School: Grade Level: FIVE
Teacher: File Created by DepEd Click Learning Area: SCIENCE
Teaching Dates and Time: Quarter: FOURTH
I.OBJECTIVES 1. Identify and describe different weather disturbances
2. Demostrate the movement of a cyclone through a simple experiment.
2. Enumerate importance of having precautionary measures in times of
weather disturbances.
A. CONTENT STANDARD The learners show understanding on weather disturbances and their effects
on the environment.
B. PERFORMANCE The learners are able to demonstrate the movement of a cyclone via simple
STANDARD experiment.
C.LEARNING Characterize weather disturbances in the Philippines and describe their
COMPETENCIES effects to daily life.
II. CONTENT Weather Disturbances
III. LEARNING RESOURCES
A. References Grade 5 MELCs in Science
1. Teacher’s Guide Page
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resources
B. Other Learning PowerPoint Presentation, Individual Emergency Kit
Resources
C. Value Focus Weather awareness, care for others
III. PROCEDURES
A. Reviewing previous The teacher instructs learners to identify the causes of soil erosion in the
lesson following situations.
_______________1. The soil from the hill eroded to the rice fields due to
flashfloods.
_______________2. Miners dig the mountain to look for precious stones
and
other wealth deposited on it.
_______________3. During the sand storm in the desert, the sand dunes
change its formation.
_______________4. Dogs usually dig the soil using their front legs when
they
smell something buried under.
_______________5. Energy that pulls everything down including the soil in
higher places.
B. Establishing a
purpose for the
lesson The class will sing the song “Science Time” to set the mood.
Music The teacher delivers the objectives of the lesson for the day.
C. Presenting The teacher shows a short video clip of a typhoon.
Examples/ Instances
of New lesson
Learners will be asked to answer the following questions:
1. What have you observed in the video clip?
2. Have you experienced a typhoon before?
3. How did it make you feel?
4. Was your family prepared before the typhoon came?
5. What do you think is/are the cause/s of a typhoon?
The teacher introduces the idea of weather disturbance.
D. Discussing new The teacher will discuss the following key topics in weather disturbances:
concepts
Low Pressure Area (LPA) is an area where the air pressure is low at the
center compared to the area around it.
High Pressure Area (HPA) is an area where the air pressure is high at
center compared to the area around it.
Typhoon is a tropical cyclone originating from tropical oceans.
(A video clip will be presented to show the formation of a tropical cyclone for
better understanding)
Four classification of Tropical Cyclone:
1. Tropical Depression- a tropical cyclone where a maximum wind blows
near the center does not exceed to 64 kilometer per hour.
2. Tropical Storm- a tropical cyclone where a maximum wind blows near
the center has a speed of 65-118 kilometer per hour.
3. Typhoon- a tropical cyclone where a maximum wind blows near the
center has a speed of 119-200 kilometers per hour.
4. Super Typhoon- a tropical cyclone where a maximum wind blows near
the center has a speed of greater than 200 kilometers per hour.
Monsoon is a seasonal change in the direction of the prevailing or strongest
winds of a region.
Two Kinds of Monsoon in the Philippines :
1. Southwest Monsoon (Habagat)
The air that is coming from equatorial ocean is a warm air and its tendency
is to rise.
2. Northeast Monsoon (Amihan)
The air that is coming from the north part of the globe is cold air.
(A video clip will be presented to show the formation of a tropical cyclone for
better understanding)
NOTE: Each key topic shall be presented with an image or a video clip
for better conceptualization and understanding.
E. Finding Practical The teacher facilitates a SIMPLE EXPERIMENT demonstrating the
applications of movement of a cyclone.
concepts and skills
Materials Needed:
1. 2 empty plastic bottles (1.5 liters)
2. 1 liter of water
3. duct tape, electric tape
4. food color (optional)
Experiment Procedures:
1. Fill in the 1 plastic bottle with 1.2 liter of water, leave the other plastic
bottle empty.
2. Add the food color into the water (optional).
3. Connect the finish or the mouth of both bottles with the duct or electric
tape.
4. Flip the bottles upside down (bottle filled with water on top) and
immediately swirl it as fast as you can.
5. Witness the water as it forms like a mini cyclone as it goes down to the
other bottle.
(Teacher shows a video recording of himself doing the experiement for the
learners to imitate)
Observations:
1. What happened in your experiment?
2. What does a cyclone look like? How does it move?
3. What have you observed in the middle of the cyclone?
F. Valuing Read and understand each situation carefully. Choose the letter of your
answer.
What will you do in order to be updated with the weather bulletin
updates especially in times of typhoon?
A. stay at home
B. stay outdoor and play
C. watch the news updates
D. chat your friends and classmates
Philippines is prone to typhoon due its location. What attitude should
Filipino people possess in order to survive in every storm they will
face?
A. Filipinos must be resilient
B. Filipinos should be dependent on the government.
C. Filipinos should point to one another whose fault it is.
D. Filipinos should migrate to countries that are not vulnerable to typhoon.
How are you going to protect your family from potential harm when a
typhoon is about to hit your place?
A. Attend party with your neighbors.
B. Go outside and look for a friend to hang with.
C. Charge your phone so could play when electricity is out.
D. Do the precautionary measures before, during and after the typhoon and
do not forget to pray to ask God for protection and guidance.
G. Developing Mastery Match the words in Column A with their meanings in Column B.
(Leads to formative
Assessment) Column A Column B
_____1. The maximum wind blows near a. tropical cyclone
the center is greater than 200 kilometer b. typhoon
per hour. c. tropical depression
_____2. This is a typhoon that originates d. tropical storm
n tropical oceans of Asia particularly e. super typhoon
in the Philippines. f. monsoon
_____3. The maximum wind blows near
he center has a speed of 119 up to 200
kilometer per hour.
_____4. The maximum wind blows near
he center has a speed of 65 up to 118
kilometer per hour.
_____5. The maximum wind blows near
he center does not exceed to 64 kilometer
per hour.
H. Making generalizations Complete the chart below with the details needed to form the concept of our
and abstractions about the lesson.
lesson
V. Evaluating Learning Identify the word that is being described in each item. Look for the answers
inside the box and write your answer on the blank.
_______________1. It is a seasonal change of prevailing wind direction
that brings different kind of weather.
_______________2. The center of the typhoon that is usually calm
compared to its surrounding environment.
______________3. Usually formed in higher level of atmosphere where
the wind blows toward the center and rises resulting to rapid evaporation
of water that brings a bad weather.
_______________4. The maximum wind blows near the center is greater
than 200 kilometer per hour.
_______________5. A pulse of energy moving through the atmosphere that
could bring natural disaster.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored
below 80%
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?
Prepared by:
________________________________
Teacher I
Checked by:
________________________________
Master Teacher I
Noted:
________________________________
School Head
