SCIENCE 5

LESSON 3
Quarter – 4
Day-1
Modified DLP for Classroom Observation
MELC based lesson: (S5FE-IVd-f-6)
Ratee: CLINT A. COS
Rater:

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies or
Objectives
II. CONTENT
Identify the different weather disturbances in the Philippines.
Describe the effects of typhoon, to living things and the environment.
Characterize weather disturbances in the Philippines and describe their
effects to the daily life. (S5FE-IVd-f-6)
WEATHER DISTURBANCES IN THE PHILIPPINES AND THEIR
EFFECTS TO DAILY LIFE

Integration:
Edukasyon sa Pagpapakatao: Nakapagninilay ng katotohanan mula sa
mga balitang napakinggan.
EsP4PKP-Ie-g-25

ARALING PANLIPUNAN: Nailalarawan ang klima ng Pilipinas bilang

isang bansang tropical ayon sa lokasyon nito sa mundo.
(Mga salik na may kinalaman sa panahon)
AP5PLP-lb-c-2

Value focus: Resilience

III. LEARNING RESOURCES
A. References Science & AP Textbooks
1. Teacher’s Guide pages
2. Learners Materials pages
3. Textbook pages Science LM pp. 174-179, AP LM pp. 26-30
4. Additional materials from
Learning Resource (LR)
Portal
B. Other Learning Google and Youtube available materials.
Resources
IV. PROCEDURE
A. Engage Greet the pupils, Start with:
Okay pupils now will be discovering new Science knowledge.
But before we start, let’s have a review first. Last time we discuss about
soil erosion and agents of soil erosion.

Pairing Activity:
Using strip of papers and pictures. Pupils will find the picture that shows
the effect of a particular agent of soil erosion.

Give the strip of papers and pictures to pupils and let them find their pair

Agents of soil erosion:

1. Water
2. Wind
3. Animals
4. Humans
Compliment the pupils for their good work and let them recite the Agents
of soil erosion.

Motivation:
For our today’s lesson I will be showing pictures and you will tell me
what they are about.
 Show pictures of PAGASA

Ask: What Government Agency is in this picture?

What services does they provide us?

 Show picture of Kuya Kim Atienza and Mang Nathaniel Cruz

Ask:
Can you name them? Who are they?
Explain to pupils the job of a meteorologist.
On what portion of TV show does they appear?
 Yes, they are now in 24 oras. News program of GMA.
 Do you believe in every news on TV and internet? Why?
 How do you differentiate a credible news from fake news?
 What are sources of credible and truthful news?
 We are now in a digital era. Era of information, everything is just a
click away. But before we believe on what we hear or read. We
must be hypercritical. We should analyze and verify every news,
and we should only listen to reliable and credible news outlet.

 Show pictures of different weather condition

B. Explore In preparation for the discussion let the pupils share their observation on
current weather.
 Can you tell the weather outside?
 What would be the weather for the next hours? Would it be the
same?
 What you think the factors that affects the weather?
The Factors that affect the weather
(Mga salik na may kinalaman sa panahon)
1. Temperatura / Temparature- Ang temperatura ay tumutukoy sa
lamig o init ng atmospera sa isang lugar. Mas mataas ang
temperatura sa kalagitnaan ng araw at bumababa naman kapag
gabi na hanggang kinabukasan. Pweding maging iba-iba ang
temperatura ng lugar depinde sa latitude nito. Nasusukat ang
temperatura gamit ang thermometer.
2. Kahalumigmigan o humidity- ito ay tumutukoy sa dami ng water
vapor o singaw ng hangin sa himpapawid. Ito ang dahilan kung
bakit nabubuo ang maitim na ulap at kapag umabot na sa
saturation point ang ulap ito ay mag babadya ng pag ulan.
3. Pamumuo ng Ulap / Cloud formation- Mapapansin sa salik na ito
kung maaliwalas, makulimlim o magiging maulan ang panahon.
Ang pamumuo ng ulap ay nangyayari sa pagtaas ng water vapor
papuntang atmospera
4. Presipitasyon/ Rain or Precipitation - Ang pagbagsak ng ulan o
snow mula sa ulap na tinatawag na presipitasyon.
5. Bilis ng Hangin o Wind speed- Ang bilis ng hangin ay dahil sa
paggalaw nito mula sa mataas hanggang sa mababang pressure
dulot ng pagbabago ng temperatura. Anemometer naman ang
gamit na panukat sa bilis ng hangin.

When these factors change and affect the condition of atmosphere,

weather disturbances may occur.
C. Explain Weather disturbances
 Refer to any disruption of atmosphere stable condition
 It can manifest through formation of a low-pressure area or
different prevailing winds like Monsoon or Inter tropical
Convergence Zoon (ITCZ)
Weather disturbances may occur because of:
(During the discussion include videos from Youtube that explain the
weather phenomena)

 Northeast Monsoon locally known for Hanging Amihan

 The air that flows from high to low pressure regions is called
the northeast monsoon. In normal circumstances, the
northeast monsoon starts to affect southern China in autumn.
In Hong Kong, autumn usually begins from mid-September to
late October.

 Southwest Monsoon locally known for Hanging Habagat

 The summer monsoon is associated with heavy rainfall. It
usually happens between April and September. As winter
ends, warm, moist air from the southwest Indian Ocean blows
toward countries like India, Sri Lanka, Bangladesh, Myanmar,
and Philippines. The summer monsoon brings a humid
climate and torrential rainfall to these areas.

 Inter tropical Convergence Zoon (ITCZ)

 The Intertropical Convergence Zone (ITCZ), the imaginary line
 where winds from the Northern and Southern hemispheres
meet, brings cloudy skies with scattered rain showers and
thunderstorms in Palawan, Visayas and Mindanao.

 Abrupt change of air pressure

 Air pressure- The air around you has weight, and it presses
against everything it touches. That pressure is called
atmospheric pressure, or air pressure
 Convection- When warm, moist air near the surface rises to
be above the heavier cool, dry air this is a form of heat
transfer or convection. The rising motion typically cools the
air. As the air cools, it reaches the dewpoint and all of the
moisture in the air condenses– forming clouds.
 Low pressure area (LPA)
 Low-pressure areas are places where the atmosphere is
relatively thin. Winds blow inward toward these areas. This
causes air to rise, producing clouds and condensation. Low-
pressure areas tend to be well-organized storms.
 High pressure area (HPA)
 A high-pressure system. High-pressure systems, on the other
hand, have more air pressure than their surroundings. That
means they are constantly pushing air away from them into the
areas that have lower pressure. They are often associated with
clear blue skies.

 Tropical Cyclone - Tropical cyclones, also known as typhoons or

hurricanes, are among the most destructive weather phenomena.

Classification of Tropical Cyclone:

 Tropical Depression
 an atmospheric low-pressure system originating in the tropics,
specifically, a tropical cyclone in which the maximum sustained
wind speed is 38 miles per hour (62 kilometers per hour) or less
 Tropical Storm
 a tropical cyclone with strong winds of over 39 miles (63
kilometers) per hour but less than hurricane intensity

 Typhoon
 It is an intense tropical cyclone with maximum wind speed of 118
t0 220 kph. Most of the time, a typhoon is accompanied with
heavy rains and strong winds.

-Now that we discussed the different weather disturbances and the

cause.
 Can you name the weather disturbances and the changes it
affects to the weather?
 Can a weather disturbance, destroy property and environment?
Why?
Effects of weather disturbances
 It can damage property and hurt people
 Strong winds can destroy power lines and communication lines
 Road and bridges may damage due to heavy rainfall and
flooding
 Destroy our means of livelihood
 Heavy rains and strong winds can uproot tress, vegetation and
 crops that provides us food.
Ask:
 Is there a way to reduce or avoid these effects of weather
disturbances?
 What should we do when we hear the news of upcoming
Typhoon?
Let the pupils come up with the plan on what to do
Before, During and After the Typhoon.
Emphasize that the risk and damages of this weather disturbances may
reduce with careful planning and preparation. Emphasize the importance
of being resilient in any disaster they may encounter.
D. Elaborate Group Activity.
Remind the pupils to observe the health and protocols and to always
wear their facemask while doing the activity.

Divide the class into two groups.

Read aloud the rubrics

Remind them of the Norms to be observe during the activity.

Group 1.
Fill the blanks with at least 3 different weather disturbances

Weather Disturbances Change/s Result of the Changes

Group 2
Typhoon Contingency plan. What to do when there is a Typhoon. List at
least 3 plans to do in every event when there is a Typhoon.

Before the Typhoon During the Typhoon After the Typhoon

Every group will choose a leader to share and discuss their work.

Help the pupils in realizing their work and discuss further if needed.

Rubrics
Points Criteria
20 Question and task were answered and executed correctly
10 Some of the question and task are not answered and done
5 All question and task wasn’t answered and done

Generalization:
Guide the pupils in making generalization of the topic.
 Based on our discussion and group activity, in your own words,
define: Weather Disturbance.
 What are the Different weather disturbances?
 What are the effects of weather disturbances?
 How do we prepare for weather disturbances?
E. Evaluate Because pupils’ answer may vary before they answer the question.
Show and discuss the rubrics for rating of their answer.

Answer the following Questions.

1. How will you differentiate High pressure area and low-pressure
area?
2. Define weather disturbances
3. What is the importance of know the cause of weather
disturbance?

Rubrics
Points Criteria
All questions were answered, all answers are correct with
30
no grammatical errors
1 question were not answered, have 1 incorrect answer,
20
and have 2 grammatical errors.
2 questions were not answered, have 2 incorrect answers,
10
and has 3 to 4 grammatical errors.
3 questions were not answered, has 3 incorrect answers
05
and has more than 5 grammatical errors.
Enrichment
Using a wall thermometer, get the temperature of air in our classroom at
10 o’clock in the morning for three days. Record and compare the
temperature.

Days Temperature

Day 1

Day 2

Day 3
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation.
B. No. of learners who require
additional activities for remediation
who scored below 80%.
C. Did the remedial lessons work?
No. of learners who have caught up
with the lesson.
D. No. of learners who continue to
require remediation.
E. Which of my teaching strategies
worked well? Why did this work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?

Prepared by:

CLINT A. COS
Teacher - I