Republic of the Philippines

Department of Education
Region VI -Western Visayas
Schools Division of Antique
District of Hamtic North

School: Grade/Section: V
Lyssa Bea F.
Teacher: Learning Area: Science
Vasquez
Date: Quarter: IV
Time: Checked by:

I. OBJECTIVES
A. Content The learners demonstrate understanding of weather disturbances and
Standard their effects to the environment
B. Performance
The learners should be able to prepare individual emergency kit
Standard
C. Learning The learner should be able to Characterize weather disturbances in the
Competencie Philippines and describe their effects to daily life
s
D. Values
Cooperation and Collaboration
Integration
Typhoon as a Weather disturbance
II. CONTENT Effects of Typhoon
Safety measures during a Typhoon
III. LEARNING RESOURCES
A. References ScienceTek pp 147 -158
B. Other
Learning https://www.youtube.com/watch?v=yIxACFtM77k
Resources
PowerPoint presentation, Laptop, TV, still pictures, video presentation,
C. Materials
task cards
D. Science
Observation, Inferring, Problem Solving
Processes
IV.
PROCEDURE ACTIVITIES NOTES
S
PRAYER

CLASSROOM RULES
Before we start our lesson, let’s have first review
A. Engagem our classroom rules:
ent 1. Show Kindness to your classmates This illustrates
2. Try your best and learn from your observable in
mistakes Objective
3. Keep your learning space clean and tidy #8:
4. Encourage your peers and help them Used of ICT
learn
5. Be an active listener and ask questions

TRIVIA
Are you familiar with the pictures that are flashed
in the screen?
 Can you describe the following pictures?
These pictures were taken during and after a
Typhoon. A typhoon that caused flood, landslide,
and damage to infrastructure.

The first picture shows the state of the Paliwan This illustrates
Bridge right after Typhoon Paeng. observable in
Objective
Do you also experience flood and landslide in your #4: Manages
area during a Typhoon? classroom
structure to
MOTIVATION engage
Everybody, look under your desk and take out the learners
puzzle pieces. individually or
in groups, in
meaningful
exploration,
discovery, and
hands-on
activities
within a range
of physical
learning

Let the pupils complete the puzzles together.

Ask:
Can you identify and describe the pictures that you
have completed?

Very good pupils!

We use thermometer in measuring our
temperature.

Values Integration: Take care or your health

1. Presentation
Today we are going to learn more about the
changes of materials from solid to liquid and from
 liquid to solid.

The pupils will watch an informative video about

changes of materials from solid to liquid and from
liquid to solid.

Recall the standards for listening and viewing.

What have you seen in the video?

Very good! What else?

This illustrates
observable in
Objective
#8:
Used of ICT

Say:
I have here a pictures which you will identify if
B. Explorati there is
on changes present in that material.

Direction: Tell if there will be changes in material if

being put in hot temperature or cold temperature.
Check if change is present and write if it is solid or
liquid

Antis Pagkatap May Paano

maramig os pagbaylo ngabaylo
an kag mainitan bala? ?
mainitan kag
maramig
an

Tubig sa
ice cube
tray
 Kalamay
sa
kutsara

Ice cube
sa baso

The teacher will guide the pupils as they

answer.

This time I will show you some of the material that

C. changes from solid to liquid and from liquid to solid.
Explanation Observe what will happen next.

Ask:
 What happens in material no 1?

 What happens in material no 2?

This illustrates
observation in
Objective
#4: Manages
classroom
structure to
engage
 What happens in material no 3? learners
individually or
in groups, in
meaningful
exploration,
discovery, and
hands-on
activities
within a range
of physical
learning
MELTING - is process where solid material changes
into
liquid form when it is heated.
FREEZING/SOLIDIFICATION – is process where
liquid material
changes into solid form when it is
cooled.
 Criteria 10 8 6 4
POINT POINT POINTs POINTs
S S
Elaboration PRESENT The The The No
ATION task is task is task is presen
well presen presen tation
presen ted ted of
ted and and output
and got got 1 and all
answer two correct questi
ed correct answe ons
correct answe r are not
ly r answer
ed
ACCURA Finish Finish Finish Time is
CY/ given given given not
TIME time task 5- task use
on/bef 10 10-15 properl
ore the minute minute y 10
time s. late s late minute
s
beyon
d late.
COOOPE All 1-3 3 and All of
RATION memb memb up the
ers of ers of memb group
the the ers did did not
group group not cooper This illustrates
cooper did not cooper ate observable in
ate cooper ate Objective
ate #2: Uses a
range of
teaching
Rubrics
strategies that
enhance
Distribution of Group Activity card learner
achievement
The pupils will be divided into three group in literacy and
numeracy
Each group will perform the given task.
skills

What you need: This illustrates

observable in
Objective
1 pc candle 2 metal spoon #4: Manages
Ice cubes 2 glass classroom
structure to
sugar plastic bag engage
learners
water lighter
individually or
melted chocolate in groups, in
meaningful
exploration,
What to do: discovery, and
hands-on
activities
 1. Prepare candle, metal spoon, lighter and sugar. within a range
2. Using the spoon try to put small amount of of physical
sugar in it. learning
3. Put the spoon of sugar above the fire of the
candle. Observe what happens.

4. Prepare ice cube and a glass.

5. Put the ice cube inside the glass. Observe what
happen next.

6. Prepare melted chocolate, ice cubes and a glass.

7. Using a spoon, get a small amount of melted This illustrates
chocolate and put it a glass of cold water observable in
8. Observe what happen next. Objective
#6: Uses
9. Record your observations on the table by differentiated,
checking the proper column. Write down also developmenta
the changes you observed. lly appropriate
learning
experiences
to address
Did the Changes learners’
Solid and Liquid material observed when genders,
Materials change? being put in needs,
Yes No different strengths,
temperature. interests an
Sugar being heated. experiences
Ice cube in a glass
Melted chocolate

Guide Task for Group Activity

This illustrates
Group 1 observable in
Objective
#1: Apply
1. What happens to the sugar when it is Knowledge
heated? and Content
2. What happens when we leave an ice cube Across
inside the glass for a short time? Curriculum
3. What happens to the melted chocolate Teaching
Areas:
when it is put in a cold temperature?
The lesson
4. What were the different changes you
goes across
observed in sugar being heated and in an the English,
ice cube in a glass? Art Subject
5. What were the different changes you
observed in melted chocolate? This illustrates
observable in
Objective
#2: Uses a
Group 2 range of
teaching
1. Draw solid materials that change into liquid strategies that
form? enhance
2. Draw a liquid material that change into solid learner
achievement
 form? in literacy and
numeracy
skills

This illustrates
Group 3 observation in
Objective
1. Make a song, poem or jazz chant about the #3: Teaching
changes you observed when solid and Strategy that
develops
liquid materials are put in different higher
temperature. thinking order
skill

Values Integration: Each individual will learn how to

socialize and participate in group activity. This illustrates
observation in
Objective
#4: Manages
classroom
structure to
engage
learners
individually or
in groups, in
meaningful
exploration,
discovery, and
hands-on
activities
within a range
of physical
learning

A. Explanatio Group Presentation

n This illustrates
Let the group present their output. Presentation observation in
of their Objective
work based on the given task to each group. #6: Uses
differentiated,
“WOW Great Job! “Congratulations pupils you gave developmenta
your best to present your group activity and most lly appropriate
member of the group cooperate. Each member should learning
receive an award. experiences
to address
learners’
genders,
needs,
strengths,
interests an
experiences

This illustrates
observable in
Objective #
5: Manage
learner
behavior
constructively
 by applying
positive and
non-violent
disciple to
ensure
learning-
focused
environment

B. Elaboratio Have the learners formulate generalization by This illustrates

n asking: What happens to the solid materials when we observation in
apply heat or put it in a hot temperature? Objective
#3: Teaching
What happens to the liquid materials when we put it in Strategy that
a cold temperature? develops
higher
thinking order
Have the learners understand the following skill
concepts. (using the prepared power point
presentation)

Remember:
Solid to Liquid This illustrates
✓ Nagabaylo ang porma kang sangka solid kun observable in
magtaas ang temperatura. Objective
✓Nagatabo ang melting o pagtunaw kun magtaas #8:
ang temperatura Used of ICT
✓ Ang solid mahimo ngaliquid kun dya matunaw
ukon melting
Liquid to Solid
✓ Nagabag-o ang porma kang sangka liquid kun
magnaba ang temperatura.
✓ Nagatabo ang freezing kun magnaba ang
temperatura kang materyales.
✓ Ang liquid nahimo nga solid sa proseso nga
ginatawag nga freezing ukon solidification. This illustrates
Observable
# 5: Manage
learner
behavior
Values Integration: constructively
by applying
What are some precautionary/safety measures positive and
that we need to observe when using material at home. non-violent
disciple to
ensure
learning-
focused
environment

V.
EVALUATION

Direksiyon: Usisaa kamayad ang kada aytem.Pilia ang

ensakto nga letra kag sulata sa papel ang imong sabat.
 This illustrates
1. Ano ang tawag sa proseso kang pagbaylo kang observation in
solid paagto sa liquid? Objective
#3: Teaching
a. nagapanaba (decreasing)
Strategy that
b. nagainit (heating) develops
c. nagatunaw (melting) higher
d. nagapataas(increasing) thinking order
2. May mga solids nga nagabaylo sa liquid paagi sa skill
pagbutang sa ________________ .
a. maramig nga hangin c. init kang adlaw This illustrates
b. sanag kang bulan d. hamug Observable
3. Ang mga masunod nga bagay puwede matunaw #9: Designs,
ukon mabaylo sa liquid luwas sa _______________. selects, and
a. ice cream b. mantikilya c. ice cubes d. organizes, a
bato uses
4. Diin sa mga masunud nga mga bagay ang diagnostic,
puwede magbaylo nga liquid kun mainitan? formative and
a. powder nga gatas c. chalk summative
b. asin d. wax assessment
5. Ano ang iba pa nga tinaga ang ginagamit sa strategies
consistent
melting?
with
a. pagparamig (cooling)
curriculum
b. pagbaylo (changing)
requirements.
c. pagpainit (Heating)
d. pagpatunaw (liquefaction)
6. Ang proseso ka pagbaylo kang liquid paagto sa This illustrates
solid ginatawag nga ______________. observable in
a. nagapanaba (decreasing) Objective
b. freezing #8:
c. nagataas (increasing) Used of ICT
d. maramig (cooling)
7. May mga liquid nga mabaylo sa solid kun sanda
ibutang sa _____________ nga temperatura.
a. maramig c. labaab
b. ensakto d. maiinit
8. Ang mga masunod nga bagay puwede mahimo
nga solid luwas sa ________________.
a. ice cubes c. natunaw nga cheese
b. mantika d. tubig
9. Diin sa masunod nga mga bagay ang mabilog
kun ibutang sa freezer?
a. tsokolate c. kandila
b. butter d. tubig
10. Ano nga tinaga ang parehas kangfreezing?
a. pagparamig (cooling)
b. pagtunaw (melting)
c. solidification
d. pagpainit (heating)

V.
ASSIGNMENT

Direction: Choose 1 and submit your output.

 This illustrates
Make a step in changing butter into liquid Observable
form. #4: Manages
Make a step in changing water into solid classroom
form. structure to
Ask for assistance in making this output. engage
learners
This illustrates Observable #7: Plans, manages and individually or
implements developmentally sequenced teaching and in groups, in
learning processes to meet curriculum requirements meaningful
and varied teaching contexts. ( This pertains to the exploration,
lesson plan itself.) discovery, and
hands-on
activities
within a range
of physical
learning

VI. REMARKS
VII. Reflect on your teaching and assess yourself as a teacher. Think about
REFLECTIONS your student’s progress this week. What works? What else needs to be
done to help the students learn? Identify what help your instructional
supervisors can provide for you so when you meet them, you can ask
them relevant questions.
A) No. of
learners who ___ of Learners who earned 80% above
earned 80% in
the evaluation
B) No. of
learners who ___ of Learners who require additional activities for remediation
require
additional
activities for
remediation
who scored
below 80%
C) Did the
remedial lesson ___Yes ___No
work? No. of
learnerswho ____ of Learners who caught up the lesson
have caught up
with the lesson
D) No. of
learners who ___ of Learners who continue to require remediation
continue to
require
remediation

E) Which of my Strategies used that work well: ___

teaching Rereading of Paragraphs/Poems/Stories
strategies ___ Group collaboration ___
worked well? Role Playing/Drama
Why did these ___ Games ___
work? Discovery Method
___ Power Point Presentation ___
Think-Pair-Share (TPS)
___ Answering preliminary activities/exercises ___
Group member’s Cooperation
___ Discussion ___
Pupils’ eagerness to learn
___ Case Method ___
 Availability of Materials
___ Differentiated Instruction ___
Complete IMs
___ Lecture Method Why?

F) What __ Bullying among pupils

difficulties did I __Lack of Interest of pupils
encounter which __ Pupils’ behavior/attitude
my principal or __Reading Readiness
supervisor can __ Colorful Ims __
help me solve? Additional Clerical works
__ Unavailable Technology Equipment (AVR/LCD) __
Science/ Computer/ Internet Lab

G) What Planned Innovations:

innovations or __ Localized Videos
localized __ Making use big books from views of the locality
materials did I __ Recycling of plastics to be used as Instructional Materials
use/discover __ local poetical composition
which I wish to __Fashcards
share with other __Pictures
teachers?