DETAILED LESSON PLAN IN GRADE 5 SCIENCE

I. LESSON OBJECTIVES
At the end of the lesson, 80% of the pupils should be able to:
a. Describe the effects of the winds, given a certain storm warning signals.
b. Act on a role playing on preparing ourselves for the incoming typhoon.
c. Appreciate the importance of heeding or listening to weather news.
II. SUBJECT MATTER:
A. Topic: Describing the effects of the winds, given a certain storm warning signals.
B. REFERENCES:
Internet, daily lesson log, teacher’s guide. Learner’s material
C. MATERIALS:
Illustration board and pictures, manila paper
D. SCIENCE PROCESSES:
Observing, describing, identifying, inferring, classifying

III. LEARNING ACTIVITIES (PROCEDURE)

Teacher’s Activities Student’s Activity

A. PRELIMINARY ACTIVITIES

1.DAILY ROUTINE
a.Opening Prayer: “Dear Loving Father…. Amen”
“ I would like to request Princess to please
lead the prayer.”

b. Greetings
“Good morning Teacher Mishell! Good
“ Good morning class!” morning classmates!”

“You may now take your seats.”

c.Checking of attendance: “Leaders in each (Leaders will list the names of absentand
rows, kindly check your members if there’s give it to the teacher.)
anyone who is absent today.”

d.Collecting of assignments: (Pupils will pass their assignment)

“Did I gave you an assignment?
Okay! Please pass your paper to the center
aisle 1,2,3,4,5,”

e.Review: “Our topic yesterday was about the effects

“What was our topic yesterday?” of typhoon.”
“What are the effects of typhoon?” (Pupils will give a various answers like;

 Typhoon can destroy buildings and

houses
 Typhoons can also affect the natural
environment and cause harm to
trees and other vegetation,
including crops that communities
may rely on for sustenance or trade,
or both.)

“Very well said! What are the things you

need to prepare in case there is a typhoon?”
(Pupils will give various answers like;

 In case there is a typhoon, we need

to prepare our First Aid kits. Extra
“Very Good!” batteries for flashlights and mobile
phones. Store food, packed clothes
in case of evacuation and a clean
and safe drinking water.)

(UNLOCKING OF DIFFICULTIES)

Kph- Kilometers per hour

PAGASA- Philippine Atmospheric,
Geophysical and Astronomical Service
Administration

“Before we proceed to our next topic let me

check first if you are familiar with some
terms that I will post on the board.”

(Teacher will post “Kph” (Pupil will raise his hand; “Kph stands for
kilometers per hour.)
“Correct!”

(Teacher will post PAGASA)

(Pupil will raise his hand: “PAGASA stands
for Philippine Atmospheric, Geophysical and
Astronomical Service Administration.”
“ Excellent!”

f.Motivation

“ Do you always watch the news or listen to

a radio broadcast whenever there’s a “Yes ma’am!”
typhoon?”

“Great, if that so, I assume that you have

heard of storm signals?” “Yes ma’am!”

“So what are the storm signals?”

“The storm signals are: signal number one,
storm signal number two, storm signal
number three, storm signal number four
and storm signal number five.”

“Very good! Now I will show you pictures of

place affected by different typhoons, I want
you to describe what you see on the picture “Yes ma’am!”
and try to guess the signal that was raised.
Are you ready?

(teacher will show this picture) (Pupil will raise a hand and say:

“In the picture, some trees were uprooted

from the ground also lots of leaves are
scattered. It looks like the wind during that
time was really strong but I am guessing that
the signal for that place is signal number 1.”
(Teacher will reveal if the guess of the pupil
is correct.)

“Great job! This place is in Isabela Cagayan.

Their place was affected with typhoon
Lawin.”

(teacher will show the second picture.)

(Pupil will raise his hand and say:
“In the picture there are banana trees
uprooted on the ground. I think it’s in signal
2.”

(teacher will show the next picture) (Pupil will raise his hand and say;
“ Based on the picture some light posts are
down and there are uprooted trees. I thin
“Great observation and you are correct! Now that is signal 3.”
I will show you another picture.” (Pupil will raise a hand and say;
“Based on the picture, there are a lot of
damages like even houses made of concrete
are seriously damaged. It’s in signal 4.”

“Very good! This photo shows the damage (Pupils are listening)
that was made by Typhoon Yolanda in
Tacloban City. It is the strongest typhoon
that hit the Philippines.”

“There are places that looks very

(Teacher will show the last picture) devastating, there are no houses seen in the
picture, and all of the trees are uprooted. I
guess it’s in signal number five.”

g. Presentation
(Pupils are listening)
“Our lesson for today is all about Describing
the effects of the winds, given a certain
storm signal.”

(Teacher will post this chart on the board.)

(Pupils will analyze the chart)

“Look at the chart posted on the board, try
to analyze the data presented.”

“Storm signals warns us on how strong the

“Why do we have storm signals?” typhoon that will come in a specific place.”

“It indicates that winds of 30-60 kph is

“Very good! When PAGASA raised storm expected in that area and irregular rains
signal no. 1 in an area, what does it may be expected in at least 36 hours.”
indicate?”

“No damage to very light damage.”

“Very good! What would be the impact of
the wind?”

“How about when signal number two is

raised? What does it indicate?” “ If signal number two is raised it indicates
 Winds of greater than 60kph and up to
100kph may be expected in at least 24
hours.”

“Correct! What would be the impact of the “ Light to moderate damage to the exposed
wind?” communities, it means some coconut trees
may tilt; some of them may break, few big
trees may be uprooted.

“Very well said! How about in signal number “ Winds of greater than 100kph up to
three? What does it indicate? 185kph may be expected at least in 18
hours.”

“ Very good! What is the impact of the “ Many coconut trees may be broken or
wind?” destroyed. Almost all banana plants may be
downed and a large number of trees may be
uprooted. There may be electrical power
disruptions.