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Science &health

Teacher: Mark Jayson Gianan

01:10-2:00- Bonifacio

02:00-02:50- Rizal

I. OBJECTIVE:
Name and describes the types of clouds.
Values: You can predict fine and
stormy weather by
observing the clouds.
II. SUBJECT MATTER:
Weather (Types of Clouds)
A. Science Concepts/Ideas:

Types of Clouds
1. Cirrus Clouds - clouds are thin
and feather-like. They are highest of
all clouds.
2. Stratus Clouds - clouds are flat
layers often seen close to the
horizon in the early hours of the
day.
3. Cumulus Clouds - are thick and
mountain-like
4. Nimbus Clouds - are dull and
gray in color

B. Science Processes:
Describing, observing, inferring,
comparing and communicating
C. Materials:
Cotton, black crayon, cardboard
References:
Science Module for Grade IV - by Mrs.
Jessie A. Villegas, p.187-189
Science and Health for a Changing
Environment - by Estrellita S. Dela
Cruz; et.al., p.97-98
III. PROCEDURE:
A. Preparatory Activity:
Review
What is
weather? What are
the weather

05:05-05:50- MH DelPilar
elements?

Checking of
Assignment:
Motivation:
Read the poem "all things
Bright and beautiful".
What can you say about the
poem? Where do we usually see the
birds, the different flowers and
trees?

B. Presentation:
1. Relate the motivation to the
lesson.
2. Group the children into 4
groups
3. Each group will do the
activity
4. Procedure (Written on the
activity card)
5. Describe each type of clouds
C. Concept Formation:
1. Group leaders will report.
2. Pupils participate in the discussion
D. Generalization:
What are the types of clouds?
E.
Application:
You are about to go to school. You
have observed that the clouds are dark.
What type of clouds are they? What are
you going to bring in going to school?
IV. EVALUATION:
Describe the following:
1. Cirrus Clouds
2. Stratus Clouds
3. Nimbus Clouds
4. Cumulus Clouds

V. ASSIGNMENT:

Draw the types of clouds.

Science &health

Teacher: Mark Jayson Gianan

01:10-2:00- Bonifacio

02:00-02:50- Rizal

I. OBJECTIVE:

Describe and forecast the condition of


the sky for one week.

II. SUBJECT MATTER:


Weather (How may you describe the
condition of the sky)
A. Science Concepts/Ideas:
Cloud cover - is an observable
means of describing the condition of
the sky.
Cloud Cover maybe:
Clear
Partly cloudy
Generally cloudy
Cloudy
Overcast

B. Science Processes:
Describing, observing, inferring,
comparing and communicating
C. Materials:
Observation chart
References:
Science Module for Grade IV - by Mrs.
Jessie A. Villegas, p.187-189
Science and Health for a Changing
Environment - by Estrellita S. Dela
Cruz; et.al., p.97-98
III. PROCEDURE:
A. Preparatory Activity:
Review
What are the
types of weather?
Describe each

Checking of

05:05-05:50- MH DelPilar
Assignment:
Motivation:
Class, what can you say about
the weather condition today?

B. Presentation:
1. Relate the motivation to the
lesson.
2. Group the children into 4
groups
3. Each member of the group
will do the activity
4. Procedure (Written on the
activity card.)

C. Concept Formation:
1. Group leaders will forecast the
weather condition.
2. Pupils participate in the discussion
D. Generalization:
What is cloud cover?
E. Application:
When the sky is clear, can you play
outside with your classmates? Why?
IV. EVALUATION:
Draw the symbol for the following
cloud covers:
1. Cloudy
2. Clear
3.
Generally Cloudy
4. Overcast
5.
Cloudy
V. ASSIGNMENT:
Observe the cloud cover for one
week.

Science &health

Teacher: Mark Jayson Gianan

01:10-2:00- Bonifacio

02:00-02:50- Rizal

I. OBJECTIVE:
Demonstrate how clouds are formed.
Values: Bad weather usually comes
from the invisible water
vapor in the air.
II. SUBJECT MATTER:
Weather (How are Clouds Formed)
A. Science Concepts/Ideas:
Cloud - is made up of billions and
billions of very tiny droplets of
water and ice all clustered together
forming different shapes in the sky.
It can form at any altitude. When
the sun heats the ground rapidly, the
ground heats the air above it,
making it less dense than cold air.
B. Science Processes:
Describing, observing, inferring,
comparing and communicating
C. Materials:
Plastic cup, plastic plate, ice, plastic
bag, plant
References:
Science Module for Grade IV - by Mrs.
Jessie A. Villegas, p.191-191
Science and Health for a Changing
Environment - by Estrellita S. Dela
Cruz; et.al., p.99-100
III. PROCEDURE:
A. Preparatory Activity:
Review
What is
cloud cover? Draw
the symbols for the
cloud cover?

Checking of
Assignment:
Motivation:
Class, have you eaten a cotton
candy? How does the cotton candy
look like?

05:05-05:50- MH DelPilar

B. Presentation:
1. Relate the motivation to the
lesson.
2. Group the children into 3
groups
3. Let the children identify the
materials needed for the
activity
4. Each member of the group
will do the activity.
5. Procedure (written on the
activity card)
C. Concept Formation:
1. Group leaders will report.
2. Pupils participate in the discussion
including the types of fog.
D. Generalization:
How do clouds form? What are the
types of fog?
E. Application:
When you drinking cold water, and
observing the moist outside the glass of
your cold water, what can infer on that?
IV. EVALUATION:
Write the correct answer on the blank:
______ 1. What is formed inside the
plastic bag when we cover the leaves of
the plants?
______ 2. What is formed outside the cup
with ice?
______ 3. These are small particles of
salts, dust and smoke around the
atmosphere.
______ 4. A fog that forms at night when
warm air cools rapidly on the Earth's
surface.
______ 5. It is made up of billions and
billions of very tiny droplets of water
and ice.
V. ASSIGNMENT:

Write some more descriptions


about clouds.
Science &health

Teacher: Mark Jayson Gianan

01:10-2:00- Bonifacio

02:00-02:50- Rizal

I. OBJECTIVE:
Demonstrate and illustrate how clouds
reflect heat to the Earth.
Values: The way you work or do
you r Science experiments
reflects your attitude as a
young learner of Science.
II. SUBJECT MATTER:
Weather (How Clouds Reflect Heat to
the Earth)
A. Science Concepts/Ideas:

Atmosphere holds clouds which


clouds serve as the blanket and
regulate the heat and light from the
sun.

B. Science Processes:
Describing, observing, inferring,
comparing and communicating
C. Materials:
100 watts bulb, white blanket or
curtain
References:
Science Module for Grade IV - by Mrs.
Jessie A. Villegas, p.200-201
Science and Health for a Changing
Environment - by Estrellita S. Dela
Cruz; et.al., p.101-102
III. PROCEDURE:
A. Preparatory Activity:
Review
How are
clouds formed?

Checking of
Assignment:
Motivation:

05:05-05:50- MH DelPilar
Request the children to close
their eyes, and let them imagine the
clouds in the sky (music maybe
used). Let them open their eyes,
after a few seconds. Then, tell them
again to close their eyes and let
them imagine the Earth without the
clouds.

B. Presentation:
1. Relate the motivation to the
lesson.
2. Group the children into 2
groups
3. Each member of the group
will do the activity
4. Procedure (written on the
activity card)
C. Concept Formation:
1. Group leaders will report.
2. Pupils participate in the discussion
D. Generalization:
What do clouds do to the heat of the
sun?
E. Application:
The sky is clear, what should you do
to protect yourself?
IV. EVALUATION:
Underline the correct answer:
1. Based on the activity, which represents
clouds?
a. bulb
b. blanket
c. hands
2. What do clouds do to the heat of the
sun?
a. Reflect to the Earth

b. Reflect to the Sun


c. Reflect heat to the Sun and Earth

V. ASSIGNMENT:
Name 3 things we can benefit
from clouds.

Science &health

Teacher: Mark Jayson Gianan

01:10-2:00- Bonifacio
I.

02:00-02:50- Rizal

OBJECTIVE:
Name and describes the types of clouds.
Values: You can predict fine and
stormy weather by observing
the clouds.

II. SUBJECT MATTER:


Weather (Types of Clouds)
A. Science Concepts/Ideas:
Types of Clouds
1. Cirrus Clouds - clouds are thin and
feather-like. They are highest of all
clouds.
2. Stratus Clouds - clouds are flat
layers often seen close to the
horizon in the early hours of the
day.
3. Cumulus Clouds - are thick and
mountain-like
4. Nimbus Clouds - are dull and gray
in color
B. Science Processes:
Describing, observing, inferring,
comparing and communicating
C. Materials:
Cotton, black crayon, cardboard
References:
Science Module for Grade IV - by Mrs.
Jessie A. Villegas, p.187-189
Science and Health for a Changing
Environment - by Estrellita S. Dela Cruz;
et.al., p.97-98
III. PROCEDURE:
A. Preparatory Activity:
Review
What is

05:05-05:50- MH DelPilar
weather? What are the
weather elements?

Checking of
Assignment:
Motivation:
Read the poem "all things Bright
and beautiful".
What can you say about the poem?
Where do we usually see the birds, the
different flowers and trees?

B. Presentation:
1. Relate the motivation to the
lesson.
2. Group the children into 4
groups
3. Each group will do the activity
4. Procedure (Written on the
activity card)
5. Describe each type of clouds
C. Concept Formation:
1. Group leaders will report.
2. Pupils participate in the discussion
D. Generalization:
What are the types of clouds?
E. Application:
You are about to go to school. You have
observed that the clouds are dark. What type
of clouds are they? What are you going to
bring in going to school?
IV. EVALUATION:
Describe the following:
1. Cirrus Clouds
2. Stratus Clouds
3. Nimbus Clouds
4. Cumulus Clouds
V. ASSIGNMENT:
Draw the types of clouds.

Science &health

Teacher: Mark Jayson Gianan

01:10-2:00- Bonifacio
I.

02:00-02:50- Rizal

OBJECTIVE:
Demonstrate how clouds are formed.
Values: Bad weather usually comes
from the invisible water vapor
in the air.

II. SUBJECT MATTER:


Weather (How are Clouds Formed)
A. Science Concepts/Ideas:
Cloud - is made up of billions and
billions of very tiny droplets of water
and ice all clustered together forming
different shapes in the sky. It can form
at any altitude. When the sun heats the
ground rapidly, the ground heats the air
above it, making it less dense than cold
air.
B. Science Processes:
Describing, observing, inferring,
comparing and communicating
C. Materials:
Plastic cup, plastic plate, ice, plastic bag,
plant
References:
Science Module for Grade IV - by Mrs.
Jessie A. Villegas, p.191-191
Science and Health for a Changing
Environment - by Estrellita S. Dela Cruz;
et.al., p.99-100
III. PROCEDURE:
A. Preparatory Activity:
Review
What is cloud
cover? Draw the
symbols for the cloud
cover?

Checking of
Assignment:

05:05-05:50- MH DelPilar
Motivation:
Class, have you eaten a cotton
candy? How does the cotton candy look
like?

B. Presentation:
1. Relate the motivation to the
lesson.
2. Group the children into 3
groups
3. Let the children identify the
materials needed for the activity
4. Each member of the group will
do the activity.
5. Procedure (written on the
activity card)
C. Concept Formation:
1. Group leaders will report.
2. Pupils participate in the discussion
including the types of fog.
D. Generalization:
How do clouds form? What are the
types of fog?
E. Application:
When you drinking cold water, and
observing the moist outside the glass of your
cold water, what can infer on that?
IV. EVALUATION:
Write the correct answer on the blank:
______ 1. What is formed inside the plastic
bag when we cover the leaves of the plants?
______ 2. What is formed outside the cup
with ice?
______ 3. These are small particles of salts,
dust and smoke around the atmosphere.
______ 4. A fog that forms at night when
warm air cools rapidly on the Earth's
surface.
______ 5. It is made up of billions and
billions of very tiny droplets of water and
ice.

V. ASSIGNMENT:

Write some more descriptions


about clouds.

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