C.O.-S.Y.-2022-2023-Science-2nd (1)

GAD-based iC CEBU
Lesson Exemplar
Grade Level: V Learning Area: Science

Time Allotment: 50 mins.
Learning Area/s Integrated: Englsih. ESP
Integration Approach Used: (Please tick.)
Multidisciplinary Interdisciplinary
/
Transdisciplinary
I. 21st Century Skills to be developed (Please tick.)

Communication Learning and Innovation Problem
Solving
Critical Thinking Information Media and Technology Life and
Career
II. Focused Learning Competencies (LC) (Use Curriculum Guide)
S5ES-IV-e-5 Describe the effects of weather disturbances in the community
III. Focused GAD principle/s to be integrated

Promote the concept that all gender are equal in receiving donations.
IV. Intended Learning Outcomes
Knowledge Identify the effects of weather disturbances in the community.
Skills Describe the effects of weather disturbances in the community.
Attitude Share experiences during typhoon with confidence
Values Manifest love and kindness to the victims of different weather

disturbances
V. Weather Disturbances in the Philippines and their

Learning Effects to Daily Life
Content/s
Weather disturbances like typhoon, storm surge, hurricane, tsunami

Concept and others caused harmful and damaging effect to human life, live
stocks and properties. Some of these effects are landslide, floods,
destruction of crops and live stocks, disruption of electrical and
communication services, occurrence of outbreak diseases and etc.
PAGE \* MERGEFORMAT 6 | Page

Reference/s Most Essentail Learning Competencies (MELC),
Reference/s Science beyond borders by Evelyn T. Sarte et. al pp. 186-189
Exploring and Protecting Our World, by Carmelita C. Coronel
et.al
pp. 284-292
DRRE State the precautionary measures during calamities
IMs task cards, cartolina, strips of words, pictures of the different

weather disturbanes and its the effects.
VI. Learning Experiences (4 A’s)

1. Activity A. REVIEW
(10
mins.) The teacher will ask:
1. What are the different weather disturbances in

our community? Let the learners see the
pictures and identify what weather
disturbances are presented.
Possible answers: 1. Tropical Cyclone

2. Thunderstorm
3. Tornado
,

B. Motivation
The teacher will mount six pictures on the

board. The
learners will be asked to remove the three
pictures
which are not related to the previous topic
about weather
disturbances.
The teacher will ask:

Ask:
What do you think the pictures that are left have in common?
Possible answer: They are damaged brought by weather
disturbances
Are weather disturbances brings a positive or negative effect to our

community? Why?
Possible answer: It brings negative effects because it destroys
living things and non-living things
Yes, It brings damages to our community so there are many possible

effects to these weather disturbances. Can you give some of the possible
Causes to the pictures above?
(English Integration – (Cause and Effect Relationship)

Possible answer: Illegal logging, Improper waste disposal
Since, there are many possible causes and negative effects of these
weather disturbances how can we prevent these to lessen the impact or
effect to living things and non-living things?
Possible answers: Joining tree planting and any eco sustainable

programs.
What are the precautionary measures we have to follow when

there is a calamity?(DRRE)
Possible answers:. Just do the right thing to do, before, during or
after a calamity. For Ex. Typhone, Before the typhoon, Prepare
emergency kits and keep enough food supply. Durng the typhoon,
stay calm and stay indoors. After the typhoon, check the damaged
parts of your house and help victims of calamities by giving
donations or being a volunteer in relief operations.
In helping the victims of calamities, do we choose whom we help

for? Possible answers: No, we should help all regardless of their
gender, religion, ethnicity etc..
The teacher will tell: So, always remember that we are all at risk by these
calamities/weather disturbances so in case this will happen, we should
show our love and kindness especially to the victims. (ESP integration)
2. Analysis The teacher will ask:

(10
mins.) What do typhoons and weather disturbances bring to living things and
non-living things?
Possible answer: Harmful effect
What will happen to our crops and plants if they will be affected by
the weather disturbances?
Possible answer: Destroyed
What about the electrical and communication services?

Possible answer: Disrupted
What will happen to rivers and dams when there’s a heavy rainfall?
Possible answer: Flash floods, overflowing, run-off
3.
Abstractio The teacher will ask
n What are the effect of typhoon & other weather disturbances to our
(8 mins.) environment?
Possible answers
Trees, plants & food crops maybe destroyed

Electrical and other communication services maybe disrupted.
Flashfloods, overflowing of rivers &dams ,& run-off of water caused by

heavy rainfall`
Landslides and mudflows in mountainous areas are caused by continuous

heavy rains.
Polluted water and air
Occurrence of outbreak diseases
Damages of properties(like houses/ buildings, crops and live stocks).
Cancellation of air and water travel..
The teacher will explain further about the effects of typhoon &
other weather disturbances to our environment
4.
Applicatio The pupils will be grouped according to their multiple intelligences. Let
n them analyze and do the task given to them found in the activity card.
Note: The teacher will remind the rules when doing group activity.
(15mins.)
GROUP 1 – Bodily kinesthetic
Task: Present a short drama about the effects of weather disturbances.
GROUP 2 – Spatial
Task: Draw the effects of the weather disturbances and share in front of
the class by describing its effects.
GROUP 3 – intrapersonal and

linguistic
Task: . List down some damages brought by the typhoon to living things and non-living
things

5.
Evaluation
(5 mins.) Directions: Identify the effects of the different weather disturbances in the
community . Choose your answer from the box and write the letter of the correct
answer.
A. landslide
B. occurrence of outbreak diseases
C. flash floods and overflowing rivers and run-off dams
D. damages of properties, livestock and crops
E. disruption of electrical and communication services
F.
__________ 1. .heavy rainfall
__________ 2. continuous heavy rain
__________ 3.`strong wind
__________ 4. storm surge
_________ 5.polluted air and water
VII.
Assignme Research on the strongest typhoons that hit in our country and
nt write the effects it had made to our community. Write it in a short
(to be bondpaper.
done after
class as
an
assignmen
t)
(2 mins.)
Teacher’s Reflection (Refer to DepEd Order No. 42, s. 2016)
A. No. of learners who earned 70% in the evaluation.____________

B. No. of learners who need remediation: _______________________
C. What intervention the teacher give to those learners who need
remediation:
_____________________________________________________________________
___________
_____________________________________________________________________
___________
Prepared by:
JOHN REY G. APAS

Teacher
Observed by: Approved by:
LORNA B. CAÑETE ASTERIA S.

NOVAL
Master Teacher I School Principal

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GAD-based iC CEBU

Grade Level: V Learning Area: Science

I. 21st Century Skills to be developed (Please tick.)

III. Focused GAD principle/s to be integrated

Knowledge Identify the effects of weather disturbances in the community.

Skills Describe the effects of weather disturbances in the community.

Attitude Share experiences during typhoon with confidence

Values Manifest love and kindness to the victims of different weather

V. Weather Disturbances in the Philippines and their

Weather disturbances like typhoon, storm surge, hurricane, tsunami

PAGE \* MERGEFORMAT 6 | Page

DRRE State the precautionary measures during calamities

IMs task cards, cartolina, strips of words, pictures of the different

VI. Learning Experiences (4 A’s)

1. What are the different weather disturbances in

Possible answers: 1. Tropical Cyclone

PAGE \* MERGEFORMAT 6 | Page

The teacher will mount six pictures on the

The teacher will ask:

Are weather disturbances brings a positive or negative effect to our

Yes, It brings damages to our community so there are many possible

PAGE \* MERGEFORMAT 6 | Page

Possible answers: Joining tree planting and any eco sustainable

What are the precautionary measures we have to follow when

In helping the victims of calamities, do we choose whom we help

2. Analysis The teacher will ask:

What about the electrical and communication services?

Trees, plants & food crops maybe destroyed

PAGE \* MERGEFORMAT 6 | Page

Flashfloods, overflowing of rivers &dams ,& run-off of water caused by

Landslides and mudflows in mountainous areas are caused by continuous

Polluted water and air

Occurrence of outbreak diseases

Damages of properties(like houses/ buildings, crops and live stocks).

Cancellation of air and water travel..

GROUP 1 – Bodily kinesthetic

Task: Present a short drama about the effects of weather disturbances.

GROUP 3 – intrapersonal and

PAGE \* MERGEFORMAT 6 | Page

A. No. of learners who earned 70% in the evaluation.____________

JOHN REY G. APAS

PAGE \* MERGEFORMAT 6 | Page

Observed by: Approved by:

LORNA B. CAÑETE ASTERIA S.

PAGE \* MERGEFORMAT 6 | Page

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