LESSON School DAYAP ELEMENTARY SCHOOL - ANNEX Grade Level FIVE

EXEMPLAR Teacher BERNIE S. BORGOÑOS Learning Area SCIENCE

Teaching Date MAY 22-26 2023 Quarter FOURTH
Teaching Time 8:10 – 9:00 AM, 9:25 – 10:15 AM, 11:05 – 11:50 AM No. of Days 2 DAYS

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of a weathering and soil erosion shape the Earth’s surface and affect living things and the environment
B. Performance Standards The learners should be able to participate in projects that reduce soil erosion in the community
C. Learning Competencies or At the end of this module, the students should be able to:
Objectives 1.
D. Most Essential Learning Characterize weather disturbances in the Philippines and describe their effects to daily life
Competencies (MELC)
(If available, write the
indicated MELC)
E. Enabling Competencies Observe the changes of the weather before, during, and after a typhoon.
(If available write the attached enabling Describe the effects of winds, given a certain storm warning signal.
competencies)
Describe the effects of a typhoon in the community
II. CONTENT Weather disturbances and their effects on the environment Weekly Test
III. LEARNING
RESOURCES
A. References
a. Teacher’s Guide Pages MELC, BOW
b. Learner’s Material ADM Module 2 Science 5
Pages Science Beyond Borders 5
c. Textbook Pages
d. Additional Materials Laptop,
from Learning
Resources
B. List of Learning Resources Tarp papel
for Development and
Engagement Activities.
IV. PROCEDURES
A. Introduction Look at the sky. Can you tell what
the weather is? Weather is the
condition of the atmosphere at a
short
period of time.
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)
 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
B. Development Learning Task 1.
Conduct a simple interview with
the members of your family about
their observa-tions on the changes
of weather before, during and
after a typhoon.

Learning Task 2
List down the effects of wind
during the different public storm
warning signal.

Learning Task 3
Analyze each statement. Draw a
heart eyes emoji if it is TRUE and
wow emoji if it is FALSE.
C. Engagement Learning Task 4
Use a Venn Diagram to com-pare and
contrast the effects of the changes of
the weather before, during, and after
a typhoon in the community.

Learning Task 5
Learning Task 5. Inside the column,
analyze the following statements that
describe the changes of the weather
before, during, and after the typhoon.
Put a check (/) mark on the column
that corres-ponds the condition of
each statement.

D. Assimilation

E. Assessment Matching Type.

Match the definition in Column
A with the concept in Column B.
Write the letter of your answer
on the space provided before
each number. (See Learning
Material)
V. Remarks
A. Number of learners Marangal:
 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
who earned 80% in _____ out of _____ of the pupils got
the evaluation. 80% mastery.

Masikap:
_____ out of _____ of the pupils got
80% mastery.

Matulungin:
_____ out of _____ of the pupils got
80% mastery
B. Number of learners Marangal:
who required ___ of pupils found difficulties in
additional activities understanding the lesson.
for remediation who
score below 80% Magalang:
___ of pupils found difficulties in
understanding the lesson.

Matulungin:
___ of pupils found difficulties in
understanding the lesson.
C. Did the remedial _____Yes
lessons work? _____ No
Number of learners ______ out of _____ pupils caught
who have caught up up additional activities for
remediation
with the lesson.
Prepared by:

BERNIE S. BORGOÑOS
Master Teacher I Checked by:
WELNER L. GOZO
Principal III