Weekly Learning Plan in Science 5

Using Asynchronous-Synchronous-Asynchronous Learning Model

QUARTER: 4 GRADE: 5
WEEK: 5 (May 22-26, 2023) SUBJECT: SCIENCE

MELC/s: Characterize weather disturbances in the Philippines and describe their effects on daily life (S5FE-
IVD-4)
Objective: Explain the changes in the weather before, during and after the typhoon
PS: The learners should be able to prepare an individual emergency kit.

Name of Teacher Zenaida E. Dela Cruz

ASYNCHRONOUS A SYNCHRONOUS ASYNCHRONOUS B
SECTIONS (1) (2) (3)
V-MAPAGTALIMA May 23, 2023-6:00AM- May 22 & 24, 2023-6:00AM- May 25, 2023-6:00AM-
12:00PM 12:00PM 12:00PM

V-MAKATARUNGAN May 23, 2023-6:00AM- May 22 & 24, 2023-6:00AM- May 25, 2023-6:00AM-
12:00PM 12:00PM 12:00PM

V-MAPANURI May 23, 2023-6:00AM- May 22 & 24, 2023-6:00AM- May 25, 2023-6:00AM-
12:00PM 12:00PM 12:00PM

V-MAABILIDAD May 23, 2023-6:00AM- May 22 & 24, 2023-6:00AM- May 25, 2023-6:00AM-
12:00PM 12:00PM 12:00PM

V-MAPAGMASID May 23, 2023-6:00AM- May 22 & 24, 2023-6:00AM- May 25, 2023-6:00AM-
12:00PM 12:00PM 12:00PM

V-MAAASAHAN May 23, 2023-6:00AM- May 22 & 24, 2023-6:00AM- May 25, 2023-6:00AM-
12:00PM 12:00PM 12:00PM

DAY OBJECTIVE/S TOPIC/S ASYNCHRONOUS

(A- CONCEPT EXPLORATION)

1 Explain the Weather MODULAR:
changes in the Disturban
weather before, ces in the
during and after the Philippine 1. Read and answer the following module activities/parts: Quarter 4,
typhoon s Module 3-Lesson 1-Characterize Weather Disturbances in the
Philippines and their Effects to Daily Life
a. Answer Assessment page 13
b. Answer Additional Activities page 13
c. Post Test page 14-15
 https://drive.google.com/file/d/1SxlPyFWgE-P7ZgY2nBA5G36_pCAj-
cEz/view

from DepEd Marikina eLibRO – TV Lessons – Grade 5

for the topic Weather Disturbances

DAY OBJECTIVE/S TOPIC/S Classroom-based Activities (Synchronous)

(S – EXPERIENTIAL ENGAGEMENT)

2 Explain the changes in Weather A. DAILY ROUTINE-5 minutes

the weather before, Disturbances
1. Prayer/ Checking of Attendance and decorum
during and after the in the
typhoon Philippines 2. Reminders of the Classroom Health Protocols
B. DIAGNOSTIC ASSESSMENT/ RECALL/
MOTIVATION-5 minutes

1. ELICIT

Strategy/Activity: Socratic Method

Time allotment: 5 minutes

Learners to answer the following questions:

Process Questions:

 What are the weather disturbances in the Philippines?

 What could be its effects to our daily life?

2. ENGAGE

Pupils are asked to raised their hands showing fingers based on their
answer.

Multiple Choice
1. PAGASA has just raised public storm warning signal no. 2 in
Marikina City and nearby provinces. What does this mean?
a. Winds of 60-100 kph in 24 hours is expected in the locality.
b. Winds of 30-60 kph in 36 hours is expected in the locality.
c. Very strong winds of more than 185 kph in 12 hours is expected
in the locality.
d. Winds of 100-185 kph in 18 hours is expected in the locality.
2. Tropical cyclones are referred to by different names depending
on where they originate in the world. What is formed in the Western
Pacific Ocean?
a. typhoons c. tropical cyclones
b. hurricanes d. Willy-Willies
3. Southwest monsoons happen during which of the following
months?
a. April to November c. May to October
b. June to September d. October to early May
4. What is the basis of upgrading a tropical storm into a
typhoon?
a. direction c. wind speed
b. position d. eye of the typhoon
5. Which describes the condition of the atmosphere in short period
of time?
a. humidity c. typhoon
b. low pressure d. weather
5
C. TARGETED INSTRUCTION-10 minutes
1. REMEDIATION/EXPLORATION:
(Learners who scored 0-2/5 points in the Diagnostic
Assessment)

Strategy used: Single Round-Robin

Teacher distributes a term/ picture to the group. Each
teammate gives his/her short answer to the topic. Sharing is
over after all teammate have spoken.
 Explain the changes in the weather before, during and after the
typhoon

Temperature
Clouds
Wind
Amount of rainfall

2. REINFORCEMENT:
(Learners who scored 3-4/5 points in the Diagnostic
Assessment)

Strategy used: RE-EXPLAINING A CONCEPT USING

FRAYER MODEL

DEFINITION CHARACTERISTICS

It is made up of millions of tiny

Clouds water droplets or ice crystals
floating together in the air. The
air always contains water vapor
—water in the form of gas—
which is invisible. The amount
of water vapor that air can hold
depends on the air's
temperature. The cooler the
air, the less water it can hold.

EXAMPLE OF Clouds

Cirrus
Strtus
Cumulus
Nimbus

Instead of the teachers re-explaining the concept to the learners,

the teacher can reverse the roles and ask the learners to explain it to
him/her using Frayer Model.
3. ENRICHMENT:
(Learners who scored 5/5 points in the Diagnostic
Assessment)
Seek suggestions or ideas from learners who excelled in the
Diagnostic Test about weather
2. EXPLORATION

Use the strategy Gallery Walk to actively engage the learners

as they walk throughout the classroom where different weather
disturbances are posted.
1. Pupils per group will form a line and walk through out the
classroom.
2. Take informal notes as you walk around the room.
3. Share information to the class about what you have collected.

2. EXPLAIN
Let the discussion of the topic be guided with questions.
Answer these questions:
1. What is the condition of the weather before the typhoon?
2. How about during the typhoon? After the typhoon?
3. Why is it important to know if there is a typhoon coming?

ELABORATE
Fill out the graphic organizer below about the weather disturbances.
Discuss each.

F.APPLICATION: 10 minutes
 Let the pupils answer the following:

You are about to go to your friend’s house to visit her when you see
the tall dark clouds. Knowing that this kind of clouds will bring a
heavy rain, what should you do?
 Why is it important to know the kind of weather before you will go
to your planned activities for the day?
______________________________________________________
______________________________________________________

5. EVALUATION
5 minutes
.Explain the changes in the weather in the following:
Before the typhoon:
During the typhoon:
After the typhoon:

DAY OBJECTIVE/S TOPIC ASYNCHRONOUS

(A - LEARNER-GENERATED OUTPUT/
REMEDIATION/ENHANCEMENT)

3 Discuss the different Weather

weather disturbances: Disturbances
Extend
depression, storm, and in the
typhoon Philippines Time Frame: (it may vary since this activity will be done at home)

FEEDBACKING:
The teacher will give feedback on the performance of the pupils on Week 2
Day 3 using the rubric of Performance task.

REMEDIATION (below 75% of summative test)

• Answer Assessment p. 5 (Lesson 1)

ENHANCEMENT (75-89% of summative test)

• Do What I Can Do p.5 (Lesson 1)

• Do What I Can Do p. 8 (Lesson 2)
EXTEND: (90% and above of summative test)
 • The learners will answer the following:

 Have the learners design an emergency kit. Draw the item

included in it. Label and color each.
 Read and use the rubrics below as your guide in making the
poster.

DAY OBJECTIVES TOPIC REMEDIATION

4 1. Provide feedback to Weather A. Remediation

learner’s progress Disturbances Explain the condition of the weather before, during and after the
in the typhoon.
2. Answer other
Philippines
activities for What are the elements of the weather that should be considered?
intervention
3. Study Module 2 and
answer the activities

Prepared by:

ZENAIDA E. DELA CRUZ

Science Teacher, Grade 5

Checked by:
HILDA F. TARDECILLA
Principal III