Skip to document

Science 5 LP Weather - Lesson plan

Lesson plan
Course

Lesson plan

33 Documents
Students shared 33 documents in this course
Academic year: 2020/2021
Uploaded by:
Anonymous Student
This document has been uploaded by a student, just like you, who decided to remain anonymous.
Southern Masbate Roosevelt College

Comments

Please sign in or register to post comments.

Preview text

SCIENCE 5

LESSON 3

Quarter – 4 Day- Modified DLP for Classroom Observation MELC based lesson: (S5FE-IVd-f-6) Ratee: CLINT A. COS Rater:

I. OBJECTIVES

A. Content Standards Identify the different weather disturbances in the Philippines. B. Performance Standards Describe the effects of typhoon, to living things and the environment. C. Learning Competencies or Objectives

Characterize weather disturbances in the Philippines and describe their effects to the daily life. (S5FE-IVd-f-6) II. CONTENT WEATHER DISTURBANCES IN THE PHILIPPINES AND THEIR EFFECTS TO DAILY LIFE

Integration: Edukasyon sa Pagpapakatao: Nakapagninilay ng katotohanan mula sa mga balitang napakinggan. EsP4PKP-Ie-g-

ARALING PANLIPUNAN : Nailalarawan ang klima ng Pilipinas bilang isang bansang tropical ayon sa lokasyon nito sa mundo. (Mga salik na may kinalaman sa panahon) AP5PLP-lb-c-

Value focus: Resilience III. LEARNING RESOURCES A. References Science & AP Textbooks

  1. Teacher’s Guide pages
  2. Learners Materials pages
  3. Textbook pages Science LM pp. 174-179, AP LM pp. 26-
  4. Additional materials from Learning Resource (LR) Portal B. Other Learning Resources

Google and Youtube available materials.

IV. PROCEDURE

A. Engage Greet the pupils, Start with: Okay pupils now will be discovering new Science knowledge. But before we start, let’s have a review first. Last time we discuss about soil erosion and agents of soil erosion.

Pairing Activity: Using strip of papers and pictures. Pupils will find the picture that shows the effect of a particular agent of soil erosion.

Give the strip of papers and pictures to pupils and let them find their pair

Agents of soil erosion: 1. Water 2. Wind 3. Animals 4. Humans

Compliment the pupils for their good work and let them recite the Agents of soil erosion.

Motivation: For our today’s lesson I will be showing pictures and you will tell me what they are about.  Show pictures of PAGASA

Ask: What Government Agency is in this picture? What services does they provide us?

 Show picture of Kuya Kim Atienza and Mang Nathaniel Cruz

Ask: Can you name them? Who are they? Explain to pupils the job of a meteorologist. On what portion of TV show does they appear?  Yes, they are now in 24 oras. News program of GMA.  Do you believe in every news on TV and internet? Why?  How do you differentiate a credible news from fake news?  What are sources of credible and truthful news?  We are now in a digital era. Era of information, everything is just a click away. But before we believe on what we hear or read. We must be hypercritical. We should analyze and verify every news, and we should only listen to reliable and credible news outlet.

 Show pictures of different weather condition

Southwest Monsoon locally known for Hanging Habagat  The summer monsoon is associated with heavy rainfall. It usually happens between April and September. As winter ends, warm, moist air from the southwest Indian Ocean blows toward countries like India, Sri Lanka, Bangladesh, Myanmar, and Philippines. The summer monsoon brings a humid climate and torrential rainfall to these areas.

Inter tropical Convergence Zoon (ITCZ)  The Intertropical Convergence Zone (ITCZ), the imaginary line where winds from the Northern and Southern hemispheres meet, brings cloudy skies with scattered rain showers and thunderstorms in Palawan, Visayas and Mindanao.

Abrupt change of air pressureAir pressure - The air around you has weight, and it presses against everything it touches. That pressure is called atmospheric pressure, or air pressure  Convection - When warm, moist air near the surface rises to be above the heavier cool, dry air this is a form of heat transfer or convection. The rising motion typically cools the air. As the air cools, it reaches the dewpoint and all of the moisture in the air condenses– forming clouds.  Low pressure area (LPA)  Low-pressure areas are places where the atmosphere is relatively thin. Winds blow inward toward these areas. This causes air to rise, producing clouds and condensation. Low- pressure areas tend to be well-organized storms.  High pressure area (HPA)  A high-pressure system. High-pressure systems, on the other hand, have more air pressure than their surroundings. That means they are constantly pushing air away from them into the areas that have lower pressure. They are often associated with clear blue skies.

Tropical Cyclone - Tropical cyclones, also known as typhoons or hurricanes, are among the most destructive weather phenomena.

Classification of Tropical Cyclone:Tropical Depression  an atmospheric low-pressure system originating in the tropics, specifically, a tropical cyclone in which the maximum sustained wind speed is 38 miles per hour (62 kilometers per hour) or less  Tropical Storm  a tropical cyclone with strong winds of over 39 miles ( kilometers) per hour but less than hurricane intensity

Typhoon  It is an intense tropical cyclone with maximum wind speed of 118 t0 220 kph. Most of the time, a typhoon is accompanied with heavy rains and strong winds.

-Now that we discussed the different weather disturbances and the cause.

 Can you name the weather disturbances and the changes it affects to the weather?  Can a weather disturbance, destroy property and environment? Why? Effects of weather disturbances  It can damage property and hurt people  Strong winds can destroy power lines and communication lines  Road and bridges may damage due to heavy rainfall and flooding  Destroy our means of livelihood  Heavy rains and strong winds can uproot tress, vegetation and crops that provides us food. Ask:  Is there a way to reduce or avoid these effects of weather disturbances?  What should we do when we hear the news of upcoming Typhoon? Let the pupils come up with the plan on what to do Before, During and After the Typhoon. Emphasize that the risk and damages of this weather disturbances may reduce with careful planning and preparation. Emphasize the importance of being resilient in any disaster they may encounter. D. Elaborate Group Activity. Remind the pupils to observe the health and protocols and to always wear their facemask while doing the activity.

Divide the class into two groups.

Read aloud the rubrics

Remind them of the Norms to be observe during the activity.

Group 1. Fill the blanks with at least 3 different weather disturbances

Weather Disturbances Change/s Result of the Changes

Group 2 Typhoon Contingency plan. What to do when there is a Typhoon. List at least 3 plans to do in every event when there is a Typhoon.

Before the Typhoon During the Typhoon After the Typhoon

Every group will choose a leader to share and discuss their work.

Help the pupils in realizing their work and discuss further if needed.

Rubrics Points Criteria

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?

Prepared by:

CLINT A. COS Teacher - I

Was this document helpful?

Science 5 LP Weather - Lesson plan

Course: Lesson plan

33 Documents
Students shared 33 documents in this course
Was this document helpful?
SCIENCE 5
LESSON 3
Quarter – 4
Day-1
Modified DLP for Classroom Observation
MELC based lesson: (S5FE-IVd-f-6)
Ratee: CLINT A. COS
Rater:
I. OBJECTIVES
A. Content Standards Identify the different weather disturbances in the Philippines.
B. Performance Standards Describe the effects of typhoon, to living things and the environment.
C. Learning Competencies or
Objectives
Characterize weather disturbances in the Philippines and describe their
effects to the daily life. (S5FE-IVd-f-6)
II. CONTENT WEATHER DISTURBANCES IN THE PHILIPPINES AND THEIR
EFFECTS TO DAILY LIFE
Integration:
Edukasyon sa Pagpapakatao: Nakapagninilay ng katotohanan mula sa
mga balitang napakinggan.
EsP4PKP-Ie-g-25
ARALING PANLIPUNAN: Nailalarawan ang klima ng Pilipinas bilang
isang bansang tropical ayon sa lokasyon nito sa mundo.
(Mga salik na may kinalaman sa panahon)
AP5PLP-lb-c-2
Value focus: Resilience
III. LEARNING RESOURCES
A. References Science & AP Textbooks
1. Teacher’s Guide pages
2. Learners Materials pages
3. Textbook pages Science LM pp. 174-179, AP LM pp. 26-30
4. Additional materials from
Learning Resource (LR)
Portal
B. Other Learning
Resources
Google and Youtube available materials.
IV. PROCEDURE
A. Engage Greet the pupils, Start with:
Okay pupils now will be discovering new Science knowledge.
But before we start, let’s have a review first. Last time we discuss about
soil erosion and agents of soil erosion.
Pairing Activity:
Using strip of papers and pictures. Pupils will find the picture that shows
the effect of a particular agent of soil erosion.
Give the strip of papers and pictures to pupils and let them find their pair
Agents of soil erosion:
1. Water
2. Wind
3. Animals
4. Humans