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1. The atmosphere help sustain the life 1. How does the atmosphere help
on Earth by blocking out harmful rays sustain the life on Earth?
from the sun. 2. How does the weather affect the
2. The weather affect the activities of activities of people living in a
people living in a community by delayed community?
effects on health, food production and 3. How can one be protected from
general well-being. changing weather conditions?
3. One can be protected from changing
weather conditions by following the
weather-based safety precautions.
Knowledge Skills
The pupils will know… The pupils will be able to…
Goal: The class will make Explanation: The pupils Group Activity
an improvised rain gauge. will let their teacher to see Individual Activity
the results in their Oral recitation
Role: The pupils will be a investigative report. Individual quiz
scientist. Assignment
Perspective: The pupils Formative Test
Audience: The pupils and will record the
teacher. measurements and fill in
the dates in the chart
Situation: The class will before giving it to the
make a improvise rain teacher.
gauge to measure the
amount of rain that have Empathy: The pupils show
collected. sensitivity to the feelings of
others in expressing their
Product and Standard:
ideas in a clear and tactful
The class will record their
measurements on the manner.
table that given by the
teacher. The output of the Interpretation: Evaluate
pupils will be graded the works of the pupils.
according to the rubrics.
Application: To practice
the safety precautions.
Administrative Routine
Prayer
Greetings
Checking of attendance
EXPLORE (Day 1)
I. Introduction
The atmosphere help sustain the life on The atmosphere help sustain the life on
Earth by blocking out harmful rays from Earth by blocking out harmful rays from
the sun. the sun.
The weather affect the activities of people The weather affect the activities of people
living in a community by delayed effects living in a community by delayed effects
on health, food production and general on health, food production and general
well-being. well-being.
One can be protected from changing One can be protected from changing
weather conditions by following the weather conditions by following the
weather-based safety precautions. weather-based safety precautions.
Say: As we go along with our lessons we Say: As we go along with our lessons we
will be able to answer the following will be able to answer the following
questions. Please read the questions. Please read the
1. How does the atmosphere help 1. How does the atmosphere help
sustain the life on Earth? sustain the life on Earth?
2. How does the weather affect the 2. How does the weather affect the
activities of people living in a activities of people living in a
community? community?
3. How can one be protected from 3. How can one be protected from
changing weather conditions? changing weather conditions?
IV. Objectives
At the end of 50 minutes session the At the end of 40 minutes session the
pupils will be able to: pupils will be able to:
FIRM-UP
Say: What have you observed on the I observed that the video was all about
video that I presented a while ago? the weather.
Say: Very good, what are weather Sunny, windy, rainy, and cloudy.
mentioned on the video?
Say: Anyone, what are the components of Air temperature, atmospheric pressure,
weather? cloudiness, humidity, precipitation, and
wind.
Say: Who among you can define the Atmospheric pressure is the force exerted
atmospheric pressure? by the weight of the atmosphere.
Say: Anyone, who can define humidity? Humidity refers to the amount of water
vapour in the atmosphere.
Say: Lastly, who can define wind? Wind is the movement of air relative to
the surface of the Earth.
Closure
Say: Very good, how about the Air temperature, atmospheric pressure,
components of weather? cloudiness, humidity, precipitation, and
wind.
Assignment
FIRM-UP (Day 2)
Review
Say: What was our lesson yesterday? Our lesson yesterday was about weather
and its components.
Say: Very good. What are the The six components of weather are
components of weather? air temperature, atmospheric pressure,
cloudiness, humidity, precipitation, and
wind.
Procedures
At the end of 50minutes session the At the end of 50minutes session the
pupils will be able to: pupils will be able to:
Define weather chart and map Define weather chart and map
Differentiate weather map and Differentiate weather map and
weather chart weather chart
Know the weather-based safety Know the weather-based safety
precautions. precautions.
Closure
Assignment
DEPEEN (Day 3)
TRANSFER A
Learning Objectives
Learning Objectives
At the end of 50minute class session the
pupils will be able to: At the end of 50minute class session the
pupils will be able to:
Record observations on weather
conditions in a weather chart. Record observations on weather
Identify the components and conditions in a weather chart.
Identify the components and
instrument used to measure the
weather using the deal or no deal instrument used to measure the
strategy. weather using the deal or no deal
strategy.
Say: Class, did you bring your materials
for your activity this morning?
Yes teacher.
Say: Very good, bring out your materials
then prepare the following weather chart
on the piece of oslo paper and using the
drawing and coloring materials. You may
draw the icons on the art paper, cut them
out, and glue or paste them on the chart.
S M T W T F S
U H A S M T W T F S
Date and U H A
time Date and
temperatur time
e temperatur
clouds e
sun clouds
wind sun
precipitatio wind
n precipitatio
n
Say: When you are done, determine the
dates and time when you will observe
weather conditions in your home at the
same time for a week. Write the dates
and time on the first row of the chart.
5 6 7 8
9 10
TRANSFER B
At the end of 50minute class session the At the end of 50minute class session the
pupils will be able to: pupils will be able to:
Identify the term being described in Identify the term being described in
each of the following questions. each of the following questions.
Differentiate the weather chart and Differentiate the weather chart and
map map
Describe ways to protect yourself Describe ways to protect yourself
from changing of weather from changing of weather
conditions. conditions.
Test I. Test I.
Objectives: Identify the term being Objectives: Identify the term being
described in each of the following described in each of the following
questions. questions.
Direction: Read the following statement Direction: Read the following statement
below and answer the following below and answer the following
questions. Write your answer on the questions. Write your answer on the
provided. (1pt each) provided. (1pt each)
A. Identify the term being described in A. Identify the term being described in
each of the following: each of the following:
1. Any form of water that falls to the 1. Any form of water that falls to the
ground ground
________________ ________________
2. The most common form of precipitation 2. The most common form of precipitation
________________ ________________
3. The hotness and coldness of air 3. The hotness and coldness of air
________________ ________________
4. The air that surrounds the earth 4. The air that surrounds the earth
________________ ________________
2. Temperature__________________ 2. Temperature__________________
Test II Test II
Objectives: Differentiate the weather Objectives: Differentiate the weather
chart and map chart and map
Direction: Write the differences of the Direction: Write the differences of the
weather map and chart. Write your weather map and chart. Write your
answer on the space provided. answer on the space provided.
_________________________________ _________________________________
1. How does the weather affect the 1. How does the weather affect the
activities of people living in a community? activities of people living in a community?
2. How can one be protected from 2. How can one be protected from
changing weather conditions? changing weather conditions?
3. What are the things to prepare during 3. What are the things to prepare during
rainy days? rainy days?
Day 2: Firm up
Topic: Components of Weather
Objectives: At the end of 50 minutes session the pupils will be able to:
Identify the six components of weather
Identify the weather instruments
Materials: Pictures of weather instrument
Procedure:
Let the pupils identify the components of weather
Post the different weather instrument on the board
Let the pupils identify the weather instruments
References: Real-Life Science work text pages 360 – 372.
Day 3: Firm up
Topic: Weather chart and map
Weather-based safety precautions
Objectives: At the end of 50minutes session the pupils will be able to:
Define weather map and chart
Differentiate weather map and weather chart
Know the weather-based safety precautions.
Materials: Pictures of weather chart and weather map, Cartolina
Procedure:
Post the picture of weather chart and map on the board
Define the weather chart and map
Let the learners differentiate the weather chart and map
Explain the weather-based safety precautions
Reference: Real-Life Science work text pages 360 – 372.
Day 4: Deepen
Topic: Review and individual activity
Objectives: At the end of 50minute session the pupils will be able to:
Identify the weather instruments
Answer the weather-based safety precautions
Materials: Book
Procedure:
Review the past lesson
Individual activity
Reference: Real-Life Science work text pages 360 – 372.
Day 5: Transfer A
Topic: Weather and Group activity
Objectives: At the end of 50minute class session the pupils will be able to:
Record observations on weather conditions in a weather chart.
Identify the components and instrument used to measure the weather using
the deal or no deal strategy.
Materials: Picture of weather chart and brief case
Procedure:
Explain how to make a weather chart to the learners
Let the learners make their weather chart
Group activity
Reference: Real-Life Science work text pages 360 – 372.
Day 6: Transfer B
Topic: Weather on Earth and Individual activity
Objectives: At the end of 50minute class session the pupils will be able to:
Identify the term being described in each of the following questions.
Differentiate the weather chart and map
Describe ways to protect yourself from changing of weather conditions.
Materials: Test questionnaires
Procedure:
Give the test questionnaires to the learners
Let them answer the questionnaires individually
Reference: Real-Life Science work text pages 360 – 372.