Umbra -
b. Penumbra -

In a solar eclipse, the Moon is aligned between the Sun and

the Earth. Because the Moon is smaller than the Earth, the
shadow of the Moon never covers the Earth completely.

The Moon’s shadow is composed of two sides; one side is

darker than the other. The lighter side of the Moon’s shadow is
called Penumbra, while the darker side, which is actually the
inner side of the shadow is called Umbra.

When someone is standing within the Umbra, the Moon

blocks the entire Sun and a Total Solar Eclipse is viewed. But
 when somebody is standing within the penumbra, this person
views a Partial Solar Eclipse.

When the Earth is between the Sun and the Moon, a Lunar
Eclipse happens. When the entire Moon is within the Umbra, it will
look totally dark and a Total Lunar Eclipse happens. But when the
Moon passes only through a part of the umbra, a Partial Lunar
Eclipse will be observed. Only a part of the Moon appears to be
dark while the rest will be lighter.

We have learned before that it takes one month for the

Moon to complete its revolution around the Earth. Given this fact,
how come we don’t experience a monthly eclipse? In reality, it
does not occur every month. There are only about three solar
eclipses and three lunar eclipses in a year. They do not happen
every month because the Earth's orbit around the sunis not in
the same plane as the Moon's orbit around the Earth. Onlywhen the
Moon is crossing the plane of the Earth's orbit just as it islining up
with the Earth and Sun, will an eclipse occur.

Activity 2: How Do Eclipses Happen?

Guide questions:

1. Illustrate and describe the following:

a. Solar Eclipse
b. Lunar Eclipse

2. When does a Total Solar Eclipse happens?

3. When does a Partial Lunar Eclipse occur?

III. WHAT I HAVE LEARNED

Direction: Fill in the missing words in the paragraph below to

create a complete idea on how eclipses happen.

An 1.) occurs when the moon moves into

a position of direct alignment with the Sun and the Earth. Thereare two types of
eclipses, Solar and Lunar Eclipses. A solar eclipse

happens when the 2.) comes directly between the

Sun and the Earth. When an observer on Earth is standing within
the 3.) of the Moon’s shadow, this person will
observe a total solar eclipse. But when he is standing within the 4.)
, of the shadow of the moon, he experiences a partial solar
eclipse. 5.) eclipse happens when the Earth is
between the Sun and the Moon. For somebody standing within the umbra, the
Moon blocks the entire Sun and a 6.) is
observed. But when that somebody is standing within the penumbra, he
experiences a partial solar eclipse.
EVALUATION/POST TEST:

Direction: Multiple Choice: Choose the letter that corresponds to

your answer then write it in your notebook.

1. The darkest part of the moon`s shadow is called:

a. Umbra b. Penumbra c. Orbit d. axis

2. A total solar eclipse is visible from:

a. Only within the moon`s penumbra.
b. All over the earth.
c. Only within the moon`s umbra.
d. Only the dark side of the earth.

3. For a solar eclipse to occur, the alignment must be:

a. Earth-Sun-Moon c. Sun-Moon-Earth
b. Moon-Earth-Sun d. None of these

4. For a lunar eclipse to happen, the alignment must be:

a. Earth-Sun-Moon c. Sun-Moon-Earth
b. Moon-Earth-Sun d. None of these

5. During a total lunar eclipse, the moon is in earth`s:

a. Orbit b. corona c. Penumbra d. Umbra

6. How does solar eclipse happen?

a. When the shadows of the Earth and Moon are cast inspace.
b. When the Moon comes directly between the Sun andthe Earth.
c. When the shadows of the Moon and Earth is neither toohigh nor
too low.
d. When the Sun is on the opposite side of the Earth andthe Moon.
7. Which of the following statement is true about umbra andpenumbra?
I. Umbra and penumbra are two types of seasons.
II. Umbra and penumbra are two types of
shadows.
III. Umbra is the darker inner area, while penumbrais the
lighter outer area.
IV. Umbra is the lighter inner area, while penumbrais the
darker outer area.
a. I and II only c. I and IV only
b. III and IV only d. II and III only

8. Eclipses do not occur every month because the orbit of themoon is:
a. Round b. tilted c. straight d. angled

9. There are about how many solar eclipses and lunar eclipses in ayear?
a. 2 b. 3 c. 4 d. 5

10. Which letter in the diagram below shows the position of the Moon during
a solar eclipse?

a. A b. B c. C d. D