BANGHAY-ARALIN sa SIBIKA at KULTURA Unang Baitang Inihanda ni: Bb. Yvonne B. Peñaredondo Paaralang Elementarya ng Biong Purok ng Cab usao I. LAYUNIN: II. PAKSA: Nakikilala ang mga karapatan ng batang Pilipino. Mga karapatan ng batang Pilipino. Sanggunian: A. PELC III-A.2, d. 13 B. Matapat na Pilipino I, d. 196-199 Kagamitan: Mga larawan, kahon, tsart, cassette recorder, tape. Pagpapahalaga: Pagbibigay-halaga sa mga karapatang tinatamasa. III. PAMAMA RAAN: A. Panimulang Gawain: 1. Pagbalik-Aral: Ano ang karapatan? 2. Pagganyak: M agsasagawa ang guro ng ibat-ibang kilos at pahuhulaan sa klase kung ano ang kany ang ginagawa. Halimbawa: Nanganganak, naglalaro. B. Panlinang na Gawain: 1. Pagb ubuo ng Hinuha: Anu-ano ang mga karapatan ng batang Pilipino? 2. Pagbasa sa teks to. 3. Pagtatalakay: a. Anu-ano ang ipinapakitang karapatan sa bawat larawan? Ba kit mahalaga ang mga ito? Paano natatamasa ang mga ito? b. Pakikinig sa awiting “A ng Bawat Bata.”

Ano ang mensahe ng awiting ito? Anu-ano ang mga karapatang binanggit dito? c. Pa g-awit ng mga mag-aaral. d. Pagbuo ng kaisipan. Ang mga batang Pilipino ay may i bat-ibang karapatang dapat matamasa at pahalagahan. 4. Paglalapat: Hahatiin sa s ampung pangkat ang klase. Pipili n glider sa bawat pangkat na siyang bubunot ng larawan sa loob ng kahon. Tutukuyin ng bawat pangkat kung ano ang karapatang ipi napakita sa larawang napili. IV. PAGTATAYA: Kilalanin at tukuyin ang mga karapat ang ipinapakita sa bawat sitwasyon. 1. 2. 3. 4. 5. V. TAKDANG ARALIN: Pinabinyag an ang anak na bagong silang. Si Jay ay marunong nang magbasa at magsulat. Hinuh uli ng pulis ang magnanakaw. Kumakain ng masusustansiyang pagkain si Jessica. Na kapaglalaro si Rexel pagkatapos niyang gawin ang kanyang takdang-aralin. Gumupit ng tatlong larawang nagpapakita ng pagtamasa sa mga karapatan ng batang Pilipino. Idikit ang mga ito sa inyong kuwaderno.

PROCEDU RE: A.6 English Expressways. SUBJECT MATTER: Give short commands and directions. Motive Ques tion: Who went on a trip one day? B. Camarines Sur I. 2. picture . Palino Sta. BEC PELC 5. Stand. Sit erect. Story: The class of Miss Gomez went on a trip. 88-91 Strips of paper. Motivation: Showing a picture of children falling in line going inside the ro om. 3. She gave some i nstructions to her pupils to be observed before they went . Practice safety commands for fire or earthquake. Ask: What can you say about the picture? What are they doing? 3. OB JECTIVE: II. pp. 2. Jump. Reference: Materials: Integration: III. Clap your hands.LESSON PLAN IN ENGLISH 1 Prepared by: Gemma M. Prevention: Read ing of the story. Review : The teacher will give one – step directions and the pupils will follow. Preparatory Activity: 1. box. 4. Following and g iving directions/short commands. Cruz E/S Cabusao District. Developmental Activity: 1. 1.

2. In case there’s an earthquake. etc. Stop. do not shout. what commands/directions can you give to be observe d? Examples: 1. What did Mi ss Gomez give to her class before they went on a trip? 2. Integrate the warning signals in case an earthquake is happening. Don’t push. 3. 4. Why did it happen?Why did Mona cry? 5. 2. Don’t talk. Duck. 3. 6. Suddenly. How about if t here’s a fire? What will you do? What safety commands will you follow? Examples: 1 . Answering motive question: Who went on a trip? 3. How did the class of M iss Gomez feel when they went on a trip? 3.. Fall in line. Discussion: What other directions or comman ds can you give? What commands will you observe in school? Possible answers: Fal l in line. Integrate in the discussion the warning signals when there’s a fire. Don’t run. Comprehension questions: 1. Don’t go back. would you foll ow her commands? Why and why not? 4. cover.. Mona cried. What happened to Mona? 4. If you were one of Miss Gomez’ pupils. Go outside. 4. Don’t tal k. Don’t push. Why do we nee d to follow directions or commands? What is the importance of following directio ns? . and roll. drop. Miss Gomez saw Mona dropped on the floor. 5. 5.on. and hold. Don’t run. 2.

Fall in line. Hands at y our back. Post Activity: 1 . Don’t run. and roll. sch ool. 3. drop. Application: Before the class starts. Sit erect. EVALUATION: V. C. Clap your hands. ASSIGMENT: Pass. and in the community. 4. 8. the teacher pasted pictures under some c hairs. Group activity: The teacher will divide the class in four and will g ive situations on strips of paper in the box for each group to follow. Stop. . cover.5. 6. IV. 1. 2. Examples: 1. 2. Generalization: There are directions and commands to be observed at home. Let the pupils show the picture and give the command on direction it illu strates. 5. Share what safety commands you learned if the earthqua ke happens or if there’s a fire to your family. Close the window. We have to follow for our safety. Give short commands and directions as I act out situations. Duck. 7. 2. List 5 commands t o be observed at home. and hold.

Hayop Nakakaaliw 1.BANGHAY ARALIN SA FILIPINO I Inihanda ni: Melanie Plaza Binagasbasan E/S Garchitorena District Nasasabi ang d inaramdam or mensaheng ibig ipaalam ng mga hayop sa tao. Pagtatalakayan: May ginawa akong tsart kung saan pupunan natin ng hinihingin g impormasyon upang lubos nating maunawaan ang dinaramdam or mensaheng ibig ipar ating ng mga hayop sa tao. Anu-ano ba ang mensaheng ibig nilang iparating sa atin sa pamamagitan ng kanilang huni? C. B aboy. Dinaramdam or mensaheng ibig ipaalam ng mga hayop sa tao. Panimulang gawain: 1. Pagpapahalaga – pagiging handa. Manok 3. Sa pamamagitan ng ka nilang tinig or daloy ng huni ay maiparirinig nila kung ang karaniwang hayop ay nagpaparamdam ng isang . Ang mga bata ang gagaya ng huni ng mga hayop na nasa tsart. Pusa 4. Sanggunian: Landas sa Wika at Pagbasa dahon b ilang PELC 1. Ibon 5. b. Aso 2. PAMAMARAAN: A. Pagganyak: Sin u-sino sa inyo ang makapagbibigay ng ibat-ibang huni ng mga hayop sa paligid? B. plaskard Integrasyon: III. PAKSA: Mga kagamitan: larawan.1 I. DRR – Pampublikong babala tungkol sa bagyo. May ibig sabihin ba ang kanilang huni sa atin? 2. etc Dulot ng Huni sa Nakaririnig May May nakaambang karamdaman panganib a. LAYUNIN: II.

. may k aramdaman.mensaheng ibig nilang iparating sa tao. d. Sinu-s ino sainyo ang makakagaya ng huni ng isang hayop. Ikatlong grupo – Ang magbibigay ng mensaheng o dinaramdam na hatid ng bawat hun i/babala ng bagyo. a. at 4? Tulad ng mga huni ng hayop may ibat-i bang lakas din ang dulot ng babala ng bagyo. aso b. Unang grupo – Ang magbibigay ng ngalan ng mga hayop/babala bilang ng bag yo. baboy kambing Tatawag ng mga batang ngsasagawa nito sa ibat-ibang paraan na tinalakay sa talak ayan. 2. Ibigay ang bilang ng babala sa bawat pagsasalarawan na sasabihin ng gur o. IV. 3. Anu-ano ang napapansin ninyong huni nila bago dumating ang bagyo? May pagkakai ba ba kayong napapansin sa kanilang huni sa bawat babalang ibinibigay ng PAGASA tungkol sa bagyo? Halimbawa 1. D. 2. Paglala hat: Sa bawat huni ng ibat-ibang mensaheng ibig iparating ito sa mga tao. 2. Gamitin ang plaskard na may nakasulat na hu ni ng mga hayop/bilang ng babala ng bagyo sa pagsasagawa ng huni upang maparatin g ang nararamdaman o mensaheng ibig iparating ng mga ito sa tao. Lahat kayo ay may alagang hayop sa bahay . Habang tumataas ang bilang ng babal a. Paglalapat: Hahatiiin ko kayo sa tatlo ng grupo. at 4 ng bagyo sa atin? E. 3. manok c. PAGTATAYA: 1. f. Ikalawang grupo – Ang magbibigay ng ngalan ng huni/ibig sabihin ng bawat babal a. Kung siya ay nang-aaliw. pusa ibon e. at may nagbabadyang panganib? Ano ang ibig sabihin o ipakahulugan ng babala 1. lumalakas ang hangin at ulan na bagyo at hatid na pinsala sa atin.

2. 2. 4. Gumuhit sa isang puting papel ng paboritong hayop na gustonggusto ninyong alag aan isulat sa baba nito ang kanyang huni. Iguhit din sa puting papel ang kahalag ahan ng ating pamayanan sa bawat babala. Winds of greater than 185 KPH may be expected in at least 12 hours . V. 3.1. TAKDANG ARALIN: Winds of 45-60 KPH may be expected in at least 36 hours. Winds of 61-100 KPH may be expected in at least 24 hours. . 1. Isulat sa baba nito kung anong babala b ilang ang ipinakikita. Winds of 101-185 KPH may be expected in at le ast 18 hours.

Pagganyak: Itanong: “Ano ang dap at nyong gawin kapag narinig ninyo ang tunog ng kampana sa umaga bago magsimula ang klase?” 3.15 2. PAMAMARAAN: 1. Pagsasan ib: Pag-alam at pagsunod sa mga Early Warning Signal sa sunog. Tsart ng Early Warning Signal on Fire. LAYUNIN: II. Mga larawan na may kinala man sa aralin. Balik-aral: Pagbabalik-aral sa maga napag-aralan na mga tuntunin at patakaran sa paaralan sa pamamagitan ng pagpapakita ng mga larawan. Marycel C. 3. Catanduanes I. PELC. 2.BANGHAY ARALIN SA CHARACTER EDUCATION Ikalawang Baitang Inihanda Ni: Mrs.1 d. 2. S chool Disaster Management Plan dd. PAKSA: Nakasusunod sa hudyat ng bell/kampana sa paaralan. Paglalahad: Ngayong umaga pag-aaralan natin ang isa pang tuntunin a t patakaran sa paaralan – ang pagsunod sa hudyat ng kampana sa paaralan. Iparinig sa mga bata ang pagbatingting ng . Yusores MT-1 Hitoma-Bulalacao Elementary School Car amoran South District.1. Sanggunian: 1. 18-20 Kagamitan: 1. Mga Tuntunin sa Paaralan 1. Batingting. Ipapili sa mga bata k ung alin ang dapat ipagpatuloy gawin at hindi. Pagsunod sa hudyat ng bell/ka mpana sa paaralan. III.

Paglalapat: a. Pangkatan or pwedeng dalawahang gawain ito. PAGTA TAYA: Gumamit ng Rubrics sa pagbibigay-marka sa gawain ng mga bata.kampana/batingting at ipasabi kung ano ang dapat gagawin sa oras na marinig ito. Malapit ka na sa inyong paaralan. V. 5. 4. Pangkat I – Magpatunog ng batingting. Nasa kalagitnaan ng paglalaro ang iyong mga kaklase ng biglang tumunog ang bel l ng mabilisan dahil may sunog sa laboratory room. Ano ang gagawin mo? b . Pagtalakay: Talakayin ang mga sagot ng bata. . TAK DANG ARALIN: Magtala ng 5 tuntunin at patakarang dapat sundin sa paaralan ng di pa natatalakay sa klase. Ano ang gagawin mo? IV. Talakayin din sa kanila ang mga Early Warning System sa sunog. Gawing salitan. narinig mo ang hudy at na kampana upang luminya na para sa pagtaas ng watawat. Pangkat II – M agsasagawa ng gawaing ipinahihiwatig ng tunog ng kampana. Paglalahat: Sumunod sa hudyat ng kampana sa p aaralan. 6.

SUBJECT MATTER: Identify words that rhyme in two to three stanza poems.” The teacher will read first the poem alone and let pup ils listen. Cambonga Guiamlong Elementary School Caramoran School Dist rict Catanduanes I. “What did mother do in going to the store?” B) During Reading: Reading of the poem.LESSON PLAN in ENGLISH GRADE II Prepared By: Daisy V. PROCEDURE: PELC – Reading Grade II F lashcards. store grocery street packages b) Motivation: Ask: Children who among you have visited the store? Who are you c ompanions in going there? Why is it that there is a need for us to prepare food during typhoon? Is preparing food important when typhoon comes? c) Motive questi ons: Tell pupils. “The Groceries. we are going to read a poem entitled.” We wi ll find out. Safety measures to be observed/followed when there is a typhoon. “Today. charts. OBJECTIVE: II. Identifying words that rhyme in two to three stanza p oems. . pictures of different canned goods or a real representation o f groceries. “The Groceries. Reference: Materials: Integration: III. A) Pre-Reading Activities: a) Unlocking of Difficulties: Show pictures of real o bjects to demonstrate to pupils the meaning of some words found in the poem.

In the second reading. • Give them some safety measures t o be followed when there is a typhoon. a) Have you seen some houses damaged when there is a strong wind? b) Why do they fall down? c) What did people feel when their houses are damaged? d) When there is typhoon. and i ndividual. POEM The Groceries The store around the corner. Has a grocery to sell. As we walk down the street. We bring home many packages. I go there with my mother. We look in the store windows. C) Post-Reading Activities: a) Answering the motive questions: What did mother do in going to the store? b) En gagement activities: Ask children some questions about the poem? Example: nt to the store? Where can you find the store? What did they bring home from the store? When did they go to the store? How did they get there? c) Typhoon discussion: • Connect the poem they heard and read with their experienc es in their communities where there is a storm. the teacher will read the poem and she will let the pupil s follow after her. what are the safety Who we . She will let the pupils red the poem by group. by row. I like that very well. Of groceries to eat.

• Be ready with the emergency kits like flashlights and candles. Of g roceries to eat. We bring home many packages. D) Enrichment Act ivity: Distribute pupils some emergency kits that can be used when there is a ty phoon like: Flashlights.” Let them identify t he words that rhyme in the poem. I like that very well. rice and bread. cooking and eating utensils. Ask them: “Why is it important to have those things especially when typhoon comes?” IV. We look in the store windows. . biscuits. Has a grocery to sell. EVALUATION: Have the children read again the poem entitled: “The Groceries. matches. e) What are t he things that we should prepare? Possible answers: • Prepare a safe drinking wate r. ASSIGMENT: Draw some objects/things that can be found in the store. candles. The Groceries The store around the corner. • Stay inside your house.measures that we should follow? Possible answers: • Leave your school early. V. I go there with my mother. As we walk down the street. radio and batteries. • Listen to the radio for updates of the weather. • Prepare canned goods.

Cutting down of trees. I n Barangay San Marcelino 3.325. Tatel Balatohan Elementary School San Miguel North Distric t Division of Catanduanes Add 3 to 4 digit numbers with zero in any of the adden ds with regrouping and with sums up to 9000. Cite the cause and effect of these. school properties.200 and in San Antonio 4. Damages the houses. Add 3 to 4 digit numbers with zero in any of the addends with regrouping and with sums up to 9000. (by the pupils) addition with regrouping. OBJECTIVE: II. Ask the pupils why a landslide occurred.3 Integration: III. and 2) 677 + 235 3) 721 + 199 . I.LESSON PLAN IN MATHEMATICS II Prepared by: Sally M. Reference: Eleme ntary Mathematics II PELC 6. Write the answers on the blackboard. 1) 325 + 362 2) 528 + 361 3) 361 + 328 4) 563 + 322 5) 380 + 418 b. CAUSES EFFECTS 1. SUBJECT MATTER: A. Developmental Activities: a. In San Gabriel 1. Drill: Give exercise in addition without regroupin g.921 people died because of landslides. Presentation: In a form of problem. 1. 1) 526 + 395 B. PROCEDURE: Causes and effects of landslide. Preparatory Activities: a. How many people died in the three barangays? Ho w many people died in Barangay San Marcelino? How many people died in Barangay S an Gabriel? How about Barangay San Antonio? I have here a picture of place that have big landslide. Review: Using the show me board.

654 + 6.500 pupils were evacuated because of landslides. ASSIGMENT: 2) 701 + 201 3) 4.250 + 7. 1. 835 + 1. at Buhi Elementary School 3.827 5. Fixing skills: Activity #1 – Blackboard Challenge.125 + 3. The first pup il to finish the problem will get the score.2.8 00 + 6. Group the pupils into three. Mining. Generalization: Ask the pupils on how to add 3 to 4 digit numbers with zero i n any of the addends with regrouping and with sums up to 9000. At Quezon Elementary School 4. They will find th eir partner and they will answer the problem given by the teacher. 1.650 + 4.500 Arrange these numbers in column then add.000. How many pupils were evacuated because of landslides? b. What will we do in adding thes e numbers? Where do we start? What is the sum? Do another example for the master y of the pupils. EVALUATION: A dd these numbers on your paper. Activity #2 – Add and solve these num bers.100 4. fields.158 . Going back to the problem….379. 5.500 3. 1. IV. 1) 325 + 475 2) 457 + 450 3) 635 + 310 4) 672 + 244 5) 261 + 572 c. and at Carmen Elementary School 1. The soil loosens.185 4) 5.595 + 3. 1. 2. 1) 525 + 225 V.000 5) 6. Continuous Heavy Rain 3. Answer these questions.165 2.200 + 2.

Pagtatalakay: 1. Pagkatapos magmasid. ang mga mag-aaral ay inaasahang matukoy ang klima sa sarili ng pamayanan. 1. Konsepto: May ibat-ibang klima sa sariling pamayanan. Ano ang masasabi nyo sa kalagayan ng panahon ngayon? 3.3 Kagamitan: Mga larawan tungkol sa kli ma at panahon. LAYUNIN: II. P agpapahalaga: Pag-iingat sa lahat ng pagkakataon. Panlinang na gawain: 1. batayang aklat. ano ang kalagayan ng panahon? B. Ipaalala ang mga pamantayan sa pagba sa nang tahimik. 52. 5. Ano ang klima ng lugar na ating tinitirhan ngayon? Anong uri maroon ito? C. PAMAMARAAN: A. Ano ang galaw ng hangin at dagat kapag ganitong uri ng panahon? 4. “Ano ang panahon sa kasalukuyan?” 3. Ipabasa ang babasahin s a batayang aklat ng may kaugnayan sa klima. 2. 2. 2. Sanggunian: 1. Integrasyon ng DRR: Lokasyong pangheograpikal ng lugar na vulnerable sa kalamidad/sakuna. Panimulang gawain. Masipag na Pilipino 3.BANGHAY ARALIN sa SIBIKA ANG KULTURA IKATLONG BAITANG Inihanda Ni: Ronnie D. Pagal Del Pilar Elementary School Garchitorena District P agkatapos ng aralin. d. Klima sa sariling pamayanan. III. Kanina pag-alis nyo sa bahay. PAKSA: . Bigyang pagkakataon ang mga bata na magmasid sa kalagayan ng panahon sa labas ng silid-aralan (5 minuto). papasukin uli sa s ilid at itanong. May kaugnayan ba ang klima sa pagbabago ng panahon sa ating I. BEC-PELC c.

Pagtatanim ng palay. 2. Pagsuspinde ng klase. KASUNDUAN: Pagpapalipad ng saranggola. Kailan tayo pwedeng ma glayag o mangisda sa laot para makaiwas sa sakuna? V. Pagbibilad ng palay. 4. 1. Pa ngwakas na gawain: 1. Sa anong buwan tayo madalas nakakaranas ng malakas na paguan na minsan may malalakas na hangin? D. Pagbubuod: Itanong: ngayon? F. 3. Ano ang masasabi niyo tungkol sa ating panahon Magtanong sa magulang. Sakaling mas ama ang panahon. 6. Paglalaro sa parke at plaza. Pag-aayos ng mga daan at tulay. kapitbahay or sa mas nakatatanda sa inyong lugar kung ano ang mga dapat gawin kapag may bagyo.lugar. 10. Paglalapat: 1. 2. 7. Umiinom ng malamig na juice at kumakain ng ice cream. Integrasyon ng DRR: Ano ang maaari nating gawin kap ag nakakaranas tayo ng masamang uri ng panahon lalo na sa mga lugar na madalas d aanan ng bagyo o malapit sa dagat kung saan may posibilidad na tumaas ito? E. magbibiyahe ka pa bas a dagat? Bakit? 2. . PAGTATAYA: Sabihin kung an g mga sumusunod ay ginagawa ng mga tao sa panahon ng tag-araw o tag-ulan. Di-pinapayagang lumabas ang mga bata para maglaro. 8. 9. V. Binabahang kalsada. Pag -iimbak ng tubig at pagkain. 5.

Developmental Activities: a. ask them how the landslide affect the people in the community. Burabod? . SUBJECT MATTER: DRR integration: III. B. Adding 4 to 5 digits n umbers with up to 10. Reference: Math for E veryday Lesson. PROCEDURE: A. pictures Landslide I.000 without regrouping in short form. 1) 223 + 181 2) 621 + 132 3) 432 + 222 4) 113 + 321 5) 541 + 321 c. show me card. Ask them the reasons why the landslide happened. Drill: 223 + 13 453 +113 113 +331 231 +132 b.000 without regrouping in short form. Pr esentation: Give the pupils some situations based on the picture they saw. Next. How many houses were lost in all? How many hoses were lost in Brgy. Review: Add the following numbers. Preparatory Activities: a.LESSON PLAN IN MATH – GRADE III Prepared by: Vilma Pastor Burabod E/S Garchitorena District Add 4 to 5 digits nu mbers with up to 10. In Barangay Cagamutan 1001 houses were los t. OBJECTIVE: II. Motivation: Show picture to pupils of the landslide that happened in a certai n town. In Ba rangay Burabod 1000 houses were lost. PELC Materials: Flashcards.

Cagamutan? How many hoses were lost in all? Let’s write these numbers on a place value chart.How many hoses were lost in Brgy. How many pupils were sent home in all? Step I Add the ones H T 0 0 4 0 TH 1 O 0 0 0 TH 1 Step II Add the tens H T 0 0 4 0 0 Step III Add the hundreds H T 0 0 4 0 4 0 Ste p IV Add the thousands H T 0 0 4 0 4 0 O 0 0 0 TH 1 O 0 0 0 TH 1 1 O 0 0 0 . TH 1 1 H 0 0 T 0 0 O 0 1 Do another example together with the pupils. At Cagamutan Community School 400 pupi ls were sent home. At Bahi Elementary School 1000 pupi ls were sent home before the heavy rains.

45631 73241 90380 35564 45632 + 4135 = + 13442 = + 5143 = + 4135 = + 1431 = . 1. EVALUATION: Find the sum: ( 1) 73252 + 4203 V.b. 4. ASSIGMENT: (2) 65403 + 10502 (3) 75431 + 1342 (4) 6824 + 1343 (5) 33422 + 4453 (2) 6512 + 1345 (3) 4624 + 3254 (4) 32516 + 1353 (5) 56893 + 1 014 Arrange the numbers in column and then find the sum. Fixing Skills: Find the sum: (1) 21312 + 3412 IV. 2. 3. 5.

What do you think are the causes of flood? . let the m choose one which has bad effect on people. Planting. Ask: . Camarines Su r I. Group one will work on the effect to people. group two wil l work on the effect to animals. SUBJECT MATTER: Identify activities of human beings that can be done on rainy days.LESSON PLAN IN SCIENCE AND HEALTH 3 Prepared by: Mercedita T. OBJECTIVE: II. Group the pictures into two. plants. put the pictures which ca n have good effects and on the second column. 2. and animals. swimming. Ask them why they choose that certain type of w eather.Is it safe playing on a flood area? 3. Dela Cruz Cabusao Central School Cabusao.1 . DRR – Cause and effect of floods. Motivation: Ask them if what are the kinds of weather. playing under the rain) Materials: Integration: III. Activities of human beings on rainy days Reference: Scie nce and Health 3 txt. Science concept: o Certain act ivities are done on rainy days/ (ex. plants. Pictures of activities done on rainy days. Pictures of flooded area. pp. group three will on the effect to plants. On the first column. 208-211 PELC III – 6. Presentation: Have the pupils observe the different pictures done during rainy d ays. Can you name them? What k ind of weather do you like most. Divide the cla ss into three groups. Hands-on activity: From the pictures of activities on the second column. picture with bad effects on people . . PROCEDURE: 1. and animals.Identify activities done during certain weather conditions.

Playing on a flooded area. 2. 6. Concept Formation: Let the pupils observe some picture of activities during rainy days like playing on a flooded area. let them check their work. Together with the teacher. Ask the other to get the remaining picture and explain why did they choose it . Playing under the rain. Cut pictures of activities during sunny days. 5. Ask: Is it safe to play on it? Why? What should you do in case of flood? Make a list of it. IV. • • • What are the causes of flood? What are the effects of a flood? Ask now if what are the dangers they will meet if they are playing on a flooded area? 4. 1. Minds-on-Activity: Ask them which are the following activities on rainy days are they going to choose.Group 1 Effect on People Group 2 Effect on Animals Group 3 Effect on Plants Let them go back to their seats. Let them get one picture and explain why they choose i t. Application: Cooperative learning (group them into 50 Role playing on the act ivities during rainy days whether it has good effect on plants. people. 3. Staying indoors. 5. Hanging clothes outside on rainy days. and envi ronment. EVALUATION: V. 4. Identify the activities on rainy days by checking the number. List down activities during sunny day s. Fly ki te. ASSIGMENT: .

inferring. Pentel pen Manila paper Observing. Safety measures during certain types of weather. Motivation: What do you think will be the weather when the sky is cove red with clouds? 3.LESSON PLAN in SCIENCE and HEALTH III Prepared By: Virginia D. Setting up standa rds.8 Science and Health III (textbook and ma nual) Safety measures must be observed during certain types of weather. Presentation: Show picture of bad weather (heavy rains. SUBJECT MATTER: Practice safety measures during certain types of weather. B. References: PELC v1. Activity Proper: . PROCEDURE: A. Grouping of pupils into 2. 5. ligh tning and thunder) What do you think will happen? What will you do if there is b ad weather? (give the pupils instruction on the day’s lesson) 4. Pre-Activity: 1. Catanduanes I. Preparedness in different kinds of weather. OBJECTIVE: II. Review: What are the activities that can be done on sunny/rainy days? 2. Lazaro San Miguel Cental Elementary School San Miguel S outh District San Miguel. pictures chart Science concept: Materials: Process: Integration: III.

EVALUATION: What should one do during typhoon? What can we do to be safe during bad weather? You heard the weather forecast that there is a typhoon coming. Group reporting. 1-0 Did not participate and perform. VII.Performing the activity Group I What to do during typhoon? Group II What to brin g/prepare during typhoon? C. may be affected in at least 24 hours. Test reading (For verification). 4-3 Some particip ate actively and performed well. What should we do to be safe during typhoon? Wha t safety measures can be done? What are to be done first before? During? After t he typhoon? Is it important to know/do safety measures before. 2-3 Few participate actively and performed well . . what will you do before. A moderate tropical cyclone will affect the locality. Winds of more than 60 up t o 100 kph. APPLICATION: VI. ASSIGMENT: Make a poster or cut out pictures showing a scenario after or during typhoon. 3. and after the typhoon? Let’s form two groups and have a contest. Act out the situation given. 2. during. Post Activity: 1. Dis cussing by answering questions. GENERALIZATION: V. during. RUBRIC SCORING 5 All participated actively and performed well. and after the typhoon? Why? IV.

Let them give examples with the aid of pictures. d. Health inspection. Science processes: Observing. Reference: Materials: Science for Daily Life.175 textbook). 2. Preparatory Activities: 1. Checking of assignments. Developmental Activities: 1. c. A. Show pictures showing the use ful and 2. Ask: What may happen if fire is not attended to? What are the hazards of fire? 3. The teacher may present pictures about the topic not mentioned during the pupils group repor ting to supplement the discussion of the topic.1 Pictures of the causes of fire. Group reporting time limit – 15 minutes. Describing ways of preventing fire. 175-1 80 PELC 7. Talk about the pictures. Cabaltea Castillo Elementary School Cabusao. Science concept: There are different ways of preventing fire. B. b. Motivation: harmful effects of fire (p. Ask: How can you help prevent fire? Allow varied answers. Presentation/discussion: a.LESSON PLAN IN SCIENCE GRADE IV Prepared by: Genevieve A. Sur. describing. useful and harmful effects of fire. fire safety precautions. SUBJECT MATTER: Describe ways of preventing fire. Cam. Ask them to lis t down ways of preventing fire to be followed by group reporting. Review: Have the pupils identify the causes of fire . pp. Integration: III. OBJECTIVE: II. . Group the pupils into 3. PROCEDURE: Value: Safety. Tell them the activity is a contest. I.

4. what should you do? Make a poster showing ho w to prevent fire. You found out there is a leak in the hose of your gas stove. John is playing firecrackers and sparklers near a nipa hut. Application: Suggest ways on how to prevent f ire during these situations. VI. 5. ASSIGMENT: . 5. Jake forgot to unplug the appliances after using it. Pain. 3. 1. Father went to sleep smoking cigarette. gasoline. Generalization: Guide the pupils in formulating the generalization – There are different ways to prevent fire. A candle is lighted nea r the curtain during brownout. VII. EVALUATION: You saw your younger siblings playing with matches. and grease are kept near the stove. 1. Describe ways of preventing fire in these situations. In case you neighbor’s house is on fire. 2.4. what is the first thing you should do? 3. what should you do? 2.

Paano mo ilalarawan ang lokasyon ng Pilipinas? Ano ang epekto nito sa ating bans a? B. Pagbuo ng Hinuha: Ano/Saan ang tiyak na kinalalagy an ng Pilipinas? 2. 1. Pangkatang Gawain: (Ibibigay ng guro ang activity card sa mg a bata) Unang grupo: Ano ang mga salik bakit daanan ng bagyo ang Pilipinas? Ikal awang grupo: Ilarawan ang kinalalagyan ng Pilipinas? 3. 24 3. Antolin Tobrehon E/S San Miguel North District Division of Catanduanes I.1 Ma kasaysayan Pilipino Integrasyon: a. Pagganyak Ipakita ang globo. Panimulang Gawain. Values: Pagkakaisa b. Pag-uulat ng bawat grupo : 4. PAKSA: Nakikilala na ang Pilipinas ay isang bansang tropiko. PAMAMARAAN: A. Panlinang na Gawain: 1. Pagbasa ng teksto: . Pilipinas bilang isang bansang tropiko Sanggunian: PELC IV – D. DRR – Mga dapat tandaan ang mga babalang pangkalikasan Mga Kagamitan: Globo III. LAYUNIN: II.BANGHAY ARALIN SA MAKABAYAN (HEKASI IV) Inihanda Ni: Myra B. Balik Aral: Anu-a no ang dahilan ng pagkakaiba ng klima ng bansa? 2.

Pagpapahalaga: Paano natin maiiwasan ang mataas na bilang ng mga apektado ng pamilya sa oras ng bagyo? Anu-ano ang dapat tandaan sa oras ng bagyo? E. Paglalapat: Bakit daanan ng bagyo ang bansang Pilipinas? V. Pagl alahat: Paano mo nasabi na ang Pilipinas ay isang bansang tropiko? Anu-ano ang m ga aspeto nito? F. V. _____3. Ang Pilipinas ay isang tropikong bansa. Ang Pilipinas ay may dalawang uri ng klima. Ang Dagat Tsina ay nakapaligid sa bansang Pilipinas. _____5.C. . KAS UNDUAN: Ang Pilipinas ay napapaligiran ng tubig. _____2. Ibigay ang mga karagatang nakapaligid sa Pilipinas. Pagtatalakay: Ano/Saan ang tiyak na kinalalagyan ng Pilipinas? Bakit tinawag na bansang tropiko ang ating bansa? Bakit ang Pilipinas ay daanan ng bagyo? Anuano ang epekto nito sa ating bansa? Ano ang masasabi ninyo tungkol sa ating hinu ha? D. Ang Pilipinas ay ligtas sa bagy o. Ang Pilipinas a y isang bansang tropiko sapagkat. _____4. _____1. P AGTATAYA: Isulat ang T kung tama at M kung mali ang pangungusap.

Exit signs. Menti on that not all building where exit sign might be found. Pandan Elementary School Cabusao District. protect buildi ng occupants from injury.g. PROCEDURE: A. Don’t block the stairs No Entry Post no bill Fire Exit Show pictures of various signs and ask the pupils to identify what they mean. and to prevent loss of life. 2. . OBJECTIVE: II. SUBJECT MATTER: Val. Fire drill. Discuss the need to know how to get out of the building.LESSON PLAN IN SCIENCE AND HEALTH 4 Prepared by: Jovino B. Naguit Jr. Pre-Activity: 1. Saf ety rules in case of fire. Visual images of various signs. Science concept: Fire safety measures. Cam arines Sur Explain the hazards of fire. Preservation of lives and properties. Write the responses on the board. PELC 7. Ask what it means. Integration: DRR integration: Materials: Reference: III. Explain to the pupils that an exit sign will either be a door or the way to a door that will lead outside the building. Follow safety rules in case of fire.4 I. Show the sign. Discuss with the pupils the kinds of signs found everywhere e. Fire mock-u p.

______________________ Draw the floor plans of your home. ___________ 2. Write them on the board. Comment on appropriate behavior during drill. Smokes – makes you choke. Teacher took her class roll and accounted for all the children. V. Make a list of your family’s fire escape plan. E. D. __________ 3. Discuss the rules the pupils must foll ow during a fire drill. Pupils remained orderly throughout. Conduct a fire drill. Calmly went to the alternate exit. . 4. Write on the board. Ask which exist is normal ex it for this room. Exp lain that they need to use one of the alternate exits if their main one is block ed by smoke or fire. 3.B. Ask the pupils to identify the other exits they could use. Everyone stayed calm. Discuss why it is necessary to evacuate a burning building. EVALUATION: Partici pation in class fire drill. ______________ 4. Application: 1. They walked to the safe holding area. Generalization: What’s the importance of a fire drill? What are the things to watch for during drill? F. Explain the hazards of fire. 2. C. ASSIGMENT: 5. Flame – can cause injury and dea th to persons. Activity Proper: 1. Post Activity: 1. (prior to dril l set-up fire mock-up to block the primary exit. Wh at will you do if you were caught in a burning building? IV. Discussion: 1. Sample rubrics: 1.

Hatiin sa tatlong pangkat ang klase. Sangg unian: Makabuluhang Gawaing Pantahanan 5 PELC 2. Pangkat III – Pananagutan ng bawat kasapi ng mag-anak. tungkulin. Purcia Binagasbasan Elementary School Garchitorena District Natutukoy ang karapatan. at pananagutan ng bawat kasapi ng m ag-anak. tungkulin. Balik-aral sa mga kasapi ng mag-anak. Panlinang na gawain: (pangkatan g gawain) 1. at pananagutan ng bawat kasapi ng mag-anak. tungkulin. C. Eugenia M. Magpaskil ng lar awan ng mag-anak. Pangkat II – Tungkulin ng bawat kasapi ng mag-anak.1 dahon 56 Kagamitan: Larawan ng mag-anak Aklat Istruktura ng Bulilit Emergency Response Team Integrasyon: Mga tungkulin at pananagutan ng Bulilit Emergency Response Team III. 2. PAMAMARAAN: A. Integrasyon: I. B. at pananagutan ng bawat kasapi ng mag-anak. Pagt alakay ng paksa. Pangkat I – Karapatan ng bawat kasapi ng mag-anak.BANGHAY ARALIN sa EPP 5 (Home Economics) Inihanda ni: Gng.1. 2. LAYUNIN: II. Panimulang gawain: 1. 3. Ipalarawan ito sa mga bata. PAKSA: . Karapatan. Ipasulat ito sa tsart. Ipaisa-isa ang mga karapata n.

Pag-usapan ang mga tungkulin at pananagutan ng ba wat kasapi ng BERT. 3. Ipagpalagay mo na nasa malayong lugar nagtatrabaho ang tatay mo. tungkulin. sino ang maaaring gumawa ng kanyang tungkuli n? 2.1. at pananagutan. Bilang an ak na lalaki. IV. Sa panahon na wala ang nanay. Ipaalala sa mga bata ang mga organisasyon/samahang kanilang sinalihan. Itanong kung s inu-sino ang kasapi sa BERT 4. Pumili ng isa at ilagay sa tamang hanay sa tsart. Paglalahat: Gabayan ang mga bata na masabi nila na ang ba wat kasapi ng mag-anak o isang samahan ay may kaakibat na karapatan at tungkulin na dapat gampanan. karapatan. 1. ano ang tungkuling dapat mong gampanan? (gawain 2) Magpaskil ng me ta cards na may nakasulat na tungkulin. at pananagutan ng bawat kasap i ng mag-anak. TUNGKULIN KARATAPATAN PANANAGUTAN KASAPI Nanay Tatay Ate Kuya . Na mga katanunga n. Punan ng tamang sago tang hinihingi sa tsart. (inaas ahang sagot: BERT) 2. KASAPI TUNGKULI N KARATAPATAN PANANAGUTAN NG MAGANAK Ama Ina Panganay na babae Panganay na lalak i Bunso V. PAGLALAPAT (gawain 1) Pasagutan ang ss. PAGTATAYA: A. Bigyang diin na sa isang organisasyon/samahan ang bawat ka sapi ay may kaaakibat na karapatan. D.

Maging tagapag-utos sa loob ng bahay. d. karapatang mapagsilbihan ng m ga anak. alin sa sumusunod na tungkulin ang iyong dapat gampanan? a . 2. Bilang ama ng tahanan. Piliin ang titik ng tamang sagot sa sumusunod na katanungan.Bunso B. V. Alagaan ang mga anak. 3. d. Bilang kasapi ng pamilya. b. tungkulin niyang ________. alagaan ang pamilya. karapatang igalang ng mga anak. b. c. maghanapbuhay para sa pamilya. c. d. b. Kung ik aw ang anak na babae. tumulong sa gawai ng bahay. itala sa kwaderno ang tungkuling iyong ginagampanan sa loob ng pamamahay. KASUNDUAN: S uportahan ang pangangailangan ng pamilya. Gawin ang mga ga waing bahay. karapatang mag-utos sa mga anak. c. maglaro lamang. 1. Alin ang karapatan ng mga magulang? a. . karapa tan sa ligtas na pamumuhay. a.

PAKSA: Nakalalahok sa mga pagsasanay pangkaligtasan s a lindol at sunog. at nasusunog na tao. PAMAMA RAAN: A. Sanggunian: PELC 1. Pagbasa ng sanaysay. sunog.BANGHAY ARALIN sa CHARACTER EDUCATION V Inihanda Ni: Edgar S. Pagganyak: Anu-anong sakuna ang al am niyo at naranasan na dito sa ating pamayanan? Pagpapakita ng larawan pagkatap os ng lindol. 2. Panimulang Gawain: 1. fire drill III. LAYUNIN: II. Balik-aral. Pagtatalak ay. Panlinang na Gawain: 1. Santos Teacher – I Caramoran South District Milaviga Element ary School I. Nakaranas na ba kayong magkaroon ng li ndol at sunog sa inyong paaralan? Barangay? Ano ang ginawa ninyo ng mangyari ang sakunang ito? Sino ang maari nating hingan ng tulong sa oras ng mga kalamidad n a ito? B. Paghahanda. 4 Wastong Pag-uugali sa Makabagong Panahon Kagamitan: Larawan Tsart Integrasyon: Values: Pagkamaginoo DRR: Earthquake drill. 2. Anu-anong pagsasanay pangkaligtasan ang nabanggit sa sanaysay? . Mga pagsasanay pangkaligtasan sa lindol at sunog.3 d.

3. drop. hold? * Walang tulakang naganap? * Maayos ba ang pag labas? * Alam ba ng mga bata kung saan sila dapat pumunta? * Nakinig bang mabuti sa mga panuto? V. roll ? * Walang tulakang naganap? * Maayos ba ang paglabas? * Alam ba ng mga bata kun g saan sila dapat pumunta? * Nakinig bang mabuti sa mga panuto? Yes No Magsaliksik tungkol sa iba pang mga hakbang pangkaligtasan tulad ng: . IV. PAGTATAYA: Tseklist: LINDOL G inawa ba ang * Duck. makikilahok ka ba? Bakit? Anu-ano ang dapat gawing pags asanay tuwing may lindol at sunog? Bakit kaya dapat natin iton sundin? Pagpapaki ta ng mga hakbang na dapat gawin sa oras ng lindol at sunog (pagpapakitang gawa ng guro). Anu-ano ang mga pagsasanay pagkaligtasan sa lindol at s unog ang napag-aralan natin? 4.Anu-ano ang kahalagahan sa paglalahok sa pagsasanay pangkaligtasan? Anong magand and kaugalian ang dapat taglayin sa paglalahok sa mga pagsasanay pangkaligtasan? Bilang isang mag-aaral. cover. Paglalahat. Paglalapat. magkakaroon ng pagsasanay pangkaligtasan sa lindol at s unog sa inyong paaralan. Paligsahan sa pagsasanay pangkaligta san sa oras ng lindol at sunog (gawaing bata). TAKDANG ARALIN: Yes No SUNOG Ginawa ba ang * Stop.

•Baha •Bagyo •Pagguho ng lupa •Iba pa .

Bawat pangkat ay susuri sa larawang na kapaskil. Isusulat ang kanilang sagot sa pisara. Panimulang Gawain: a. Pagmasdan ito at ipahinuha sa mga bata ang maaaring sum ira or sumalanta sa lugar. PAKSA: Nakaguguhit ng larawan na nagpapakita ng pangangala sa kagandahan ng sariling pa mayanan. d. Pamantayan sa paggawa – Ipaalala sa mga bata ang nar arapat gawin sa paggawa. d.120 Mga Kagamita n: Mga larawan. b.1. PAMAMARAAN: 1. H ahatiin or papangkatin sa apat ang klase. Bibigyan pansin ang mga dahilan ng pagbaha at pagguho ng lupa. Panlinang na Gawain: a. cartolina. c. Paghahanda – Ipakuha ang mga kagamitang pangguhit. krayola. Pagguhit ng larawan na nagpapakita ng pangangala sa kagandahan ng saril ing pamayanan. Sanggunian: BEC Handbook (Sining) Layunin 2. b. Ipaawit ang tanyag na awiting “Kapaligir an. Paglalahad: Pag-uusapan ang par aan kung paano mapangalagaan ang kapaligiran. Pagpapahalaga: Pagkamalikhain. . Pagtatalakay: Ipasalaysay sa mg a bata kung paano sila makatutulong sa pangangalaga sa kapaligiran. Gianan Garchitorena Central School Garchitorena District I. pentel pen Integrasyon: Dahilan ng pa gkasira ng kapaligiran (Pagguho).BANGHAY ARALIN SA SINING V Inihanda ni: Evelyn C. 2. Mag papakita ng mga larawan. LAYUNIN: II.” Tatalakayin ang mga bagaybagay na nakakasira sa kapaligiran sa awitin. Ang apat na pangkat ay mag-iisip ng mga dahilan ng pagguho at madalas na pagbaha. lapis. c. III. Iu ulat ng bawat pangkat ang kanilang mga sagot. f. Apat na larawan ang ipapakita na naguudyok sa maar ing pinagmulan o sanhi ng pagkasira ng kapaligiran. e.

Paglalahat: Ano ang ipinapakita ng inyong mga nilikha? IV. Pagsasagawa – Paggawa ng likhang sining. 3. TAKD ANG ARALIN: Kaangkupan sa paksa 30% Kabuuan 25% Pagawain ang mga bata ng slogan tungkol sa pangangalaga ng kapaligiran. Pagpapahalaga: Pagbibigay p una sa mga likhang sining. Kalinisan 25% Kombinasyon ng Kulay 20% V. . (Iguguhit ng mga bata kung papaano map angalagaan ang kagandahan ng sariling pamayanan).g. PAGTATAYA: Pagtsek ng mga iginuhit gamit ng rubric. 4.

PAMAMARAAN: A. PAKSA: . P aghawan ng balakid 3. Concepcion R. Panlinang na Gawain: 1.BANGHAY ARALIN SA FILIPINO – V Inihanda Ni: Bb. Pagsagot sa tanong pagganyak Ano ang sagot sa iniwang tanong bago natin ba sahin ang sanaysay? I. Balik-aral 2. lathalain. Pagbasa ng seleksy on d. Pagbibigay ng pamantayan sa pagbasa c. 116-122 Mga Kagamitan: larawan. Pagganyak: Nakaranas na ba kayo ng baha sa inyong lugar? B . LAYUNIN: II. ph. Paglalahad a. Tanong pagganyak: Anu-ano ang sanhi ng p agkakaroon ng baha? b. ts art Saloobing isinanib: Pagtulong sa kapwa. Integrasyon: Pangkaligtasang Gawain sa panahon ng pagbaha. Panimulang Gawain: 1. Mas abi ang mga pangyayariing may ugnayang sanhi at bunga sa seleksyong binasa. III. Berja Teacher – I Inalmasinan Elementary School Nas asabi ang mga pangyayaring may ugnayang sanhi at bunga sa seleksyong binasa. Sang gunian: PELC – Hiyas sa Pagbasa.

e. Pagsagot sa pang-unawang tanong. • • • • • Tungkol saan ang sanaysay? Anu-ano ang sanhi at bunga ng sakuna sa binasang sanaysay? Ano ang dapat gawin kung may baha? Bil ang mag-aaral paano ka makatutulong para maiwasan ang ganitong suliranin? Ano an g pangkaligtasang gawain sa panahon ng pagbaha? 2. Pagsasanay: Magbibigay ang guro ng pangungusap na hango sa Sanaysay na mayroo ng sanhi at bunga. • • • Pag-uusapan kung alin ang sanhi at bunga sa pangungusap. Bigy ang kahulugan ang sanhi at bunga upang lubos na maunawaan. Magbigay ng pangungus ap ang mga bata hango sa sanaysay na mayroon din sanhi at bunga. 3. Paglalahat: Ano ang sanhi at bunga? 4. Paglalapat: Sipiin ang pangungusap. Bi lugan ang sanhi at salungguhitan ang bunga. 1. Nagkasakit ang bata dahil sa pagl alaro sa ulan. 2. Hindi nagising ng maaga si Carlo kaya nahuli sa pagpasok sa pa aralan. 3. Hindi siya nag-aaral ng aralin kaya mababa ang kanyang marka. IV. PAG TATAYA: Kahunan ang sanhi at salungguhitan ang bunga sa bawat pangungusap. 1. Na giba ang malaking gusali ng magkaroon ng malakas na lindol. 2. Mataas ang kanyan g nakuhang marka sapagkat ngsunog siya ng kilay. 3. Ang Pilipinas ay nagging mal aya dahil sa mga bayaning nagbuwis ng kanilang buhay. 4. Gaganda an gating kapal igiran kung magtatanim ng mga punongkahoy.

5. Maganda ang kinalabasan ng palatuntunan dahil ginawa ng bawat isa ang kanilan g tungkulin. V. TAKDANG ARALIN: Magbigay ng 5 pangungusap na may ugnayang sanhi at bunga.

BANGHAY-ARALIN SA MAKABAYAN (HEKASI – V) Inihanda Ni: Jhonney Boy D. Bernal Kiliki lihan E/S San Miguel North District Division of Catanduanes Natatalakay ang kaha lagahan ng pinagkukunang yaman sa hanapbuhay ng mga unang Pilipino. Pagtalakay n g kahalagahan ng pinagkukunang yaman. Sanggunian: PELC 5 – I.C.I Pamana 5 Makasays ayang Pilipino Kagamitan: Larawan ng mga likas na yaman Larawan ng pagbaha Tsart Integrasyon: Mga dapat gawin upang maiwasan ang pagbaha III. PAMAMARAAN: B. Bal ik Aral: Ano ang pagkakaiba ng pamahalaang sultanato sa pamahalaang barangay? C. Pagganyak: Ipakita sa mga bata ang larawan ng mga likas na yaman, kalbong kagub atan at larawan ng pagbaha. Mga Tanong: 1. Ano ang nakikita niyo sa larawan? 2. Anu-ano ang mga likas na yaman. C. Panlinang na Gawain: 1. Paano natin dapat pan galagaan ang mga pinagkukunang yaman natin. 2. Ano ang mangyayari kung pabayaan nating masira ang ating mga pinakukunang yaman. (Ipakita ang larawan ng pagbaha) Isa ito sa maaaring mangyari kung di natin pangangalagaan ang ating mga gubat. I. LAYUNIN: II. PAKSA:

Nakita mong nagtatapon ng basura ang iy ong kapatid sa ilog. 3. Paglalapat: 1. TAKDANG ARALIN: Gumupit ng larawan na nagpapa kita ng tamang pangangalaga sa mga pinagkukunang yaman. EBALWAS YON: Saguting ang tanong.1. 2. 5 puntos. Pangwakas na Gawain: Iguhit kung ano ang mangyayari sa ating bansa kapag pinabayaan an gating kalikasan. . 4. 5. ano ang gagawin mo? F. Ano ang maaari o nararapat mong gawin gayong alam mo ang magiging epekto sa kalikasan at maging sa mga tao kung patuloy ang pagputol ng mga puno? Ano an g gagawin upang maiwasan ang pagbaha? 2. V. IV. 1. Sino sa inyo ang nakaranas nang baha? Ano ang ginawa ninyo? Umalis ba kayo sa ba ha niyo? Bakit kaya nagkakaroon ng baha? Ano ang maaari nating gawin upang maiwa san ang baha? D. Nakita mo ang tatay ng iyong kaklase na patuloy sa pagpuputol ng mga punongkahoy sa kagubatan o kabu ndukan. Ipaliwanag ang kahalagahan ng pinagkukuna ng yaman ng mga unang Pilipino. Pagpapahalaga: Paano natin mapapangalagaan an gating kalikasan upang maiwasan ang pagbaha? Ano ang dapat nating gawin? E.

Unlocking of difficulties: Giving synonyms. Pre-Activity: 1. Catanduanes I. b. OBJECTIVE: II. pictu res. Motivation: a. Motive questions: What happened to Peter’s house? B. Molina Mabato Central School San Miguel North District San Miguel. SUBJECT MATTER: Give possible ending to a given selection.2. lazy pu t-off . What do you think can happen if the boy lights t he match? 4. Giving possible ending to a given selection.2 Charts. Safety measures on fire. PROCEDURE: BEC/PELC – III. Phonics drill: Short /a/ sounds Take Care bake make sake lon g /a/ sounds later fatal mad 2. Te ll something about the picture. flashcards.C – 5. smoke surprise 3. During Reading: The teacher reads the selection orally while the pupils listen silently. A. Show a picture of a boy playing with matches near a container of kerosene.LESSON PLAN IN ENGLISH – V Prepared by: Rosa C. Reference: Materia ls: Integration: III.

b. what do you think will happen? c. Suddenly. 4. It was raining heavily Sally forgot to bring her umbrella. What could have happened if the neighbors did not help? D. A boy was playing a ball along the street. Post Activity: 1. Answering motive questions: What happened to Peter’s house? 2 . Generalization: How will you give possible ending to a certain situation/select ion? E. Group 3 – Make posters on f ire prevention. Where are Peter’s parents? Who put off the fire ? Where was Peter at that time? What do you think could have happened if the nei ghbors did not help in putting off the fire? e. What to do when there is fire? Group 2 – Make a slogan on how to prevent fire. Engagement activity: a. He forgot to keep his toy car. a. Exte nding literary experience: Group work: Group 1 – Role play. What do you think will happe n to Sally? b. Application: Give possible ending to the following situation. c. What could have happened if Peter did n ot go out to play? b.C. a bus came. If illegal loggers will not be prevented. Skill development: a. His friends called hi m to play outside. What do you think . How can we prevent fire? 3. d. His younger brother who is ver y eager to go with him outside stepped on the toy car. What will happen to the boy? d. The ball rolled across the street and the boy ran to get the ball. Dan was playing a toy car inside the house.

EVALUATION: Give possible ending to the following situatio ns. Write your answer. 1. 2. Mario stepped on marbles scattered on the floor.will happen next? IV. Give possible ending. What would happen to Mario? The skirt of a girl has caught fire? What might hap pen next? Carlo saw that his younger brother is playing a match. What do you think will happen next? . Maria studies her lessons because thei r teacher will give a long test next day. ASSIGMENT: Read the selection. 3. What would Carl o do? V.

1. Act ivity sheets. 1 Charts. What is a graph? What are the different kinds of graphs? What does a graph show? B. II – SUBJECT MATTER: Reading and Interpreting Data Presented in a Line Graph. Review Ask: 1. 3. BEC PELC V. during. Presentation: Study this line graph. 2. . Preparatory Activities 1. Concept : Reference: Materials: Integration: A line graph shows information through the use of line which represents two sets of related data. Tañon Pagsangahan E/S San Miguel North District Division of C atanduanes I – OBJECTIVE: Reads and interprets data presented in a line graph.LESSON PLAN in MATHEMATICS-V Prepared by: Gary T. Checking of Preparation. 2 . and after a typhoon. III – LEARNING EXPERIENCE: A. picture Safety Measures before.

2. What does this line graph tell? What town in Catanduanes has the biggest casualty? What does it imp ly? What has zero casualties? Why do you think there were no casualties? What ot her safety measures can we adapt before a typhoon? How many lives were lost due to typhoon Egay? What can we do to mitigate the loss of lives during a typhoon? What precautionary measures can we do after a typhoon? (Note: Teacher may ask ot her questions) . DISCUSSION Ask: 1. 3. 6. 5. 4.LIVES LOST IN CATANDUANES DUE TO TYPHOON EGAY 100 90 80 70 60 50 40 30 20 10 0 B A G A M A N O C B A T O B A R A S C A R A M O R A N G I G M O T O P A N D A N P A N G A N I B A N Sn. A N D R E S Sn. M I G U E L V I G A V I R A C TOWNS OF CATANDUANES 2. 7.

. 3. 2. Dividing the class in to 4 groups. 4.C. Activity proper. 2. 5. Tell something about it in front of the class. Practice Exercise (Group Activity) 1. What information does the graph tell you? What age group has the highest casualt y? What age group has the least casualty? Why do you think ages 61-70 is the mos t affected group? Why were there many casualties? GROUP C and D (ACTIVITY SHEET) Interpret the data presented in this graph. S etting of standard for group activity. GROUP A and B (ACTIVITY SHEET) CASUALTIES OF BAGYONG JUAN ACCORDING TO AGE GROUP 100 90 80 70 60 50 40 30 20 10 0 0-10 11-20 21-30 31-40 41-50 AGE GROUP 51-60 6 1-70 1. 3.

GROUP REPORTING .NUMBER OF TYPHOONS PER MONTH IN CATANDUANES 10 9 8 7 6 5 4 3 2 1 0 J A N U A R Y F E B R U A R Y M A R C H A M J P A U R Y N I E L J U L Y A U G U S T S O E C P T T O E B M E B E R N O V E M B R D E C E M B E R MONTHS 4.

What does the graph show? Which family received a highest amount? Which family h as the least damage? What conclusion can you make on the damages incurred betwee n Tanon and Santos family? . 4. 3. 2. Fixing Skills ESTIMATED VALUE ON THE EXTENT OF DAMAGE OF TYHPOON EGAY 10000 9000 8000 7000 6000 5000 4000 3000 2000 1000 0 T a ñ o n B e r n a l T L a a t z e a l r o A n t o l i n M o l i n a T e m p l o n u e v o S a n t o s QUESTION: 1.5.

4. 5. 2 0 0 1 2 0 0 2 2 0 0 3 2 0 0 4 2 0 0 5 YEAR 2 0 0 6 2 0 0 7 2 0 0 8 What is the title of the graph? What year has the most numbe of typhoons? What h as the least typhoon occurred? How many typhoons does Catanduanes experience in the year 2000? Give your idea about vulnerability of typhoon in Catanduanes. TYPHOON PASSED IN CATANDUANES FOR THE FOLLOWING YEARS 14 12 10 8 6 4 2 0 2 0 0 0 1. 2.IV – EVALUATION: Study the line graph. 3. Number of partici pants attended the DRR Children’s Camp Pagsangahan E/S10 Milaviga E/S Mabato E/S B alatohan E/S Kilikilihan E/S Tobrehon E/S San Miguel E/S 12 10 6 8 7 15 . Interpret the data presented by filling the blank. V – ASSIGNMENT: Construct a line graph base from the given data.

8 . brainstor m on the precautionary and conservation measures (on the use of electricity) Man ila papers. Motivation and Presen tation: Is electricity very important to all activities of man? Why? What kind o f fuel is needed to produce electricity? How are you going to use electricity? B . Value Focus: Conservation of electricity. Science Concept: Electricity can be both a friend and an enemy. With your group. Activity Paper: 1. OBJECTIVE: II. Activity I Materia ls: Sheets of Manila paper. describing. Camarines Sur I. Science Proc esses: Observing. Pre-Activity: 1. SUBJECT MATTER: Practice precautionary and conservation measures related to electricity. thrift. Review: How do electromagnets work? 2. DRR Integration: Safety/conversation measures in using electricity. Using e lectricity wisely and safely. Safety rules must b e followed to prevent accidents. PELC v. PROCEDURE: A. Romano Castillo E/S Cabusao District. Materials: References: III. It can be useful but it can also be dangerous. inferring. Electricity should be considered for the future generation. BEC. Procedure: 1. pentel pen. Distribute activity cards to each group.LESSON PLAN IN SCIENCE AND HEALTH 5 Prepared by: Renan A. pentel pens.

they can no t be recycled again or .practiced in the home and in community. Unpl ug appliances by carefully disconnecting the cords Conservation Measures 1. 4. What will happen if we continue to use more and more fuels to generate el ectricity? Why? C. 2. Turn off any appliances when no t in use. Turn off the main swi tch when replacing a fuse or repairing electrical wirings. • • Coal. and oil There may come a time when we will not have en ough fuels to use. Precautionar y Measures Home Community Conservation Measures 3. Once they are used. When cooking. Put electrical cor ds away from passage ways. Disconnect electrical app liances when not in use 2. What fuels are needed to produce electrici ty? 2. Iron clothes in bunch once or twice a week. Replace damaged or old wires 3. 5. gasoline. 2. Clean the bulb regularly. make sure that the size of the pan suits the size of the stove coils 3. Follow the format below. Publishing and Reporting: Group report shou ld be done EXPECTED ANSWERS: Precautionary Measures 1. Use fluorescent lamp instead of incandescent bulb. 4. Post Activity: 1. These fuels are non-reusable. Answer the following questions: 1. Change a burnt-out fuse with same capacity 6.

with the same capacity d. connecting more than two appliances at the same time b. A melted f use should be replaced with one which has a. 2. 3. Safety rules must be followed to prevent accidents. opening all lights at the same time . different capacity c. Safety tips in the use of electricity should be observed so that a. w e have been experiencing brownouts or power failure. surrounding will be cleaned 2. Turn on the main switch when replacing a fuse or repairing and electrical wire 3. Generalization Why we use electricity wisely and safely? Expected Answers: Electricity can be both a friend and an enemy. It can be useful but it can also be dangerous. Application Nowadays. What do you think is the re ason for this? What are you going to do to preven brownout or power failure? IV. Which of the following is a precautionary measures related to electricity? a. Which of the following shows conse rvation of electrical energy? a. bigger wires b. Unplug ele ctrical appliances during brownouts b. 1. food will be preserved c.use again. the same size 4. EVALUATION: Practice precautionary and conservation measures related to the ele ctricity by choosing the letter of the correct answer. Elect ricity should be conserved for the future generation. water will taste d. Repair electrical connectivity during a t hunderstorm c. Unplug appliances by pulling out cords carelessly d. accidents will be avoided b.

c. ASSIGM ENT: Make slogans/posters depicting safety tips on using electricity at home or in school. Using a no frost refrigerator V. . turning off lights when not in use d.

Ipapasulat o ipapabigay sa mga bata ang naitala nilang sanhi at bunga . Paglinawan Cabusao Central School Cabusao District I. Pagkatapos Bumasa: 1. Pagsagot sa tanon g pagganyak. pabula at parabola. Bakit nag-away ang tribu ni Pan gaiwan at tribu ni Amtulao? b. itatala nila ang mga pangyayaring ma y ugnayang sanhi at bunga sa kuwento. 2. Bago Bumasa: 1. B. Ipapaliwanag kung ano ang epiko at ang katangian nito. Pagbibigay ng sanhi at bunga. 109-113 Kagamitan: Larawan na nagpapakita ng kultura n g Ifugao. 2. Inte grasyon: Value: DRR: III. Ibat-ibang uri ng larawan na nagpapakita ng ibat-ibang sitwasyon. Pagganyak: a. PAKSA: Naibibigay ang sanhi ng mga pangyayari or ganapan sa binasang s eleksyon. Pag-usapan din ang iba pang uri ng panitikang bayan gaya ng alamat. Pagbibigay ng panuntunan sa pagbasa ng tahimik. Paghahawan ng Balakid: Sasabihin sa mga bata na ang babasahin g seleksyon ay may uring epiko o halaw sa epiko.BANGHAY ARALIN SA FILIPINO VI Inihanda Ni: Mariel L. Habang Bumaba sa: Habang binabasa ng mga bata ang teksto. pakikiisa Sanhi at bung a na dulot ng bagyo at baha. A. Sanggunian: BEC PELC Badget ng Gawain VI Landas sa Pagbasa VI pp. C. PAMAMARAAN: Pakikipagtulungan. LAY UNIN: II. Ano ang ginawa ni Aliguyon para malutas ang sulir anin ng ama? 3.

Kung nagkakaroon ng isang masamang pangyayari sa pamilya ninyo. Pagsagot sa pang-unawang tanong. Tatlong taon naglaban ang mga kawal ng Daligdigan at Hannanga na walang nagwagi at walang natalo. Pagtatalakay sa sanhi at bunga na idinudulot ng bag yo at baha. Bunga: ___________________________________________ _______________ 3. Paano ginapi ni Aliguyon a ng kaaway ng kanyang ama? c. Nag-aalala si Amtul ao sa kaaway na si Pangaiwan. Ano naman ang magiging bunga kapag nagkaroon ng b agyo? g. Ano ang sanhi ng pagbabaha? e. Ano a ng maaaring mangyari sa mga tribu ng Daligdigan at Hannanga matapos magkaisang d ibdib sina Aliguyon at Bugan? e. 3.) f. Bunga: _ _________________________________________________________ 2. a. EBALWASYON : 1. si . Ipinakilala ni Pumbakhayon kay Aliguyon ang kapatid ni yang dalaga. Kung sakaling nagkaroon ng mlakas na bagyo sa inyong pamayanan. Ano ang naging bunga ng pagpunta ni Aliguyon sa Daligdigan? 4. Ano ang magiging bunga kapag nagkaroon ng baha? (Posibleng sagot: Masisira ang mga pananim. a no ang inyong ginagawa? b. Ibigay ang sanhi o naging bunga sa sumusunod na pangyayari.buhat sa seleksyong binasa. Kapwa malakas o matalino at matapang sina Aliguyon at Pumbakhayon. Integrasyon. Ano ang malak ing pangamba ni Amtulao sakaling siya ang mamatay? b. ano ang bunga nito? d. Bakit humanga si Pumbakhayon kay Aliguyon? d. Magpapakita ang guro ng ibat-ibang larawan at hahayaan ang mga bata na magbigay ng sanhi at bunga sa pangyayari. Paano ninyo ito maiiwasan? c. IV. Bunga: ____________________________________ ______________________ 4. Hal: Larawan ng kalbong bu ndok. a. Kung ang mga mamayan walang pagkakaisa. Pagsasanay. ano ang mangyayari sa kanilang pook? 5.

Ibahagi sa mga kamag-aral. TAKDANG ARALIN: Gumawa ng pagsasal iksik sa mga epiko ng ibat-ibang pangkat etniko. Bunga: __________________________________________________________ 5. Sanhi: _________________ __________________________________________ V. . Nagi ng magkaibigan ang mga tribu ng Hannanga at Daligdigan.Bugan.

Mga Tanong: 1. Naisasagawa ang mga paraan ng matalinong pangangalaga ng l ikas na pinagkukunang yaman. Bayos Hitoma-Bulalacao E/S Caramoran South District Caramor an.1-p. Bakit kaya nila ginaga wa ang mga ganitong pamamaraan ng pagkuha ng mga kahoy? 3. 3. Pagpapahalaga sa likas na yaman. Pagpapakita ng larawan ng kalbong kabundukan at kagubatan. Integrasyon: Values: DRR: III. Pag-aw it 1 Kapaligiran. Balik-aral: Anu-ano ang mga pinagkukunang-yaman? 2. PAKSA: Panimulang gawain: 1. Ano ang maaaring maidulot ng makahoy k abundukan? B. Ano ang maaaring maid ulot ng kalbong kabundukan? Kagubatan. Mitigation I. Matalinong pangangalaga ng likas na pinagkukunang y aman. Ano ang maki kita or mapapansin ninyo sa unang larawan? Sa ikalawa? 2.14 Kagamitan: Larawan ng kabundukan at kagubatan. Pagganyak: Pagpapakita ng larawan ng kagubatan na may illeg al loggers. Nabibigyang-halaga ang matalinong pangangalaga ng likas na pi nagkukunang yaman. Panlinang na gawain: . Sanggunian: BEC 1. 2. Catanduanes 1. 4. LAYUNIN: II. 1.BANGHAY ARALIN SA KAGANDAHANG-ASAL AT WASTONG PAG-UUGALI Ikaanim na Baitang Inihanda Ni: Irma S. Pagpapaki ta ng larawan ng makahoy na kabundukan at kagubatan. PAMAMARAAN: A.

Ipaliwanag ang “Save Mother Earth” sa sariling pangungusap. B. Kaingin ang gamitin na pamamaraan sa pagpuputol ng kahoy. 3. 1. Magbigay ng ibat-ibang pamamaraan ng matalinong pangangalaga ng likas na p inagkukunang yaman. Paglalahat: Anu-ano ang mga paraan ng matalinong pangangalaga ng likas na pin agkukunang yaman? 4. Pagsasanib: Anu-anong hakbang ang mga dapat gawin sa mga pi nagkukunangyamang unti-unti ng nasisira upang bumalik ang dating taglay na pinag kukunang yaman? IV. Palitan ang mga pi nutol na kahoy. 1. Pagpapahalaga/pagtatalakay: Sa palagay nyo. ano ang tatalakayin natin ngayon? Anu-ano ang mga dahilan kung bakit nagkakaroo n tayo ng pagbaha at pagguho ng lupa? Paano maiiwasan ang ganitong pamamaraan ng pagputol ng kahoy? Ano ang magiging bunga kung patuloy nating puputulin ang mga kahoy sa ating kapaligiran? Bilang isang mag-aaral. Paglalahad: Pagbasa ng kwento. . V. Hindi pahalagahan ang mga likas na yaman. TAKDANG ARALIN: Ipaliwanag: 1. 2. Bilang isang mag-aaral. 3. paano ka makatutulong sa ma talinong pangangalaga ng likas na yaman. A. PAGTATAYA: Lagyan ng (√) kung tama ang pangungusap at (x) kung mali ang pangungusap. 2. pa ano mo mapapangalagaan ang matalinong pagpapahalaga sa likas na pinagkukunang ya man? 2. 4.1. 5. Isumbong sa may kapangyarihan ang pumuputol ng kahoy sa walang p ahitulot. Putulin ang lahat ng punong-kahoy sa kagub atan at kabundukan.

Pagtatalakayan: Paano nakaaapekto ang pagbaha sa mga tao at komunidad? BUNGA . PAMAMARAAN: 1. Kagamita n: Pangguro: PELC Sining 1. III.1 d. Gawaing Pansining: Paglikha ng disenyo sa pamamagitan ng pagguhit. Ha limbawa ng larawan: • Banawe Rice Terraces • Chocolate Hills • Taal Volcano 2. Integrasyon: Natutukoy ang sanhi at bunga ng pagkakaroon ng b aha. Paggawa ng mga dibuho mu la sa kapaligiran.Pagkasira ng mga bahay at gusali. Nakakalikha ng dibuho na binubuo ng mga b agay na mula sa kapaligiran sa pamamagitan ng pagguhit.Pagpuputol ng kahoy 3. krayola. LAYUNIN: II. SANHI .BANGHAY ARALIN SA SINING – VI Inihanda Ni: Hyna Z. watercolor. Ganyakin ang mga bata na magsagot. Nabibigyan ng pansin ang magagan dang likas na kapaligiran ng bansa. coupon. ruler. • Naranasan ninyo na ba an g pagbaha sa inyong lugar? • Bakit kaya nagkakaroon tayo ng pagbaha? Itala ang kan ilang kasagutan sa pisara. 2. I. Paglala had: Magpakita ng mga larawan ng mga lugar na binabaha. Catanduanes 1. Talan Obi Elementary School Car amoran South District Caramoran. PAKSA: . 119 Pambata: lapis. Pagganyak: Pangkatin sa apat ang klase. Ibigay ang pangalan ng mga lugar na ipapakita ng guro.

PAGTATAYA: V. b. Ipalabas ng mga kagamitan at magbuo ng pamantayan sa paggawa. Pagdikit-dikitin ang likhang mural.A. d. Pangwakas na gawain: a. Ipaliwanag ang mga gagawing dibuho sa pamamag itan ng ilang halimbawa nito. Panlinang na gawain: a. B. e. . Ipaskil sa dingding ng kwarto. Habang abala sila sa paggawa. lumapit sa bawat pangkat at gabayan sila. Mula sa likhang sining ng buong klase gumawa ng “journal” or isang tala tungkol sa pagpapahalaga sa kapaligiran or pamayanan na makatutulong para maipagmalaki ang likas ng yaman. IV. c. TAKDANG ARALIN: Ipaskil ang mga likhang sining sa dingding ng kuwarto at bibigyan ng marka ng guro ang m ga ginawa ng mga bata sa pamamagitan ng rubrics. b. Bawat pangkat ay mapapasya kung anong magandang tanawin sa ating kap aligiran ang kanilang iguguhit. Ganyakin na magkaroon ng malaya at masiglang kuwentu han tungkol sa likhang sining ng bawat pangkat. Bawat pangkat ay gagawa ng kanilang sariling di buho.

Ex.1. Record pupil’s 2 flowers and 8 leaves 3 pencils and 6 bags.1 Flashcards. Motivation: Show picture of a tropical c yclone. 1/3 b.k. SUBJECT MATTER: Form ratio and proportion for groups of objects/numbers.1. Let them give also the precautionary measures to prevent the possible effects. Ask them the possible ef fects if it strike/hit a place. c. DRR message: Awareness on tropical cyclone. PROCEDURE: A. Drill: Give the fraction name of the shaded part. Integration: Values: Care and concerns with each other. Forming ratio and propo rtion Reference: Materials: BEC PELC 11. picture of a trop ical cyclone. . 1. Ex. Preparator y Activity: a. Springboard: Tropical cyclone. OBJECTIVE: II. III. Valencia Toytoy Elementary School Garchitorena District I. Ask the pupils what it is and how it is formed. Review: 2/4 2/3 1/4 Use picture cards with different numbers of objects/pictures. Let the pupils giv e the number that it represents.LESSON PLAN IN MATHEMATICS GRADE VI Prepared by: Nerissa D.

let the pupils give an equivalent ratio to fo rm a proportion. Presentation: Based from the picture of a tropical cyclone. Wherein the product of the means and extremes are the same or e qual. Its probable effect and the precautionary measures in ord er to elicit or minimize effects. give pupils insight how it is formed an d its classifications.responses in the blackboard.) Jan-1 Feb-1 March-1 April-1 May-1 June-2 July-3 Aug-4 Sep-3 Oct-3 Nov-2 Dec-1 Possible answers: 1:1 2:1 3:1 4:1 5:1 6:2 7:3 8:4 9:3 10:3 11:2 12:1 Based from the ratio being formed. Classificat ion of a Tropical Cyclone (1) Tropical Depression – less than 64 KPH (2) Tropical Storm – greater than 64 to 117 KPH (3) Typhoon – greater than 117 KPH Express in rat io each classification by using a color to compare quantities/numbers. to check what they gave in review. How can you express this in ratio? 1:25 Monthly average frequency of occurrence of tropical cyclone in the Philippines. Ex: . Ex: 64:1 117:1 64:117 The Philippines is visited by typhoon in a year for almost 25 times. Developmental Activities: a. (Represent a number for each month and compare with the number of typhoons per month to form a ratio. B.

11AM. and 11PM. Issued twice a day at 11 AM and 11 PM. Iss ued once a day at 5 PM. . second group – give the equivalent to f orm a proportion) Stages of Tropical Cyclone Warning (1) Weather Advisory – The cy clone is still too far from the country to pose a threat in the next 3 days. EVALUATION: Express as ratio and give the equivalent ratio to form a proportion. Generalization: What is a ratio? How do you form a ratio? (Ratio is a compari son of two quantities and form by using a color) What is a proportion? How can y ou say that it is a proportion? (Proportion are two equal ratios. . Issued 4 times a day at 5AM. RATIO PROPORTION D.Tropical Cyclone Warning – There is immediate threat in a particular part of the country. 5PM. wherein the pr oduct of the means and extreme are the same or equal) IV. Fixing skills: 2:1 = 2:1 8:4 = 10:5 Group activity: (First group – give a ratio. (2) Severe Weather Bulletin .Tropical Cyclone Alert – Pos es an impending threat on a part of the country but fell short of the basis for raising storm signal.1:1 = 1:1 6:2 = 3:1 C.

ASSIGMENT: Public storm signal # 1 with winds of 60 KPH Public storm signal # 2 with winds of 100 KPH Public storm signal # 3 with winds of 185 KPH Public storm signal # 4 with winds of 200 KPH List down the things to do before. 2. and 3). and after a tr opical cyclone (signal # 1. during.V. .

Checking of assignment. Grouping of pupils into 3. Catanduanes Practice precautionary measures before.2. 6. 139-140 PELC – v. Motivation: Can you remember th e latest time when Mount Mayon Erupted? What do you think were affected by this eruption? 4. 2. Reference: Science and Health 6 TM – pp. enumerating. I. SUBJECT MATTER: Materials: Science Process: Interviewing resource person. OBJECTIVE: II. during and after volcanic eruptions.LESSON PLAN in SCIENCE and HEALTH VI Prepared By: Maria B. III. Setting of the standards to be observed in the activity. P re-Activity: 1. 7. Listening to the teacher’s instruction about the day’s lesson. Precautionary measures to practice before. chart and picture of evacuation in progress. during and after a volcan ic eruption. Dist ribution of the activity sheets. Review What are the harmful effects o f volcanic eruptions? Its beneficial effects? 3. Presentation: Show a picture that depicts the activities of a volca no. Concept: Certain precautionary measures must be observed in order t o prevent loss of lives and reduce property destruction before. 5. Templonuevo San Miguel Central Elementary School San Migue l.3. PROCEDURE: A. during and after volcanic eruptions.5 Books. . posters.

Discussion. 1.B. 2. during and after volcanic eruptions ? 4. . 2. what would you do? b. Read more about major volcanic eruption that occurred here in our country. EVALUATION: Give at least 2 precautionary measures in the c hart regarding volcanic eruption. Post Activ ity: 1. 2. Before During After 1. Activity Proper: Performing an activity: Activity I – What should you do before a volcano erupts? Activity II – What should you do during an eruption of a volcan o? Activity III – What should you do after an eruption of a volcano? C. During and after they happened? c. What must you do when a volcanic eruption occurs? b. w hat will you do? IV. PHIVOLCS issued a warning that a volcano showed signs of er upting. If you are living in the declared danger zone. Application: a. Generaliz ation: a. Group reporting about the activity. and amount of property destroyed. ASSIGMENT: 1. numbe r of lives killed. How can we be safe before. You are planning to go out picnic with your family while the volcano is erupting. < What are the precau tionary measures to practice before volcanic eruptions? During volcanic eruption ? And after volcanic eruptions? < What should one practice in case of volcanic e ruption? < Why do we need to practice these precautionary measures? 3. 2. V.

2. Stay away from/keep a safe distance away from the radius specified by the authorities. C. During the Volcanic Eruption: 1. Question: What are the precautionary measures to practice before. Cover your nose with a wet piece of cloth. Report any strange occurrence of smoke. Have a ready means of transportation During ash showers. 4.PRECAUTIONARY MEASURES TO PRACTICE A. 5. 3. Clean utensils. ash on rooftops should be scraped. Do not panic. Evacuate to a safer place. cracks on the ground. during. to authorities. etc. from dust expelled from the volcano th oroughly before using them. Move to a safe place. and af ter volcanic eruptions? . Kee p calm. 4. plates. Wear thick clothes that will protect f rom heat and masks to avoid breathing in poisonous air or dust. After Volcanic Eruption: 1. People with respiratory ailments should evacuate outside the ash shower area. 2. B. 3. 3. In between ash showers. Stay in place until help from authorized agenc ies come. etc. Keep calm. Before Volcanic Eruptions: 1. 2.

References: Fun in English Readi ng 6. what do you see? What about the leaves and the trees around us. I. PROCEDURE: A. OBJECTIVE: II. Unlocking of Difficulties: Present jumbled letters fo r the pupils to form a word with its meaning as a clue. I dentify the events on the plot of a story read. Pre – Reading Activities: 1. Teoxon Garchitorena Central School Garchitorena District Division of Camarines Sur At the end of the lesson. Reading 3. pp.1 Being prepared. SUBJECT MATTER: Value: DRR Integration: Materials: An ACCORDION showing pictures about typhoon and its safety precautionary measure s. N D A E D O L I N S – Smal l yellow flowers F F R G U – Boastful F O P W U E R L – Has great power. what do you obs erve? 3. Describing a typhoon. the pupils should be able to identify the events on the plot of a story read.1. Motivati on: (Let the pupils form two lines and instruct them to go outside the room and they:…) Let us observe our surroundings. Following safet y measures during typhoon. pp. p. 2.SAMPLE LESSON PLAN IN ENGLISH-VI (Story Reading Framework – SRF) Prepared By: Norma R. III. picture of a typhoon. 230-237 BEC Handbook. what do you feel? Try to look up the sky. 87 “Follow the Wind” Headway in Science and Health Today. Presentation: .

Skills Development: Present the episodal web below and let the pupils identif y the events on the plot of the story read. Can we follow the wind? Who wanted to follow the wind? Enume rate each.Say: Today. 4. B. Present the KWL chart as shown below: What did I know? Possible answers… -Wind is important to us to fe el fresh and relaxed. Motive Question: Can we follow the wind? Let’s find out. Engagement Activity: • • • • • • • Ask the pupils qu ns about the story. Were they able to reach the end of the wind? Why? Why not? Can we con trol the wind from blowing? What do you think may happen if the wind becomes str ong? How does a typhoon develop? What I want to know? Possible answers… -Can we fo llow the wind? -Where did it end? -What should one do whenever strong winds occu r? What have I learned? (This portion is to be filled-up during generalization) 2. DURING READING ACTIVITY: Reading of a story th rough a “reader’s theatre” (Let the pupils perform the reader’s theatre on stage if poss ible) C. . -Strong/great wind is called typhoon. -We can’t stop the wind from blowing. -Wind is disastrous if it is strong. we are going to hear a history about the wind. POST – READING ACTIVITIES: 1.

secondary characters.A. Midas was delighted in turning everything he owned to gold. At firs t. Ending Secondary Climax character Main character Setting . and ending. Midas was a rich and mighty king. he discover ed that when he touched his food. Discussion of the events on the plot of the story: Where did the story happen ? Who is the main character of the story? The secondary characters? What is the most interesting part of the story? How did it end? What did the author trying t o tell us about the wind? If no one can stop the wind from blowing. He wanted everythi ng he touches to turn to gold. but he was no t satisfied. He begged the god Bacchus to grant him his wish. Try to write the plot of the story through thi s hearing bone. Bacchus unwillingly granted this request. The pupils will mention some plots of the story such as. main ch aracter. he ask Bacchus to remove the power. climax. Then. it also turned to gold. what should we do? Why? Note: Connect the story they have just learned with their experience s during strong winds. B. setting. Practice Exercise: Read a short selection and answer the questions that follow: The story of King Midas is taken from the roman mythology. C. Generali zation: No one can’t stop the wind from blowing so we need to prepare ourselves on the precautionary measures to follow in case there is a strong that struck our place. Fearing starvation. The teacher will give some inputs on typhoon.

Let the pupils perform these activities through a performance. II – A scenario where your family is experi encing a typhoon. wind What are the objects who wanted to follow the w ind? a. EVALUATION: 1. paper bird. leaf. As more water vapor condenses. b. b. Literary Extender: If you were one of the objects who followed the wind. 4. windmill. Never listen to radio broadcasts. b. balloon airplane. 3. sailboat d. bird. c. windm ill b. IV – Things to prepare before the typhoon. d. IV. Across the Curriculum: Divide the group into four. during. cloud sailboat. I – Show a s cenario with a fair weather condition. Just continue doing our work at home. As air moves faster it picks up more water vap or from the ocean. c. leaf. d. Who is the main character of the story? a. III – Things to do after a typhoon. and after typhoon. How does a typhoon develop? a. balloon 2. Do not mind anything . boy. How can we prepare ourselves in times of disaster like typhoon? a. Know the preventive measures before. cloud c. more clouds are formed and mor e heat is released into the atmosphere.3. woul d you do the same? Why? Why not? 4. .

All of the above. No one can’t stop it from blowing. How does the author trying to tell the readers about the wind? a. We need to be aware of the safety precautionary measures. d. d. the wind grows stronger. A pow erful person can stop the wind from blowing. As more heat is released. during. V. c. . ASSIGMENT: Make a poster showing the safety measures before. b.c. 5. and after the typhoon in a 1/4 sized cardboard. Both B and C.

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