Detailed Lesson Plan in Grade 5 Science
Detailed Lesson Plan in Grade 5 Science
Detailed Lesson Plan in Grade 5 Science
I. LESSON OBJECTIVES:
At the end of the lesson, the pupils should be able to:
a. describe the effects of the winds, given a certain storm warning signal.
b. appreciate the importance of heeding or listening to weather news.
c. act on a role playing on preparing ourselves for the incoming typhoon.
II. SUBJECT MATTER: “DESCRIBING THE EFFECTS OF THE WINDS, GIVEN A CERTAIN STORM WARNING SIGNAL”
REFERENCES: SCIENCE 5 LM
Author:
Pages:
“Good morning class!” Pupils: “Good morning Miss Derraco! Good morning
classmates!”
B. Review:
“What are the effects of typhoon, Jhon?” Jhon: Typhoon can destroy buildings and houses.
Typhoons can also affect the natural environment,
and cause harm to trees and other vegetation,
including crops that communities may rely on for
sustenance or trade, or both.)
“Very Good!”
Unlocking of difficulties
“Correct!”
C. Motivation
“Great!
“So, what are the storm signals, Marlon?” Marlon: “The storm signals are; signal number one,
storm signal number two, storm signal number
three, storm signal number four and storm signal
number five.”
“Very good!
What can you say about the picture, Maricel? Maricel: “I can see some trees were uprooted from
the ground also lots of leaves were scattered. It looks
like the wind during that time was really strong and I
guess the area experienced signal no. 1.”)
“Great job!
What have you seen in the picture, Christopher? Christopher: “There are banana tress uprooted from
the ground ma’am. I think it’s in signal 2.”)
“Correct!
Now MJ, how will you describe this photo? MJ: “Based on the picture, there is a huge damage of
properties that even concrete houses fell down. I
guess it’s signal no. 4.”)
“Very good!
How will you describe the last picture, Jay Mark? Jay Mark: “The place looks very devastated. There are
no houses seen on the picture and all of the trees are
uprooted. I guess it’s in signal number five, ma’am.”
“Correct!
D. Presentation
Great idea!
“Why do we have storm signals, Rey?” Rey: “Storm signals warns us on how strong the
typhoon that will come in a specific place.”
“Very good!
What would be the impact of the wind, Crystal?” Crystal: “No damage to very light damage.”
“Correct!
What would be the impact of the wind, Ruby?” Ruby: “Light to moderate damage to the exposed
communities, it means Some coconut trees may tilt;
some of them may break, few big trees may be
uprooted, many banana plants may be downed and
old galvanized iron roofing may be peeled off. “
“Very good!
What is the impact of the wind, Steven?” Steven: “Many coconut trees may be broken or
destroyed. Almost all banana plants may be
downed and a large number of trees may be
uprooted. Rice and corn crops may suffer heavy
losses. Majority of light material houses may be
unroofed or destroyed. There may be considerable
damage to structures of light to medium
construction. There may be widespread disruption
of electrical power and communication services.
In general, moderate to heavy damage may be
experienced, particularly in the agricultural and
industrial sectors.”
What is its wind impact, Nice?” Nice: “Coconut plantations may suffer extensive
damage, many large trees may be uprooted,
most residential and institutional buildings of mixed
construction may be severely damaged,
electrical power distribution and communication
services may be severely disrupted and
damage to affected communities can be very
heavy.”
“Great explanation!
“How does the wind impact, Fe?” Fe: “The wind impact is very heavy to widespread
damage. It can make a whole community homeless
because houses even made in stones will be gravely
destroyed.”
“That is correct!”
(Teacher’s additional input)
Signal no. 1 60kph-100kph
Signal no. 2 30kph-60kph
Signal no. 3 185-220kph
Signal no. 4 more than 220kph
Signal no. 5 100-185kph
E. Generalization
“How many storm signals do we have, Val?” Val: “We have five storm signals.”
“Very good.
F. Application
The class will be divided into 2 groups and do the (Pupils will perform by group.)
following activity by group. Each group will be given
5 minutes preparation and 5 minutes presentation GROUP 1: News reporting
of group performance. Good morning televiewers!
You’re watching News Tv!
“Group 1, you are going to perform a news Our news for today is all about the typhoon.
reporting based on our lesson about the storm Tropical Storm Urduja slightly intensified before
warning signals, you’re going to give us information dawn on Friday, December 15, as it moved slowly
about the typhoon and give us warnings if it is off the eastern coast of Samar Island. In a bulletin
signal 1,2,3,4 or 5. issued 5 am on Friday, state weather bureau
PAGASA said Urduja now has maximum winds of 75
“Group 2, you are going to make a scene on kilometers per hour (km/h) from the previous 65
preparing for the incoming typhoon. Show us the km/h and gustiness of up to 90 km/h. Due to
right things to do on how to be prepared. Urduja's extremely slow movement, its expected
landfall has been pushed back to either Saturday
morning or
G. Valuing
“Very good!
IV. Evaluation
In a ½ sheet of paper, write the missing data on the
chart.
STORM LEAD TIME WINDS IMPACTS OF
SIGNAL (HOURS) (kph) THE WIND
NO.
1 36
2 24
3 18
4 12
5 12
V. Assignment