I.

OBJECTIVES
Demonstrate understanding on the relation of geographical location of the
A. Content Standards
Philippines to its environment.
Analyze the advantage of the location of the Philippines in relation to the climate,
B. Performance Standards
weather, and seasons.
C. Learning Competencies/ Identify human activities and their effects on natural resources.
Objectives
Write the LC code for Describe and appreciate the sustainable ways of using Earth’s resources.
each S7ES-IVc-4
II. CONTENT The Philippine Environment: Protection and conservation of natural resources
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Teacher’s Guide pp. 281-282
2. Learner’s Materials pages Science Learner’s Material pp. 300-303
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
“Philippine Seas”. GMA News Online. Accessed November 23, 2017.
http://www.gmanetwork.com/news/showbiz/chikaminute/633825/atom-araullo-
B. Other Learning s-ten-day-expedition-across-philippine-seas/story/
Resources
"Water Crisis - A Letter Written In 2070 (English)." You Tube. Accessed July 29,
2017. https://www.youtube.com/watch?v=4Fy0YyWZgNA.
IV. SUBJECT INTEGRATION English
V. PROCEDURES

Prayer
Greetings
Checking of attendance

B. Reviewing previous lesson Picture Analysis

or presenting the new lesson
 http://www.eschooltoday.com/natural-resources/what-is-a-natural-resource.html

The teacher ask the following questions to the learners:

 What can you say about the picture?
 What are the uses of these natural resources?
 What makes Philippines rich in natural resources?
(Recall that the Philippines is rich in natural resources because of its
strategic location. It is surrounded by oceans that give abundant marine
resources, has tropical climate that supports diverse species of plants and
animals, and is located in the Pacific Ring of Fire that makes it rich in
mineral deposits and in energy resources.)
C. Establishing a purpose
for the lesson
  Let the learners view a video entitled “Water Crisis – A Letter Written in
2070”. But before viewing the video the teacher will unlock the difficulties
that learners may encounter in the presentation.

Column A Column B

 very large Hefty

 To allow to have or do Lump
something as a special pleasure. Towelettes
 an area of swelling or Indulged
growth on your body. Irremediably
 not able to be repaired or corrected. Immense
 very great in size
 a small usually premoistened piece
of material used for personal cleansing.

 While viewing, ask the learners to take note of the message of the video.

The teacher ask the following questions:

 What causes the shortage of water?
 What does it mean when he said, “I belong to the generation that
completed the destruction of our environment”?

D. Presenting
 Do you believe that we are the cause of the destruction of natural
examples/instances of
the new lesson resources? Why/Why not?
 What human activities destroy the natural resources?

 Group the class with five members to answer activity number entitled
“What have I done? Is it too late?” Ask the learners to discuss answers
with their groupmates and write them in a whole sheet of paper. Give
them 20 minutes to finish the activity and to be ready sharing their
answers in the class.

E. Discussing new concepts  Discuss the answers in the activity.

and practicing new skills  Ask the learners to identify human activities that destroy the natural
#1 resources.
 Ask the learners to identify the effects of the following human activities:
1. Too much cutting of trees for building houses and making furniture and paper.
2. Improper disposal of plastics and other wastes to bodies of water.
3. Uncontrolled mining and quarrying to extract important minerals, gravel and
stones.
4. Emission of dark smoke from vehicles.
5. Conversion of agricultural lands to residential or commercial areas.
 Ask the following to your learners:
1. Aside from those mentioned, what are other human activities that contribute to
F. Developing mastery
the destruction of natural resources?
(leads to Formative
Assessment 3) 2. What do you think will happen if these activities will continue?
3. Is it too late to prevent the destruction of natural resources?
4. When is the right time to change our ways?

G. Finding practical
applications of concepts 5. What actions should be taken regarding these human activities?
and skills in daily living
H. Making generalizations
and abstractions about  Make a summary of what you have learned today.
the lesson
Students will be grouped according to their interest.
Group 1. Identify the effects of the following human activities on natural
resources. Use the T-chart.

CAUSE EFFECT

1. burning of garbage
2. using non-biodegradable
plastic
I. Evaluating learning
3. animal poaching
4. dynamite fishing
5. illegal logging

Group 2. Make a poster on how to preserve and conserve the Earth’s Natural
resources.

Group 3. Select at least three human activities that destroy natural resources and
things that should be done to preserve it.
 Watch the video at home, the “Philippines Seas”, a documentary by Atom
Araullo at
http://www.gmanetwork.com/news/showbiz/chikaminute/633825/atom-araullo-
J. Additional activities for s-ten-day-expedition-across-philippine-seas/story/
application or
remediation  Answer the following questions in a whole sheet of paper:
1. What human activities are featured in the video that destruct the
marine resources?
2. What actions should be taken to prevent these activities?
V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
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 which my principal or supervisor
can help me solve?
G. What innovation or localized materials did I use/discover which I
wish to share with other teachers?