NAME: BONIFACIO, ELVIE M.

COURSE & SECTION: BEED II-B

LESSON PLAN IN GRADE IV SCIENCE

I-OBJECTIVES

At the end of the 60 minutes the students are expected to:

 Describe about the wind cooled and warm

 Explain about the movement of wind
 Perform by three (3) groups and experience the wind
 Value the importance atmosphere causes of the wind

II-SUBJECT MATTER:

A. Lesson 3 the causes of the wind

B. Reference

 Internet

C. Materials

 Pictures, manila paper, construction paper.

D. Science concept:

 Wind is a paradox, to some it causes damage, but to others it brings joy. The gentle breeze on a
warm day can bring back good memories to their childhood.

E. Process skills

 Describing, Explaining, performing and appreciating.

III-PROCEDURE

A. Engage

(10 minutes)

 Pictures
Describe about the pictures given to you about the causes of the wind. Make two or three
groups.
1. what is the picture shows in number 1.? “Horizontal-axis wind turbines have blades”

2. what is the picture shows in number 2.? “Vertical-Plane like airplane propellers”

3. What is the picture shows in number 3? “To harness energy the energy and convert it to electrical

Energy”

B. Explore

(10 minutes)

 Performance
The children will perform a two (2) groups and experience outside the cooled “Yes ma’am”
warm wind.

“The children will perform by group”

Group 1 Group 2

Question
1. What have you observe to the cooled wind? “Ma’am it is cooled and the wind is
Fresh.”
2. What have you observe to the warm wind? “Ma’am it is warm and it is natural air.”
3. You are forming a group did everybody cooperate? “Yes ma’am.”
4. What is the importance of learn earth atmosphere? “It is very important ma’am to the
Children to know the earth
Atmosphere.”
 C. Explain
(15 minutes)
 The causes of the wind
Wind is a paradox it causes damage, but to others it brings joy. The gentle breeze on a warm day
can bring back good memories from childhood.
 In zones where air ascends, the air is less dense than its surroundings and this creates a center of
low pressure, and so the surface winds would tend to blow toward a low pressure center.
 In zones where air descends back to the surface, the air is more dense that its surroundings and this
creates a center of high atmospheric pressure. Since winds blow from areas of high pressure to
areas of low pressure, wind spiral outward away from the high pressure.

 The Coriolis effect provide a general wind pattern in belts. The rising moist air at the equator creates a
series of low pressure zones along the equator.

 Air circulation north and south of the subtropical high pressure zones generally blows in a westerly
direction in both hemispheres, giving rise to the prevailing westerly winds. This westerly morning air
masses again become heated and start to rise, creating belts of sub-polar lows.
D. Elaborate

(15 minutes)

 The concept of winds

 Question

 When the sun rays beat down on the land near a coastal area, the rays heat the air over the land
quicker than the air over the oceans.

 Sam Francisco bay

This is best illustrated in the san Francisco area in California where you can see the wind blow the fog
toward the hotter land.

Horizontal wind

 Turbines have blades

Vertical wind

 Like airplane propellers

Wind mill

 To harness the energy and convert it to electrical energy.

Question:

Cariolis effect

1. what is the hottest temperature? “Red”

2. What is the coolest temperature? “Blue”

3. What is the causes of wind in the “Ma’am it is denser”

Atmosphere which is cool?

D. Evaluate

(10 minutes)

Fill in the blank

  Quiz

1. The wind is to some it causes damage “Paradox”

But to others it brings joy.

2. The provides a general wind pattern in belts. “Cariolis effect”

3. This produces a of strong air on a continuous basis. “Jet stream”

4. The hottest temperature is . “Red”

5. The coolest temperature is . “Blue”

Paradox Jet stream Cariolis effect Red Blue

IV-ASSIGNMENT

Study your lesson because tomorrow there will be a short quiz.

Prepared by:

Elvie M. Bonifacio

BEED IIB