1) The document outlines a daily lesson plan for a 4th quarter science class on weather disturbances and their effects.
2) On various days, students will observe pictures and videos showing weather conditions before, during, and after a typhoon. They will complete learning activities in their groups exploring these conditions.
3) The teacher will lead discussions on concepts like the changes in weather and environment that occur, and safety precautions to take before, during, and after typhoons. Students will present their findings to the class.
1) The document outlines a daily lesson plan for a 4th quarter science class on weather disturbances and their effects.
2) On various days, students will observe pictures and videos showing weather conditions before, during, and after a typhoon. They will complete learning activities in their groups exploring these conditions.
3) The teacher will lead discussions on concepts like the changes in weather and environment that occur, and safety precautions to take before, during, and after typhoons. Students will present their findings to the class.
1) The document outlines a daily lesson plan for a 4th quarter science class on weather disturbances and their effects.
2) On various days, students will observe pictures and videos showing weather conditions before, during, and after a typhoon. They will complete learning activities in their groups exploring these conditions.
3) The teacher will lead discussions on concepts like the changes in weather and environment that occur, and safety precautions to take before, during, and after typhoons. Students will present their findings to the class.
1) The document outlines a daily lesson plan for a 4th quarter science class on weather disturbances and their effects.
2) On various days, students will observe pictures and videos showing weather conditions before, during, and after a typhoon. They will complete learning activities in their groups exploring these conditions.
3) The teacher will lead discussions on concepts like the changes in weather and environment that occur, and safety precautions to take before, during, and after typhoons. Students will present their findings to the class.
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GRADES 1 to 12 School: Grade Level: V
DAILY LESSON LOG Teacher: Learning Area: SCIENCE
Teaching Dates and Time: Quarter: 4TH QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Content Standards weather disturbances and their
effects on the environment.
B. Performance Standards prepares individual emergency
kit. C. Learning 1. Observe the changes in the weather before, during and after a typhoon. Competencies/Objectives 2. Practice precautionary measures before, during, and after a typhoon. Write the LC code for each 3. Show concern to everyone especially in times when weather disturbances occur S5FE-IVd-4/Page 34of 66 II. CONTENT Weather Disturbances 2.1 Types of weather disturbances: 2.2 Effects of weather disturbances on living things and the environment. III. LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Material pages 3. Textbook pages Science and Health 5 by Natividad Alegre del Prado VICARISH PUBLICATIONS Science and Health 5 by Carmelita Coronel et. Al. SD Publications Inc. 4. Additional Materials Google.com,/images from Learning Resource YouTube (LR) portal B. Other Learning Resources Metacards, sandtable, strips of paper, pictures IV. PROCEDURES A. Reviewing previous Day 1 Day 3 Day 4 Day 5 lesson or presenting 1.Review A.Engagement A.Engagement A.Engagement the new lesson Provide each row with words Review / Motivation 1.Why is it important to know 1.What should be done before written on metacards. Presentation of simple the weather condition when a typhoon? Task: Select the metacards assigned pantomime of the planning daily activities? 2.How can we ensure safety where effects of soil erosion are conditions before, during, and 2.Sharing of experiences during a typhoon? written and post them on the after a typhoon. encountered during previous 3.Should we stay calm and space provided for your group typhoons. relax right after a typhoon? on the board. B. Establishing a purpose for 2.Motivation the lesson Present pictures showing before, during and after a typhoon. Let pupils observe and later infer then tell something about the picture. C. Presenting B.Exploration B.Exploration B.Exploration B.Exploration examples/instances of the 1.Divide the class into three 1. Ask the pupils to stay 1.Video showing on the weather 1.Group learners into 3. Tell new lesson groups. with their groupings the previous conditions before, during and them they will do a role 2.Introduce the activities. Let day. after the typhoon. playing activity. them follow the directions very Tell them to work on Refer to LM Activity ___. 2. Let them do LM well. Lesson___LM Activity__ Activity ____. What are the safety precautions? Before During After a typhoon? Answer the guide questions. 2.Guide the pupils in doing the activity. D. Discussing new concepts Group 1 Day 2 C.Explanation C.Explanation C.Explanation and practicing new skills Lesson ___: LM Activity 1. What C.Explanation 1.Call a representative from each 1.Discussion on what the Discussion on the #1 are the changes in the weather 1.Ask a representative of each group to group to report on their outputs. learners have watched on the presentations done by the before a typhoon? share their answers and results of the 2.Give additional informations video presentation. learners. Group 2 different activities. 2.Let them conclude based on Lesson____: LM Activity 2. What 2.Ask: How do you feel about the what they have seen are the changes in the weather activity? during a typhoon? Activity 1 Group 3 1.How will you describe the weather in Lesson ____: LM Activity 3. the illustration? What are the changes in the 2.With its set up, what do you think is weather after a typhoon? about to happen or occur? 3. Let each group answer Activity 2 all the questions in their 1.What is the condition of the assigned activity. environment? 4. Guide the pupils as 2.What can you say about the they perform the activity. weather? Describe it. Observe maximum participation 3.How do people react with the of the group members. weather condition? Activity 3 1.Describe the weather condition as compared to that of group 1 and 2? 2.What are the people doing? 3.What conclusion can you make based on the picture E. Discussing new concepts Teacher will discuss the weather D.Elaboration / Extension D.Elaboration D.Extension and practicing new skills conditions before, during and after a Why is it important to know 1.Instruct learners to share their Discuss further about weather #2 typhoon based on the the weather before planning experiences and ideas gained in changes and safety learners report and give further different activities? watching the video presentation. precautions before, during and explanation Discuss further about 2.Guide the pupils as they do the after a typhoon. this information. sharing. Refer to Science and Health 5 People need to know p. 237 about the weather to be able to do their daily activities. Everyone’s activities depend upon the kind of weather for the day. During storms or typhoons, especially when typhoon signals are announced, school children are advised not to go to school and just stay home because streets may be flooded and objects blown by the wind are dangerous. When you and your friends plan for a picnic for the following day, you wish to know if the weather would be fair. If you plan some sports activities such as outdoor games, you need to know whether it will rain or not. You want to be sure if you could play in the baseball field or open basketball court. When you are about to leave the house, you want to know whether you will take an umbrella or leave it at home. You also want to know what kind of clothes to wear. Farmers plan their planting activities according to the weather. They listen to weather forecasts to know if there would be just enough rains when they plant their crops. And they should have harvested their crops before the heavy rain come. Transportation services also depend on the weather for operations. Only few buses and jeepneys ply the streets during typhoons because they do not want to be stranded in the flood. Pilots and ship captains have to know the weather so that they can be warned of coming storms, strong winds, thick clouds, and fogs that can be dangerous to travel.
F. Developing mastery Using a sandtable, ask pupils to do LM
(Leads to Formative Activity 4. Assessment 3) G. Finding practical applications of concepts and skills in daily living H. Making generalizations and abstractions about the lesson I. Evaluating learning Evaluation E.Evaluation E.Evaluation E.Evaluation As observed, list down Oral- State what precautionary Write a short paragraph about Oral – What safety precautions the weather changes in the following measure should you take during the video presentation you have should be practiced: conditions the following situations: watched. Group I – Before a typhoon Before a Typhoon During a 1.Clouds are dark, wind starts to Group 2 – During a typhoon Typhoon After a Typhoon blow. Group3 – After a typhoon 2.Wind blows so hard, roofs and trees were broken. 3.Soil erosions and fallen rocks were on the streets. 4.Streets are flooded. Electric wires laid on the streets. 5.News forecast revealed strong typhoon is expected within 24 hours. J. Additional activities for application or remediation 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?