SEMI-DETAILED LESSON PLAN IN SCIENCE V

I. OBJECTIVES:
II. SUBJECT MATTER
A. Content Standards
B. Performance Standards
C. Learning Competencies
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Manual Pages
3. Textbook Pages
B. Other Learning Resources
(Materials)
At the end of the lesson, the learners must be able to:
 define the typhoon and enumerate what to do before, during
and after typhoon;
 express awareness of the importance of understanding the
safety precautions to observe before, during and after typhoon;
and
 organize the necessary kits needed before, during and after
typhoon.
Precautionary Measures Before, During, and After a Typhoon
How can different materials used in various situations like before,
during and after typhoon.
jCreating a marketing strategy for a new product
on electrical or light efficiency.
Creating a marketing strategy for a new product
on electrical or light efficiency.
The learners will demonstrate an understanding of safety precautions
before, during and after typhoon and to prepare and to prepare
individual emergency kit.
Enumerate what to do before, during and after typhoon.(S5FE-IVd-4)
MISOSA 5. Module 24.
Science for Daily Use 5. Tan, Conchita T. 2012. p. 234
NFE. Paghahanda sa Bagyo. 2011. Pp. 5-11
None
None
* Teaching Aid
- Manila Paper
- Envelope
- Box
bond paper, glue and etc.
* Tools and Materials
- Marker pen
- Picture

IV. PROCEDURE:
A. ROUTINARY 1. Greet
ACTIVITIES 2. Pray
3. Classroom Management
4. Attendance
5. Checking of Assignment
B. Reviewing previous Have the learners to answer the following question.
lesson or
presenting new lessons 1. What is the primary cause of a typhoon?
(REVIEW) a. Earthquakes
b. Tidal Waves
c. Volcanic Eruptions
d. Atmospheric Conditions
 2. Which ocean is most prone to typhoons?
a. Arctic Ocean
b. Pacific Ocean
c. Indian Ocean
d. Atlantic Ocean
3. What is the minimum wind speed required for a storm to be
classified as a typhoon?
a. 50mph
b. 74mph
c. 100mph
d. 125mph
4. What is the typical season for typhoons in the Northern
Hemisphere?
a. Spring
b. Summer
c. Autumn
d. Winter
5. Which of the following is NOT a potential impact of a typhoon?
a. Flooding
b. Landslide
c. Earthquakes
d. Strong Winds
C. Establishing a purpose Have the learners to work in groups
of the “Guess the Calamity”
lesson (MOTIVATION) Mechanics of the Game:
The class will be divided into four(4) groups. Each group shall guess
the jumbled letters of the sample calamity that needs precautionary
measure. The answer can be write in a piece of paper. The group that
will finish first will be having a price.

RATHQEUAEK
TYOPNOOH
DLIFWIRE
CUONAVIL ROEPTINUR

Answer:
EARTHQUAKE
TYPHOON
WILDFIRE
VOLCANIC ERUPTION

D. Presenting “ Typhoon Formation “

examples/instances
of the new lesson The One learner proceed in front of class to do the experiment on how
(PRE – ACTIVITY) the typhoon formed.

1. Fill the plastic soda bottle with water with the use of water in
basin.
2. Turn the bottle upside down and move it in a clockwise and
counter-clockwise motion.
3. With the use of stopwatch observe the time on watch the
 Tornado Formed.
Have the learners to answer the question
What will you observe when the bottle turn upside down and
moving it clockwise and counter-clockwise?

E. Discussing new concepts Typhoon

and - a type of large storm system having a circular or spiral system
practicing new skills 1 of violent winds, typically hundreds of kilometre or miles in
(LESSON PROPER) diameter.

F. Discussing new concepts Before, During and After the Typhoon

and
practicing new skills 2 Before the Typhoon
(DEEPENING)  Store emergency flashlights, batteries, candles, matches, or
lighters in case power will be cut off.
 Prepare first aid kit with ready medicines.
 Store enough foods, like canned goods ot foods that don’t need
cooking.
 Fix your house roofing and post to with stand strong winds.
 Check your drainage or canals to prevent flooding.
 Keep in tune always with your radio and latest updates from
weather bulletins.
During the Typhoon
 Stay calm, don’t panic.
 Stay inside your house.
 Postpone any travel. Cancel plane flights and boat trips.
 Check what is happening in your surroundings. Listen to advise
of the local authorities.
 Evacuate to a safer place if needed.
 Always listen to radio or news for updates.
After the Typhoon
 Check electrical posts and water pipes for damage before using
them.
 Check your house for damages and make repair at once.
 Clean your drainage and help clean the community from broken
branches or debris to avoid accidents.
 Boil drinking water to avoid diseases.
 If you are not affected by typhoon, help those who are affected
by giving clothes , money, medicines, blankets and sharing
foods.
G. Developing Mastery Have the learners to answer the question
(POST – ACTIVITY) “Typhoon Survival Simulation”
 Let’s play a game that called “Typhoon Survival Simulation”.
 The teacher will provide a box that contains a question.
 The teacher will pass the box when the music start and if the
music is stop the students will pick a one question and they will
answer the question.

1. What is typhoon?
a. a type of tornado
b. a severe tropical storm
 c. a blizzard in the tropics
d. a type of earthquake
2. Which of the following is NOT a typical characteristic of a
typhoon?
a. high winds
b. heavy rainfall
c. low atmospheric pressure
d. dry weather
3. What is the most important precaution to take when a typhoon
is approaching?
a. stock up on food and water
b. board up windows and doors
c. evacuate to higher ground
d. stay indoors and away from windows
4. Which of the following items should you include in an
emergency kit for typhoon preparedness?

a. Flashlight and batteries

b. Surfboard
c. Sunglasses
d. Sandals

Answer:
1. B
2. D
3. D
4. A

H. Finding practical Have the learners to work in group

applications. Role Play (10 minutes)
of concepts and skills in
daily  The class will be divided in to three (3) groups
living  Each group will pick from the box containing before, during,
(APPLICATION) and after a typhoon.
 Then they will perform or demonstrate what they pick in box
on how they become safety before, during and after a typhoon.

Criteria
Content____________20
Performance________20
Cooperation________10

I. Making generalizations Have the learners to answer the question

and Directions: Analyze the following preparedness on what they belong,
abstractions about the draw a circle shape if it is belong in before, diamond if it is during and
lesson triangle if it is after.
(GENERALIZATION)
1. Fix your house roofing and post to with stand strong winds.
2. Store emergency flashlights, batteries, candles, matches, or
lighters in case power will be cut off.
3. If you are not affected by typhoon, help those who are
 affected by giving clothes , money, medicines, blankets and
sharing foods.
4. Check what is happening in your surroundings. Listen to
advise of the local authorities.
5. Check your house for damages and make repair at once.
Answer:
1.

2.

3.

4.

5.
J. Evaluating learning Have the learners to answer the question
(ASSESSMENT) Evaluation
Direction: Insert in the box on where they belong.
Before During After

1. Store emergency flashlights, batteries, candles, matches, or

lighters in case power will be cut off.
2. Store enough foods, like canned goods ot foods that don’t
need cooking.
3. Check your drainage or canals to prevent flooding.
4. Keep in tune always with your radio and latest updates from
weather bulletins.
5. Stay inside your house.
6. Postpone any travel. Cancel plane flights and boat trips.
7. Always listen to radio or news for updates.
8. Check your house for damages and make repair at once.
9. Clean your drainage and help clean the community from
broken branches or debris to avoid accidents.
10. Boil drinking water to avoid diseases.

V. ASSIGNMENT Have the learners to answer the question

Make an interview on one of the members in your community about

his/her experience before, during, and after the typhoon.

Prepared by:
KENJI V. REBOROSO
Submitted to:
JONELLE T. ALCANTARA, EdD