Republic of the Philippines
Department of Education
Region IX, Zamboanga Peninsula
Division of Pagadian City
INTERDISCIPLINARY CONTEXTUALIZATION (ICon) and
INQUIRY-BASED LESSON PLAN IN SCIENCE
Teacher’s Name: CYDELLE A. LEGASPI Grade Level/Subject: Grade VII-Science
Topic/Title: Locating Places Using Coordinate Time Allotment: 1 hour
System (Latitude and Longitude)
Date: May 28, 2021
Standards, Competencies, and Objectives
CONTENT STANDARD: The learners demonstrate an understanding of the relation of
geographical location of the Philippines to its environment.
PERFORMANCE STANDARD: The learners shall be able to analyze the advantage of the location of
the Philippines in relation to the climate, weather and seasons.
MOST ESSENTIAL LEARNING Demonstrate how places on Earth may be located using coordinate
COMPETENCY: system
CODE: S7ES-IVa-1
OBJECTIVES: 1. Identify the imaginary lines found in a globe or map
2. Locate places on Earth using latitude and longitude
3. Appreciate the importance of using the lines of latitude and longitude
in determining the exact location of a place
Description of Contextualization
Localization/Indigenization 1. Classroom and Home Setting
2. Make use of Pagadian City as a place of focus
Making Connections: 1. Applying knowledge to real-life situations especially on locating
places
Related Subjects/Topics
MAPEH – Creativity and Illustrating Scenarios
Values Education - Inventiveness, Patience, Perseverance, Honesty
Science – Spiral Progression on the Concept in earth science
English – Literacy Skill, Presenting Opinions
Mathematics – Numeracy Skill, Familiarize the lines of latitude and longitude
Araling Panlipunan – Imaginary Lines found in the globe
Learning Activities:
ELICIT (5 minutes): Eliciting Students Knowledge
Pagadian City Division Science Teachers Association
INTERDISCIPLINARY CONTEXTUALIZATION (ICon) and INQUIRY-BASED LESSON PLAN IN SCIENCE
Activity 1A. Using the diagram on the left, tell what direction
is describe by:
1. A- _________________
2. B- _________________
3. C- _________________
4. D- _________________
Activity 1B. In Matheatics’ Cartesian plane, which part of the diagram below, points to the:
__________________1. Positive x-axis
__________________2. Positive y-axis
__________________3. Negastive x-axis
__________________4. Negastive y-axis
ENGAGE (10 minutes): Presenting examples/instances of the lesson
https://www.istockphoto.com/photos/world-map-continents
https://justglobes.uk/desk-globes/globemaster-blue-globe.html
Guide Questions:
1. Are you familiar with this?
2. What do you think is its use?
3. Can you locate the Philippines in the Globe or map?
4. Where exactly can we be found?
Activity 1: Unlocking of difficulties
LOCATE AND PASTE ME. Students will locate the meaning and paste it to its corresponding word.
Latitude Longitude Equator
Prime Meridian Hemisphere
Pagadian City Division Science Teachers Association
INTERDISCIPLINARY CONTEXTUALIZATION (ICon) and INQUIRY-BASED LESSON PLAN IN SCIENCE
The distance north or south of the equator
It is an imaginary line around the middle of the
Earth and divides the planet into Northern and
Southern Hemisphere
A half of the Earth, usually as divided into northern
and southern halves by the equator, or into western
and eastern halves by an imaginary line passing
through the poles
The distance measured in degrees east or west
from an imaginary line that goes from the North
Pole to the South Pole
A meridian in a geographic coordinate system at
which longitude is defined to be 0 0
EXPLORE (15 minutes): Discussing new concepts and practicing new skills
ACTIVITY PROPER: EXPLORING THE WORLD
Divide the class into five groups. Students will perform a modified Activity 1: Where in the World is the
Philippines? (Part I) in the form of game.
Game: Where in the World is the Philippines? (Part 1) Mechanics: There are two levels in this game.
Level 1: The students will be tasked to identify the different imaginary lines in the globe. The teacher will
read the hint and call on a group to answer. The first group to answer correctly will be given a point.
Level 2: The teacher will call out a pair of latitude and longitude, and the groups will look for the nearest
city or country. After that, do the opposite, calling out the name of a city or country and the groups will race
to find the latitude and longitude of that city or country.
Note: Use a map instead on globe in this level. Approximate latitude and longitude are acceptable answers
and countries instead of cities will also be accepted as answers.
Group 1. Instructions: Draw a globe showing the latitude and longitude lines. Provide a short description of
latitude and longitude.
Description
Latitude
Longitude
Pagadian City Division Science Teachers Association
INTERDISCIPLINARY CONTEXTUALIZATION (ICon) and INQUIRY-BASED LESSON PLAN IN SCIENCE
Group 2. Instructions: Draw a globe and identify the equator, Tropic of Cancer, Tropic of Capricorn, Arctic
Circle and Antarctic Circle. Provide a short a description.
Description
Equator
Tropic of Cancer
Tropic of Capricorn
Arctic Circle
Antarctic Circle
Group 3 – Instruction: Use the Venn Diagram to differentiate the latitude from longitude.
Group 4. Instruction: Identify the city nearest to the following rounded latitudes and longitudes.
Pagadian City Division Science Teachers Association
INTERDISCIPLINARY CONTEXTUALIZATION (ICon) and INQUIRY-BASED LESSON PLAN IN SCIENCE
Latitude Longitude Nearest City
410 N 740 W
560 N 380 E
Group 5. Instruction: To the nearest whole degree, estimate the latitude and longitude of the following
cities.
Nearest City Latitude Longitude
Tokyo
Manila
EXPLAIN (15 minutes): Interactive Discussion and Presentation
Presentation of group output
ACTIVITY RUBRICS
Criteria Very Satisfactory Satisfactory Good
5 4 3
Content/Accuracy All answers/ideas 1-3 answers/ideas 4-5 answers/ideas
presented are correct. presented are not presented are not
correct. correct.
Presentation Presenter/s presented Presenter/s presented Presenter/s presented
the given group activity the given group activity the given group
well. fairly. activity poorly..
Teamwork All members of the group 1-3 members of the 4-5 members of the
cooperated well. group did not group did not
cooperate. cooperate.
Time Bounded The group finished the The group finished the The group did not
activity on time. activity late. finish the activity.
ELABORATE (10 minutes): Making Generalization about the Lesson
Using the Philippine map, determine the latitude and longitude of Pagadian City
Pagadian City Division Science Teachers Association
INTERDISCIPLINARY CONTEXTUALIZATION (ICon) and INQUIRY-BASED LESSON PLAN IN SCIENCE
https://www.mapsofworld.com/lat_long/philippines-lat-long.html
Guide Question:
1. What would happen if there are no latitude and longitude on the globe or map?
2. Why is it important to know the difference between latitude and longitude?
EVALUATE (5 minutes): Checking Students’ Understanding
Test I. Multiple Choice: Choose the letter of the best answer.
1. To locate exact places on Earth, one must look at
a. the lines of latitude only.
b. the lines of longitude only.
c. a neighboring area to describe the location.
d. the intersecting lines of latitude and longitude
2. When measuring the lines of latitude, always begin with the __________, which represents 0 degrees.
a. prime meridian b. equator c. longitude d. north pole
3. It is a spherical tool used to locate places of the Earth with lines of latitude and longitude in it
a. globe b. compass c. map d. none of these
4. What city is located at 140 N, 1210 E?
a. Manila b. Tokyo c. Italy d. Singapore
5. Which of the following is the location of New York?
a. 360 N, 1400 E b. 10 N, 1040 E c. 410 N, 740W d. 120 S, 770 W
EXTEND (Assignment): Enrichment
Make a list of the different land masses and bodies of water that can be found in the Philippines
a) 5 land masses
b) 5 bodies of water
REMARKS
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?
Pagadian City Division Science Teachers Association
INTERDISCIPLINARY CONTEXTUALIZATION (ICon) and INQUIRY-BASED LESSON PLAN IN SCIENCE
Why did these works?
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?
References:
G7 Science Learner’s Module. (2013). First Edition. Department of Education, Pasig City,
Philippines.
G7 Science Teacher’s Guide. (2013). First Edition. Department of Education, Pasig City,
Philippines.
https://www.123rf.com/photo_104032428_compass-sign-or-symbol-with-written-n-s-e-w-north-south-east-and-west-
direction-on-it-.html
https://justglobes.uk/desk-globes/globemaster-blue-globe.html
https://www.istockphoto.com/photos/world-map-continents
https://www.mapsofworld.com/lat_long/philippines-lat-long.html
Prepared by: Checked:
CYDELLE A. LEGASPI AMY S. JUMAWAN
Science Teacher Master Teacher
Noted:
WARLINA M. BAYA
Head Teacher
Pagadian City Division Science Teachers Association
INTERDISCIPLINARY CONTEXTUALIZATION (ICon) and INQUIRY-BASED LESSON PLAN IN SCIENCE
Pagadian City Division Science Teachers Association
