Lesson in Science 4

Content Standard: Components of weather using simple instruments

Performance Standards: Practice precautionary measures in planning activities

Learning Competency and Code: Use weather instruments to measure the

different weather components. S4ES-IVe-5

Quarter: 4 Week: 5 Day: 2

I. Objective:
At the end of 50 minutes, 100% of the learners are expected to:
 Use barometer to measure air pressure.

II. Content:
Subject Matter: Uses of Barometer
Integration: English – Speaking/Reporting, Writing
E.S.P – Taking care of weather instruments
– understanding the importance of weather instruments
Strategies: Question and Answer, Collaborative Learning
Materials: Improvised barometer
Reference: Science 4 Learners’ Material pages 270-276
Science 4 Teacher’s Guide pages 313-316

III. Learning Task:

Materials
A. Elicit (Access prior knowledge) Materials

To elicit prior knowledge, the teacher will

ask the pupils:
 Are you affected by the weather
changes?
 How do you cope with it?
 When it is cold, what kind of clothes
do you wear?
 What do you do when it’s hot?
 How do you protect yourself when it
is rainy?

B. Engage (Let the students’ mind focus on

the topic)
What kind of weather instrument measures
the hotness or coldness of an object?

How it is important in telling/measuring the

temperature?
 Group pupils into 3 and let them form the
cut-out pictures provided.

What pictures you have form?

Do you know what the uses of this weather
instruments are? Cut-out pictures of
Do you think it is useful to us? Barometer

C. Explore (Provide students with a common

experience)

1. Divide the class into 3 small groups

2. Provide each group with the
improvised barometer
3. Let them go outside the classroom
and observe/measure the air
pressure in the area.

Guide questions:
1. What is the air pressure of the
surrounding as you measure it? After
5 minutes, measure it again and
compare both findings.
2. Did the air pressure change time to
time or did they remain the same?
3. If the air pressure changes, does it
mean that there will be a change in
the weather too?
4. Make a table/chart of air pressure
every after 5-15 minutes.

D. Explain (Teach the concept. Should include

interaction between teacher and students)

 Have the group representative

present results of the activity
 While discussing the activity, check
the pupil’s responses to the activity
questions.
 Answering the guide questions:
 What is the air pressure of the
surrounding as you measured
it? After 5 minutes, measure it
again and compare both
findings.
 Did the air pressure change
time to time or did they
 remain the same?
 If the air pressure changes,
does it usually mean that there
will be a change in the
weather?

E. Elaborate (Students apply the information

learned in “Explain”. The teacher will give
inputs to deepen the understanding of the
students)

Help the pupils formulate their own

ideas/concepts by asking:
 What is the instrument used to
measure the pressure of the air?
 How is air pressure measured?
Why is barometer important?
How it become useful to us?

Key concepts:
A barometer is a scientific instrument that
is used to measure air pressure in a certain
environment. It is an instrument that
measures changes in the air pressure and
shows how the weather will change. It is
used especially in forecasting the weather.
While this instrument has been around for a
long time, they have proven to be especially
important for knowing when the weather is
going to change.

Air pressure measured in per unit area.

F. Evaluation

Direction: Choose and encircle the letter of

the correct answer.

1. What instruments is used to measure

the air pressure?
a. Anemometer
b. Wind Vane
c. Barometer
d. Thermometer

2. Why are barometers important?

a. It is important because it
measures atmospheric
 pressure used especially in
forecasting the weather.
b. It is important because it
measures the hotness and
coldness of an object.
c. It is important because it
measures the seed of the
wind.
d. It is important because it is
used to determine the
direction of the wind.

3. How is air pressure measured?

a. By per unit area
b. By cubic
c. By meter
d. By centimeter

4. What is the indicator of a weather?

a. Atmospheric Pressure
b. Environment
c. Temperature
d. Weather Analysis

5. Carlos and Luisa are going to school.

The air pressure is very low as it was
forecasted. Clouds are dark and
heavy. There is a cold wind blowing.
Which of this is the best thing to
bring?
a. Hat
b. Sweater
c. Sunglasses
d. Umbrella

G. Extend (Deepen conceptual understanding

through use of next context)

List down the important uses of Barometer.

Reflection:
A. No. of learners achieve 80%: 1
B. No. of learners who require additional activities for remediation:
C. Did the remedial lessons work?
D. No. of learners who have caught up the lesson:
E. No. of learners who continue to require remediation: