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LESSON PLAN IN SCIENCE IV

Subject: Science Unit: III


Quarter: Fourth Quarter Time Frame: 50min/6days
Topic/ Lesson: The Weather on Earth Teacher: Axcel Rose C. Torres

Stage 1: Desire Results

Content Standards Performance Standards Learning Competencies

The learners demonstrate The learners should be The learners should be


understanding of… able to… able to…

Components of weather Practice precautionary 1. Use weather


using simple instruments measures in planning instruments to
activities measure the
different weather
components;
2. Record in a chart
the weather
conditions; and
3. Identify safety
precautions during
different weather
conditions.

Essential Understanding Essential Questions


The pupils will understand that… The pupils will be able to understand…

1. The atmosphere help sustain the life 1. How does the atmosphere help
on Earth by blocking out harmful rays sustain the life on Earth?
from the sun. 2. How does the weather affect the
2. The weather affect the activities of activities of people living in a
people living in a community by delayed community?
effects on health, food production and 3. How can one be protected from
general well-being. changing weather conditions?
3. One can be protected from changing
weather conditions by following the
weather-based safety precautions.

Knowledge Skills
The pupils will know… The pupils will be able to…

 the definition of weather.  define weather.


 the components of weather.  enumerate the components of
 the instrument used to measure weather use.
weather components.  enumerate the instruments used to
 the weather safety precautions. measure weather components.
 apply safety precautions during
different weather conditions.
Stage 2: Assessment Evidence

Performance Tasks Evidence at the level of Other Evidences


understanding

Goal: The class will make Explanation: The pupils  Group Activity
an improvised rain gauge. will let their teacher to see  Individual Activity
the results in their  Oral recitation
Role: The pupils will be a investigative report.  Individual quiz
scientist.  Assignment
Perspective: The pupils  Formative Test
Audience: The pupils and will record the
teacher. measurements and fill in
the dates in the chart
Situation: The class will before giving it to the
make a improvise rain teacher.
gauge to measure the
amount of rain that have Empathy: The pupils show
collected. sensitivity to the feelings of
others in expressing their
Product and Standard:
ideas in a clear and tactful
The class will record their
measurements on the manner.
table that given by the
teacher. The output of the Interpretation: Evaluate
pupils will be graded the works of the pupils.
according to the rubrics.
Application: To practice
the safety precautions.

Self- knowledge: The


pupils learned about the
weather on Earth
Stage 3: Learning Plan

Administrative Routine
 Prayer
 Greetings
 Checking of attendance

Teacher’s Activity Pupil’s Activity

EXPLORE (Day 1)

I. Introduction

Say: Good morning class. Good morning teacher.

Say: How are you today? We are good.

Say: I am glad that all of you are good


today.

Say: I am Axcel Rose C. Torres you can


call me teacher Axcel. I will be your
Science teacher for 6ays.
Before we proceed to our class
discussion this morning let us read the
classroom rules.

Classroom Rules: Classroom Rules:


 Raise your right hand if you want to  Raise your right hand if you want to
answer. Don’t answer me in chorus. answer. Don’t answer me in chorus.
 Raise your hand if you have  Raise your hand if you have
something to say. something to say.
 Don’t roam around inside the  Don’t roam around inside the
classroom. classroom.
 Don’t interrupt when someone is  Don’t interrupt when someone is
talking. talking.
 Listen carefully and follow my  Listen carefully and follow my
instructions instructions

Say: Are these rules clear? Yes teacher

Say: This week we will discuss about the


Weather on Earth

Say: As we go through to our lesson, I


want you to understand that:

II. Essential Understanding II. Essential Understanding

The atmosphere help sustain the life on The atmosphere help sustain the life on
Earth by blocking out harmful rays from Earth by blocking out harmful rays from
the sun. the sun.
The weather affect the activities of people The weather affect the activities of people
living in a community by delayed effects living in a community by delayed effects
on health, food production and general on health, food production and general
well-being. well-being.
One can be protected from changing One can be protected from changing
weather conditions by following the weather conditions by following the
weather-based safety precautions. weather-based safety precautions.

III. Essential Questions III. Essential Questions

Say: As we go along with our lessons we Say: As we go along with our lessons we
will be able to answer the following will be able to answer the following
questions. Please read the questions. Please read the

1. How does the atmosphere help 1. How does the atmosphere help
sustain the life on Earth? sustain the life on Earth?
2. How does the weather affect the 2. How does the weather affect the
activities of people living in a activities of people living in a
community? community?
3. How can one be protected from 3. How can one be protected from
changing weather conditions? changing weather conditions?

IV. Objectives

Say: Our lesson for today is about


Weather on Earth.

Say: Before we will start our lesson this


morning I want everyone to read our
lesson objectives.

At the end of 50 minutes session the At the end of 40 minutes session the
pupils will be able to: pupils will be able to:

a. Define the meaning of weather a. define the meaning of weather


b. Identify the six components of weather b. identify the six components of weather
c. Identify the weather instruments c. Identify the weather instruments

Getting the Prior Knowledge

Say: Class who among you here have I, Teacher


experienced playing under the heat of the
sun?

Say: What does it feels? It feels hot, teacher

Say: How about playing in the rain? I, teacher.

Say: How does it feel? It feels cold teacher

Say: Very good.

Say: Before we will start our lesson this


morning I will show a video presentation
that is connected to our lesson. I want
everyone to listen attentively because
afterwards I will be asking you to write
something about your observation on the
video.

Say: Is that clear? Yes teacher

(Assume that everyone have watched the


video)
Say: Okay class get a sheet of paper and
write what you have observed on the
video.
(Assume that everyone is done writing
their observation)

Say: Pass your papers to the front.

FIRM-UP

Say: What have you observed on the I observed that the video was all about
video that I presented a while ago? the weather.

Say: Very good, what are weather Sunny, windy, rainy, and cloudy.
mentioned on the video?

Say: Very good.

Say: Weather is a condition of the


atmosphere over a short period of time.
The atmosphere is the layer of air that
surrounds Earth it also blocks out harmful
rays from the sun.

Say: What do you call to a person that Meteorologist teacher.


studies weather?

Say: Very good, meteorologist is a person


that studies the weather and gives
forecasts or projections on how the
weather will be in the future. Meteorology
is a science that deals with the study of
weather.

Say: Weather is made up of six


components.
Air temperature, atmospheric pressure,
cloudiness, humidity, precipitation, and
wind.

Say: Anyone, what are the components of Air temperature, atmospheric pressure,
weather? cloudiness, humidity, precipitation, and
wind.

Say: Very good. Let us now identify the


components of the weather.

Say: Air temperature refers to the hotness


and coldness of the atmosphere. The
heat of the sun and the wind affect the
temperature in a place as they cause the
temperature to either rise or go down.
The meteorologist use an instrument
called thermometer to measure air
temperature.

Say: Who among you can define the Atmospheric pressure is the force exerted
atmospheric pressure? by the weight of the atmosphere.

Say: Very good, atmospheric pressure is


the force exerted by the weight of the
atmosphere. It is primarily affected by the
temperature of the air. When it is warm,
the air expands and becomes lighter.
When it colds the air turns heavier and
sinks.

The meteorologists use an instrument


called barometer to measure the
atmospheric pressure.

Say: what is cloud? Cloud is a mass that see in the sky.

Say: Very good, cloud is a mass that see


in the sky. It is made up of billions of tiny
water droplets that are grouped together.
Clouds are formed when water vapour in
the atmosphere is cooled and condenses.
Different kinds of clouds indicates
different types of weather.

Cirrus clouds appear white and


featherlike. They indicate fair to pleasant
weather.

Say: How about this? Cumulus clouds, teacher.

Say: Very good, this is cumulus clouds it


looks like fluffy balls of cotton. They also
indicate fair weather.
Say: And this? Stratus cloud, teacher

Say: Very good, this is a stratus cloud


they are gray in color and indicate a
drizzle or light rain.

Say: how about this? Nimbus clouds, teacher

Say: Very good, nimbus clouds appear


thick and very dark in the sky. It is also
known as rain clouds, They indicate a
heavy downpour of rain.
Scientist use an instrument called
nephelometer to measure the extent of
cloudiness in the skies.

Say: Anyone, who can define humidity? Humidity refers to the amount of water
vapour in the atmosphere.

Say: Very good, humidity refers to the


amount of water vapour in the
atmosphere. The more water vapour
there is in the atmosphere, the higher is

the humidity. Humidity is measured using


an instrument called psychrometer, which
made up of two thermometers of the
same size.

Say: How about Precipitation? Precipitation is any form of water that


returns to the surface of earth.

Say: Very good, precipitation is any form


of water that returns to the surface of
earth. Water droplets may fall down as a
rain, hail, sleet, or snow. The instrument
that is used to measure the amount of
precipitation that falls in a place is called
precipitation gauge. It is also known as a
rain gauge.

Say: Lastly, who can define wind? Wind is the movement of air relative to
the surface of the Earth.

Say: Very good, wind is the movement of


air relative to the surface of the Earth.
It is very important to know where wind is
coming from because wind direction
indicates the kind of weather that will be
experienced in a place.
 Monsoon is a kind of seasonal
wind that brings cold temperature
with it.
 Northeast monsoon brings cold
weather
 Southeast monsoon brings rainy
weather.

Say: The direction and speed of wind can


be located and measured using the wind
vane and wind anemometer.

Say: Wind vane is a device that is used to


tell the direction of the wind while
anemometer is an instrument used to
measure the speed of the wind.

Closure

Say: Today we have learned about Weather is a condition of the atmosphere


weather and its components. Who can over a short period of time.
define weather?

Say: Very good, how about the Air temperature, atmospheric pressure,
components of weather? cloudiness, humidity, precipitation, and
wind.

Say: Very good, okay class we don’t have


enough time we will continue our
discussion tomorrow.

Assignment

Say: For your assignment, I will divide


you into three groups and each group will
bring the following materials:
 Cylindrical widemouthed glass jar
 Ruler
 Waterproof marker
 Plastic funnel
Say: Thank you for your cooperation and Goodbye teacher.
active participation, goodbye class.

FIRM-UP (Day 2)

Say: Good morning class. Good morning teacher

Say: How are you today? Were good teacher.

Say: That’s good to hear.

Review

Say: What was our lesson yesterday? Our lesson yesterday was about weather
and its components.

Say: Very good, what is weather? Weather is a condition of the atmosphere


over a short period of time.

Say: Very good. What are the The six components of weather are
components of weather? air temperature, atmospheric pressure,
cloudiness, humidity, precipitation, and
wind.

Say: Very good, did you bring the Yes, teacher


materials for your activity this morning?

Say: Okay, bring out your materials and


go to your respective groups.

Say: Today we will make an improvised


rain gauge instrument. I will post the
procedures and we will read it all
together.

Procedures

1. Take the glass jar and make sure it


does not have any labels or similar
markings. Use the ruler, measure
calibrations of centimeters on one side of
the jar. Mark the calibrations using the
marker.

2. Place the funnel on the mouth of the


jar. Make sure the funnel’s top end
entirely covers the jar’s mouth so the
funnel does not “sink” inside the jar.

3. Place your improvised rain gauge on a


flat surface outside the classroom and
where it can catch the rain. Do not put it
near under trees or tall buildings from
which the water can drip. Leave the
instrument outside for a week.

4. At the same time every day, check the


gauge for the amount of rain collected.
Record your measurements in the table
below. Fill the dates in the chart title with
the dates when you collected your data.

Rainfall Chart from_____ to______

Day Amount of rainfall


collected
Monday
Tuesday
Wednesday
Thursday
Friday

Say: You will be graded according to the


rubrics.

Say: I will give you 20 minutes to finish


your task. You may start now.

( Assume that pupils finished their task)

Say: Okay class we will continue our


class discussion.

Say: Today we will discuss about weather


maps and charts and weather-based
safety precautions.

Say: Before we will start our class


discussion read our learning objective.

Learning Objectives Learning Objectives

At the end of 50minutes session the At the end of 50minutes session the
pupils will be able to: pupils will be able to:
 Define weather chart and map  Define weather chart and map
 Differentiate weather map and  Differentiate weather map and
weather chart weather chart
 Know the weather-based safety  Know the weather-based safety
precautions. precautions.

Say: Thank you.

Say: Meteorologists have to prepare


reports and similar documents that
contain their analysis and findings on the
weather.

Say: I have here an example of weather


map and chart. I want you to identify
which one is weather map and which one
is the weather chart.
Say: What is this? A weather map teacher
Say: Very good, this is an example of
weather map because it provides details
on the atmospheric conditions prevailing
in a certain part of Earth.

Say: How about this?


A weather chart teacher

Say: Very good, this is an example of


weather chart or reports that contain
information and analysis on the weather
in a certain place within a period of time.
It records the data gathered on the air
temperature, atmospheric pressure,
extent of cloudiness, amount of humidity,
amount of precipitation, and wind speed
and direction in a particular locality as
detected by different weather
instruments.

Say: Anyone, who can differentiate the


weather map and chart? The weather map provides details on the
atmospheric conditions prevailing in a
certain part of Earth while the weather
chart contain information and analysis on
the weather in a certain place within a
Say: Very good, it seems you already period of time.
understand our lesson let us now proceed
to weather-based safety precautions.

Say: We all know that the weather


condition is unpredictable but as a regular
person we should know the weather-
based safety precautions.
Here are some safety precautions to
remember:

1. Develop the habit of listening to


weather forecasts on the radio or
watching them on television news
programs.

2. Dress according to the weather.

3. Always bring protective gear such as


caps, raincoats, and umbrellas to keep
yourself from getting soaked during a
sudden downpour.

4. Avoid staying out and under the heat of


the sun from ten o’clock in the morning to
around four o’clock in the afternoon, as
these are the day when the sun’s heat is
most harmful.
5. Do not play outdoors during heavy
rains.

6. If you are outdoors and you and you


hear the sound of thunder, get indoors as
soon as you can.

7. After several days of heavy rains,


some streets may be flooded. If you are
out on such a day, avoid flooded areas.

8. Never try to walk on flooded streets


especially without a trusted adult.

Say: It is important that we are aware and


ready to the weather because weather is
unpredictable. Safety precautions provide
protection against natural calamities and
scientific knowledge as effective
instrument to insure the safety, well-being
and economics security of all people.

Closure

Say: What we have learned today?


Weather map and weather chart.
Weather-based safety precautions
Say: Very good, what is weather map?
Provides details on the atmospheric
conditions prevailing in a certain part of
Earth.
Say: Now what is weather chart?
Contains information and analysis on the
weather in a certain place within a period
of time.
Say: Very good!

Say: Okay class it’s already time

Assignment

Say: For your assignment read your book


on page 360 – 372 because we will have
a quiz tomorrow.

Say: That’s all for today good day and


God bless.

DEPEEN (Day 3)

Say: Good morning class


Good morning teacher
Say: How are you today?
Were good
Say: That’s good to hear.

Say: What was our lesson yesterday?


Our lesson yesterday was about weather
map and weather chart.
Say: Very good. Weather-based safety precautions
Say: What is a weather map?
Provides details on the atmospheric
conditions prevailing in a certain part of
Say: How about weather chart? Earth.
Contains information and analysis on the
weather in a certain place within a period
of time.
Say: What is safety precautions?
Safety precautions provide protection
against natural calamities and scientific
knowledge as effective instrument to
insure the safety, well-being and
economics security of all people.
Say: Very good, before we are going to
start our quiz this morning. Let’s review
our lesson in this past few days.

Say: Anyone, who can define weather?


Weather is a condition of the atmosphere
over a short period of time.
Say: Very good, what do you call to a
person that studies weather? Meteorologist

Say: Very good, what are the


components of weather? Air temperature, atmospheric pressure,
cloudiness, humidity, precipitation, and
wind.
Say: Very good. Is a component of
weather that refers to the hotness or Air Temperature
coldness of the atmosphere?

Say: Correct! What is an instrument that


used to measure air temperature? Thermometer

Say: Very good. It is used to measure the


atmospheric pressure. Barometer
Say: Correct. It is component of weather
exerted by the weight of the atmosphere? Atmospheric Pressure

Say: Very good. What is a mass that see


in the sky that made up of billions of tiny Cloudiness
water droplets that grouped together?

Say: Correct. What instrument used to


measure the extent of cloudiness in the Nephelometer
skies?

Say: Very good. It is refers to the amount


of water vapour in the atmosphere? Humidity

Say: Correct. Humidity is measured using


an instrument called? Psychrometer

Say: Very good. What do you call to any


form of water that returns to the surface Precipitation
of Earth?

Say: Correct. It is used to measure the


amount of precipitation? Precipitation gauge or rain gauge
Say: Very good. Is the movement of air
relative to the surface of the Earth? Wind

Say: Correct. Is a device that is used to


tell the direction of wind? Wind vane

Say: Very good. Is an instrument used to


measure the speed of wind? Anemometer

Say: Very good, provides details on the


atmospheric conditions prevailing in a Weather map
certain part of Earth?

Say: Very good, contains information and


analysis on the weather in a certain place Weather chart
within a period of time?

Say: Very good, what are the weather-


based safety precautions? 1. Develop the habit of listening to
weather forecasts on the radio or
watching them on television news
programs.

2. Dress according to the weather.

3. Always bring protective gear such as


caps, raincoats, and umbrellas to keep
yourself from getting soaked during a
sudden downpour.

4. Avoid staying out and under the heat of


the sun from ten o’clock in the morning to
around four o’clock in the afternoon, as
these are the day when the sun’s heat is
most harmful.

5. Do not play outdoors during heavy


rains.

6. If you are outdoors and you and you


hear the sound of thunder, get indoors as
soon as you can.

7. After several days of heavy rains,


some streets may be flooded. If you are
out on such a day, avoid flooded areas.

8. Never try to walk on flooded streets


especially without a trusted adult.
Say: Very good it seems that you
understand our lesson.

Say: Have you read your books last


night? Yes teacher

Say: Very good.

Say: Before we will start our quiz this


morning, read our learning objectives
first.
Learning Objectives
Learning Objectives
At the end of 50minute session the pupils
will be able to: At the end of 50minute session the pupils
will be able to:
 Identify the weather instruments
 Answer the weather-based safety  Identify the weather instruments
precautions  Answer the weather-based safety
precautions
Say: Okay class, bring out your workbook
and answer page 373 test A and B.

Say: I will give you 20 minutes to finish


your task. After that we will check your
books if you really understand our lesson
yesterday and the other day.

( Assume that the pupils are done


answering )

Say: Okay class, pass your books to the


front.

Say: Let us now answer the following


questions.

Test I. Matching Type


Test I. Matching Type
Objectives: Identify the weather
Objectives: Identify the weather
instruments
instruments
Direction: Match the description in
Direction: Match the description in
column A with a weather instrument in
column A with a weather instrument in
column B. Write only the letter of the
column B. Write only the letter of the
answer on the line before a description.
answer on the line before a description.
____1. Shows the wind direction?
F. Wind vane
____2. Shows speed of wind?
A. Anemometer
____3. Measures extent of cloudiness?
D. Nephelometer
____4. Measure humidity?
E. Psychrometer
____5. Measures atmospheric pressure?
C. Barometer
____6. Measures air temperature?
B. Thermometer
____7. Shows prevailing atmospheric
I. Weather map
conditions?

____8. Measures precipitation?


J. Rain gauge
____9. Barometer without mercury?
H. Aneroid barometer
____10. Report on weather in a particular
G. Weather chart
area?

Test II. True or False


Test II. True or False
Objectives: Answer the weather-based
Objectives: Answer the weather-based
safety precautions
safety precautions
Direction: Read each statement below. If
Direction: Read each statement below. If
it is correct, write true on the line before
it is correct, write true on the line before
the statement. If it is wrong, write false
and underline the incorrect part of the the statement. If it is wrong, write false
statement. Write the necessary correction and underline the incorrect part of the
above the incorrect part. statement. Write the necessary correction
above the incorrect part.
1. Thunder indicates rain.
True
2. It is safe to play outdoors during bad
weather. False – weather safe or bad

3. Do not wade through flooded streets.


True
4. Wearing light-colored clothes on warm
days can make you feel cooler. True

5. Listening to weather reports and


forecasts is a waste of time. False – necessary

Say: Class you did great today.

Say: For your assignment study our


lesson from weather to safety precautions
and bring the following materials:
 Piece of oslo paper
 Marker
 Drawing and coloring materials
 Art paper
 Glue or paste
 Pair of scissors
 pen
Say: Thank you for your cooperation and
active participation. Good day and God
bless class. Good day teacher.

TRANSFER A

Say: Good morning class.

Say: How are you today? Good morning teacher.

Say: It’s nice to hear that. Were good teacher

Say: This morning we will have an


exciting activity but before that read our
learning objectives first.

Learning Objectives
Learning Objectives
At the end of 50minute class session the
pupils will be able to: At the end of 50minute class session the
pupils will be able to:
 Record observations on weather
conditions in a weather chart.  Record observations on weather
 Identify the components and conditions in a weather chart.
 Identify the components and
instrument used to measure the
weather using the deal or no deal instrument used to measure the
strategy. weather using the deal or no deal
strategy.
Say: Class, did you bring your materials
for your activity this morning?
Yes teacher.
Say: Very good, bring out your materials
then prepare the following weather chart
on the piece of oslo paper and using the
drawing and coloring materials. You may
draw the icons on the art paper, cut them
out, and glue or paste them on the chart.

S M T W T F S
U H A S M T W T F S
Date and U H A
time Date and
temperatur time
e temperatur
clouds e
sun clouds
wind sun
precipitatio wind
n precipitatio
n
Say: When you are done, determine the
dates and time when you will observe
weather conditions in your home at the
same time for a week. Write the dates
and time on the first row of the chart.

Say: For the next seven days record in


the chart your observations and data on
the weather conditions you observed.
Most likely, you would not have access to
actual weather instruments for measuring
temperature, cloudiness, amount of
sunlight, wind direction and speed, and
precipitation.

Say: After the week is over, present your


chart in class and your interpretations of
weather conditions throughout the week
as reflected in your chart.

Say: I will give you 20 minutes to finish


your task. I will graded you according to
the rubrics.

(Assume that they are done doing their


task)

Say: Class our activity this morning is


called deal or no deal and I will group you
into two groups.

Say: There are 10 cases on the board


each case has a numbers from 1 – 10.
Inside of it have an equivalent points and
questions.
1 2 3 4
v

5 6 7 8

9 10

Say: The group that get the highest points


will be the winner.

Say: Is everyone ready? Yes teacher.

(Assume that the activity is done)

Say Class, did you enjoy our activity? Yes teacher.

Say: Okay class we don’t have enough Good day teacher


time, thank you for your cooperation and
active participation good day and God
bless.

TRANSFER B

Say: Good morning class. Good morning teacher

Say: How are you today? Were good teacher

Say: Glad to hear that. This morning we


will have a formative test but before that I
want you to read our learning objectives.

Learning Objectives Learning Objectives

At the end of 50minute class session the At the end of 50minute class session the
pupils will be able to: pupils will be able to:

 Identify the term being described in  Identify the term being described in
each of the following questions. each of the following questions.
 Differentiate the weather chart and  Differentiate the weather chart and
map map
 Describe ways to protect yourself  Describe ways to protect yourself
from changing of weather from changing of weather
conditions. conditions.

Say: Thank you for reading our objectives


class.

Say: did everyone read their books? Yes teacher

Say: Very good, I think everyone is ready.

Test I. Test I.
Objectives: Identify the term being Objectives: Identify the term being
described in each of the following described in each of the following
questions. questions.

Direction: Read the following statement Direction: Read the following statement
below and answer the following below and answer the following
questions. Write your answer on the questions. Write your answer on the
provided. (1pt each) provided. (1pt each)

A. Identify the term being described in A. Identify the term being described in
each of the following: each of the following:

1. Any form of water that falls to the 1. Any form of water that falls to the
ground ground
________________ ________________

2. The most common form of precipitation 2. The most common form of precipitation
________________ ________________

3. The hotness and coldness of air 3. The hotness and coldness of air
________________ ________________

4. The air that surrounds the earth 4. The air that surrounds the earth
________________ ________________

B. Identify the instrument used to B. Identify the instrument used to


measure the following: measure the following:

1. Speed of the wind______________ 1. Speed of the wind______________

2. Temperature__________________ 2. Temperature__________________

3. Wind direction_________________ 3. Wind direction_________________

4. Amount of rainfall_______________ 4. Amount of rainfall_______________

Test II Test II
Objectives: Differentiate the weather Objectives: Differentiate the weather
chart and map chart and map

Direction: Write the differences of the Direction: Write the differences of the
weather map and chart. Write your weather map and chart. Write your
answer on the space provided. answer on the space provided.
_________________________________ _________________________________

Test III Test III


Objectives: Describe ways to protect Objectives: Describe ways to protect
yourself from changing of weather yourself from changing of weather
conditions. conditions.
Direction: Answer the following Direction: Answer the following
questions based on your own words. questions based on your own words.
( 5points each) ( 5points each)

1. How does the weather affect the 1. How does the weather affect the
activities of people living in a community? activities of people living in a community?

2. How can one be protected from 2. How can one be protected from
changing weather conditions? changing weather conditions?
3. What are the things to prepare during 3. What are the things to prepare during
rainy days? rainy days?

( Assume that the formative test is done)

Say: Class today is our last meeting. I Good day teacher.


hope that you learned a lot in our lesson.
Thank you for your active participation
and respect. Good bye and God bless.
RUBRIC FOR ASSESSMENT
Points Content Attractiveness Knowledge
All facts are true. The illustrated The student can
4 article is accurately answer
(Excellent) exceptionally all of the questions.
attractive and neat.

Most of the facts The illustrated The student can


3 are true. article is attractive accurately answer
(Very Good) and neat. almost all of the
questions.

Some of the facts The illustrated The student can


2 are true. article is neat. accurately answer
(Good) few of the
questions.

All facts are The illustrated The student cannot


1 baseless. articles’s colors and answer any of the
(Fair) designs are questions.
confusing.
Stage 3: Learning Activities
Subject Matter: The Weather on Earth
Administrative Routine
 Prayer
 Greetings
 Checking of attendance
Day 1: Explore
Topic: Define the weather
Objectives: At the end of 50 minutes session the pupils will be able to:
 Define the meaning of weather
Materials: Laptop
Procedure:
 Introduce the topic, EU, EQ, get prior knowledge, perceptions, and
experiences about the topic.
 Show the video presentation, let the learners identify what are the kind’s
weather seen on the video.
 Let them give their own observation on the video.
References: Real-Life Science work text pages 360 – 372.

Day 2: Firm up
Topic: Components of Weather
Objectives: At the end of 50 minutes session the pupils will be able to:
 Identify the six components of weather
 Identify the weather instruments
Materials: Pictures of weather instrument
Procedure:
 Let the pupils identify the components of weather
 Post the different weather instrument on the board
 Let the pupils identify the weather instruments
References: Real-Life Science work text pages 360 – 372.

Day 3: Firm up
Topic: Weather chart and map
Weather-based safety precautions
Objectives: At the end of 50minutes session the pupils will be able to:
 Define weather map and chart
 Differentiate weather map and weather chart
 Know the weather-based safety precautions.
Materials: Pictures of weather chart and weather map, Cartolina
Procedure:
 Post the picture of weather chart and map on the board
 Define the weather chart and map
 Let the learners differentiate the weather chart and map
 Explain the weather-based safety precautions
Reference: Real-Life Science work text pages 360 – 372.

Day 4: Deepen
Topic: Review and individual activity
Objectives: At the end of 50minute session the pupils will be able to:
 Identify the weather instruments
 Answer the weather-based safety precautions
Materials: Book
Procedure:
 Review the past lesson
 Individual activity
Reference: Real-Life Science work text pages 360 – 372.
Day 5: Transfer A
Topic: Weather and Group activity
Objectives: At the end of 50minute class session the pupils will be able to:
 Record observations on weather conditions in a weather chart.
 Identify the components and instrument used to measure the weather using
the deal or no deal strategy.
Materials: Picture of weather chart and brief case
Procedure:
 Explain how to make a weather chart to the learners
 Let the learners make their weather chart
 Group activity
Reference: Real-Life Science work text pages 360 – 372.

Day 6: Transfer B
Topic: Weather on Earth and Individual activity
Objectives: At the end of 50minute class session the pupils will be able to:
 Identify the term being described in each of the following questions.
 Differentiate the weather chart and map
 Describe ways to protect yourself from changing of weather conditions.
Materials: Test questionnaires
Procedure:
 Give the test questionnaires to the learners
 Let them answer the questionnaires individually
Reference: Real-Life Science work text pages 360 – 372.