School San Isidro Elementary School Grade Level Grade 5

Teacher LORNA M. FAMULARCANO Learning Area Science

Teaching Date MAY 19, 2022 Quarter Fourth
and Time 8:40 – 9:30

I. OBJECTIVE
A. Content The learner demonstrates understanding of………
Standard Weather disturbances and their effects on the environment
B. Performance The learner……
Standard Prepare individual emergency kit.
C. Most Characterized weather disturbance in the Philippines and describe
Essential Learning their effects to daily life. MELC
Competency/ MELC
Objectives Enabling Competencies:
Write the LC Observe the changes of the weather before, during, and after a
code for each typhoon.
Describe the effects of winds, given a certain storm warning signal.
Describe the effects of a typhoon in the community.
II. Content
Weather disturbances and their effects on the environment
III. Learning
Resources
A. Reference
1. Teacher’s Guide Teachers Guide in Science 5, pp.
pages
2. Learner’s LEAP week 3-4
Materials pages
3. Textbook pages Science Beyond Boarders 5 Textbook pp 174-191
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning
Resources
IV. Procedures

1. Elicit (A. 1. Review:

Reviewing previous You have learned in the previous lesson when rocks are broken
Lesson or presenting down into pieces, it does not stay in one place. Some rock
new lesson ) fragments become part of the soil. Others are transferred from
one place to another which is called erosion. Materials that are
transported due to erosion are called sediments. Erosion of rock
 fragments contributes to the soil formation as well as formation
of landforms. Soil erosion does not only shape Earth’s landforms,
it also affects the ecosystem, especially if it happens
unexpectedly.

( B. Establishing a 1. The teacher say : Estimate the temperature of the following: (

purpose for the
numeracy )
lesson

Hot coffee ( 80 C or 30 C )

Strawberry Shake ( 5 C or 50 C )

High fever ( 40 C 0r 20 C )

Air conditioned room ( 20 C 0r 30 C )

Temperature is the hotness or coldness of an object or substance.

It is measured by an instrument called THERMOMETER. There are

different kinds of thermometer that we can use.

WHICH OF THESE THERMOTERS DO YOU USUALLY FIND THIS

PANDEMIC ?

Let us try this :

The weather report in one local news channel here in Lucena City
 they predicted the lowest temperature for the day to is be 24

degree Celsius and the highest at 32 degree celsuis, what was the

difference in the predicted temperature for the day?

What is asked?

What are given ?

What operation to be used?

What is the number sentence ?

What is the solution? What is the answer?

This is a weather thermometer. It is use by the

meteorologist –one who study the weather . These

meteorologist gather information and report it to the

people. He also helps trace weather disturbances through the use

of different weather instrument.

The teacher then presents the objective of the lesson.

“Characterized weather disturbance in the Philippines and describe

their effects to daily life (S5FE-IVd-f-6)
The teacher will say:
2. Engage ( Presenting
examples / instances of Good morning class, This is Teacher Jes please prepare your pencil/
the new lesson)
pen, paper , notebook and LEAP week 3-4 and get ready to learn

and have fun.

This time, you will learn about the weather disturbances. The
Philippines experiences an average of 20 typhoons a year. The
biggest contributor of the weather disturbances in our country is
the Pacific Ocean which lies on the eastern part of the country.
The typhoon is just one of the many weather disturbances we
experience.
Look at the sky. Can you tell what the weather is? Weather is the
condition of the atmosphere at a short period of time. The
different factors that affect weather include air temperature,
air pressure, humidity, clouds, precipitation, and wind speed and
direction. When these factors change and affect the condition of
the atmosphere, weather disturbances occur. Weather
disturbances refer to any
disruption of the atmosphere’s stable condition. It can manifest
through the formation of low pressure are or different prevailing
winds like monsoon and the Intertropical Convergence Zone
(ITZC).

This refers to the weight of air that is pressing down on Earth. An

abrupt change in air pressure can trigger weather disturbances.
When cold air sinks, it results to high pressure area. Since most of
the air is pressing down, the air on the surface becomes dry. But
when air rises, less air presses downward, resulting to the formation
of low pressure area. An LPA can result to weather disturbances
such as rains and strong winds.
Photo was taken from Google image, Grabbed for educational
purpose only, no copyright intended

Classification of Cyclone According to Strength of Wind

Tropical Disturbance

It is an isolated weather system with an apparent circulation. It is

characterized
by a poorly developed wind circulation. This is commonly observed
throughout the wet
tropics and subtropics.

Photo was taken from Google image, Grabbed for educational

purpose only, no copyright intended
 Tropical Depression

It is a weak low pressure disturbance with a definite surface

circulation. A tropical depression has a maximum wind speed of up
to 61 kilometers per hour (kph). It is most common in the
equatorial region or the Intertropical Convergent Zone (ITZC).

Tropical Storm

Once a tropical depression has intensified, it becomes a tropical

storm. A tropical storm is a moderate tropical cyclone with maximum
wind speed of 62 to 88 kph. It is more organized and more circular
in shape. The rotation of tropical storm ismore recognizable than
that of a tropical depression. Severe tropical storm has a maximum
wind speed of 89 to 117 kph.

Typhoon

is an intense weather disturbance having more or less a circular

shape and with an average size of about 500 kilometers in diameter.
The wind blows toward the center, called the eye. Tropical cyclones
are identified based on the speed of the circulating winds. If the
speed of the wind is 60 km/h or less it is known as depression. If
the speed becomes 60 to 118 it is known as storm and if the speed is
more than 118 it is called a typhoon.

Changes of Weather Before, During, and After a Typhoon

Before the Typhoon

Before a typhoon occurs, high clouds are observed in the sky. The air
is dry and cold since most of the warm air has already risen. The
relative humidity is high. The wind blows gently and scattered rain
showers may occur.
During the Typhoon

During a typhoon, the sky is dark and cloudy. Heavy rainfall

accompanied by strong winds occurs. Big waves are also observed
near the coast. When these waves become unusually high due to
abnormally high ocean tides, a storm surge occurs. Flash floods may
also occur due to heavy rainfall. Landslides may be triggered by flash
floods and heavy rains. Some trees and crops may be uprooted of
stro
After the Typhoon

After a typhoon, the sun becomes visible and the sky becomes
clearer. There might be scattered rain showers. Rescue and relief
operations are also on-going. There might be an outbreak of water-
borne diseases, influenza, and dengue. Some areas may still be
flooded and recovering from the typhoon. If a certain place is
severely devastated, many residents are staying in the evacuation
areas.

In a cyclone, the cool air flows to take the place of the rising warm
air. As a result, the air current spins. The wind spirals around the
center of the cyclone. This center is called the eye. When a
cyclone is formed over the tropics, it is called a tropical cyclone.
 Tropical cyclones that occur within the Philippine Area of
Responsibility (PAR) develop in two areas. These areas are in the
Pacific Ocean and in the West Philippine Sea. The Philippine
Atmospheric Geophysical and Astronomical Services
Administration (PAGASA) keeps track of cyclones that enter the
PAR.

Public Storm Warning Signal (PSWS)

In order to determine the strength of typhoon, the PAGASA issues
public storm warning signals. The table below shows the strength of
typhoon entering the PAR, as well as the impact of winds.
PSWS No. 1
Winds moving at a speed of 30-60 kph may be expected in at least
36 hours or irregular rains may be expected within 36 hours. (When
the tropical cyclone develops very close to the locality, a shorter
lead time of the occurrence of the winds will be specified in the
warning bulletin.)
PSWS No. 2
Winds moving at a speed of 61-120 kph may be expected in at least

24 hours. In general, the wind may bring light to moderate damage

to the affected communities.

communities.

PSWS No. 3
Winds moving at a speed of 121-170 kph may be expected at least 18

hours. In general, moderate to heavy damage may be experienced

particularly in the agricultural and industrial sectors.

PSWS No. 4
Winds moving at a speed of 171-220 kph may be expected in at least
12 hours. With PSWS No. 2, the locality is very likely to hit directly
by the eye of the typhoon. As the eye of the typhoon approaches,
the weather will continuously worsen with the winds increasing to its
str PSWS No. 5
Winds moving at a speed of 220 kph or above may be expected in at

least 12 hours. Winds would bring widespread damage to high-risk

structures.ongest coming generally from the north.

Learning Task 1. Prepare the materials listed below. If not

available, you may use other materials at home to perform the
activity. You may ask the help of your parents/guardians or any
3. Explore ( D. adult members of the family if needed.
Discussing new Title: Be Ready!
concepts and Materials: ballpen bond paper
practicing new skills Procedures:
1. Conduct a simple interview with the members of your family
about their observations on the changes of weather before, during
and after a typhoon.
2. Record their responses in the table.

Changes of Changes of Changes of

Weather Weather Weather
Before A During Typhoon After Typhoon
Typhoon

Questions:
1. Based on the interview that you have conducted, what are the
common observations of your family members on
the changes of weather before, during, and after the typhoon?
2. How can you compare the changes of weather before, during, and

after the typhoon?

Learning Task 2. List down the effects of wind during the

different public storm warning signal.
Public Storm Warning Signals
Effects of Wind
Public Storm Warning Signal No.
1___________________________
Public Storm Warning Signal No.
2__________________________
Public Storm Warning Signal No.
3__________________________
Public Storm Warning Signal No.
4__________________________
Public Storm Warning Signal No.
5___________________________

Learning Task 3. Use a Venn Diagram to compare and contrast

 the effects of the changes of the weather before, during, and
after a typhoon in the community.

ASK the following:

1. What are the weather disturbances that affect the

Philippines daily life ?

2. Describe there wind speed.

4. Explain ( E.
Developing Mastery , 3. When do PAGASA issue a typhoon warning signal?
Lead to Formative
assessment ) 4. How do we know that there is a coming typhoon?

5. What shall we do when a typhoon is coming?

6.What signal where classes in elementary and high school are

suspended?

7. Give some names of strong typhoons that affect the Philippines.

9. What was the name of strongest typhoon that hit the PAR

before?

5. Elaborate ( F.
Finding practical The teacher say:
application of Mayao Crossing Elementary school had been an evacuation area
concepts and skills for neighboring families that were affected by the typhoon, What
in daily living) help can you extend to them?
Flooding is sometimes brought by typhoon. What can we do to lessen
the flood in our community?

( G. Making The teacher will ask: What did you learned today?
Generalizations and The teacher will lead the pupils to generalized the lesson through
Abstraction about concept mapping.
the lesson )
Classification of Cyclone
According to strength of Wind

Tropical
Tropical Depression It is
Tropical Storm Typhoon is an
Disturbance It is a weak low
Once a tropical intense weather
an isolated pressure
depression has disturbance
weather system disturbance
intensified, it with an average
with an with definte
becomes a size of about
apparent surface
trpical storm 500 kilometers
circulation circulation
in diameter

EFFECTS OF WEATHER DISTURBANCES TO LIFE AND

ITS ENVIRONMENT

1. Strong winds that may destroy houses, buildings and

infrastructures.
2. Heavy rains bring flood to low lands.
3. Strong winds may bring storm surge or tidal waves on the
coastal areas.
4. Heavy rains may cause landslides on the mountain sides.
5. Typhoons may cause long brownouts due to destruction of
power lines.
6. Work, online and modular classes and travel may suspended or
postponed because of bad weather.

Learning Task 6. ( WRITTEN )

6. Evaluate ( H. Matching Type. Match the definition in Column A with the
Evaluating learning) concept in Column B. Write the letter of your answer on the
space provided before each number.

Column A
______1. It is a moderate tropical cyclone with maximum wind speed
of 62 to 88 kph.

______2. It is characterized by winds moving at a speed of 61-120

kph may be expected in at least 24 hours.

______3. It can result to weather disturbances such as rains and

 strong winds.

______4. It is a weather condition being observed after a typhoon.

______5. It is a government agency that keeps track of cyclones

that enter the PAR.
Column B

a. tropical depression
b. PSWS No 2.
c. LPA
d. tropical storm
e. PAGASA
f. the sun becomes visible

( PERFORMANCE )

Make a poster about being prepared in times of emergency.

Be guided with the given rubrics below.

7. Extend ( I.
Additional Activities Journal Writing
for Application or
Remediation ) In your science notebook, answer this question below.

What do you think will happen if we do not have a weather station

like PAGASA.?
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 these 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?

ANNOTATIONS:

In this lesson, I applied a range of teaching strategies in presenting

topics like Discussion Method and Question and Answer Strategy.
After the presentation and the discussion of my topic, I asked the learners
different guided questions regarding my lesson. These teaching strategies help
my learners develop their creative thinking as well as their higher-order
thinking skills.

Prepared by:
LORNA M. FAMULARCANO
Teacher III

Reviewed by:

ZAIRENE MARIE S. MAILIM

Master Teacher I

Approved by:

ALVIN G. APDAL
Principal II