LESSON PLAN
Republic of the Philippines
Province of Davao del Norte
Municipality of Kapalong
KAPALONG COLLEGE OF AGRICULTURE, SCIENCES AND TECHNOLOGY
Maniki, Kapalong, Davao del Norte
-o0o-
BACHELOR OF ELEMENTARY EDUCATION-GENERALIST
LESSON PLAN IN ENGLISH 3
I. OBJECTIVE:
At the end of the lesson, the students are expected to:
a. describe the extreme weather conditions.
b. demonstrate differentiated activities that show the extreme weather
conditions
c. show awareness of the impact of extreme weather on people,
animals, and the environment.
II. SUBJECT MATTER:
a. Topic: Describing extreme weather conditions (typhoon, drought,
tornado,heavy rainfall,forest fires)
b. References:
Curriculum guide Page 31-32 Number 4 and 6 Grade 4 Fourth Quarter
Earth and Space Week 6
Lesson Exemplar for Science Quarter 3: Lesson 5 Week 5 Grade 4
Science (Weather)
c. Materials: manila paper, markers, activity sheets, laptop/powerpoint
d. Subject Integration: MATH - data reading
ENGLISH - reporting
ARAL. PAN. – community awareness
III. PROCEDURES:
A. Preliminary Activities
1. Prayer
2. Greetings
3. Checking of attendance
4. Reading of Class Rules
S- Set yourself.
C- Cooperate and collaborate.
I- Interaction is important.
E- Eating during class is not allowed.
N- No to distractions.
C- Challenge yourself.
E- Enjoy learning with Sir. Joao
5. Energizer
Class Class ……….. Yes,yes,yes
123 Eyes On Me…..1,2 Eyes On You
Macaroni Cheese…Everybody Freeze
Scientist……..Ready to explore
B. Developmental Activities
1. Engage
a. Review
Direction: Match Column A the weather component with Column B the
name of the weather instrument .Which instrument is used to measure the
following?
Column A (Weather Column B (Weather
component) Instrument)
______ 1. Air Temperature A. Wind Vane
______ 2. Air Pressure B. Psychrometer
______ 3. Wind Speed C. Rain Gauge
______ 4. Wind Direction D. Thermometer
______ 5. Amount of Rainfall over E. Weather Balloon
a given time F. Nephelometer
______ 6. Humidity G. Barometer
______ 7. Cloud cover H. Anemometer
[Link] of difficulties
Direction: Identify the extreme weather phenomenon by looking at 4
related pictures.
Tell pupils: “We are going to play 4 Pics 1 Word – Extreme
Weather Edition!”
c. Motivation:
Which of the following pictures are considered extreme weather?
Guided Questions:
What are the pictures all about?
2. Explore
A. Pre- Activity
SETTING OF STANDARDS
Use the following signs and symbols during group activity.
Do not shout Keep silent Stay in your seat
Divide the class in to 3 groups
Use of Rubrics (See attachment No. 1)
Proper use of Color-coded Stars
The main purpose of the color-coded stars is for a reward
system application. During group activities, each group’s points
are symbolized by a star with a corresponding point: blue stars
for five points, yellow stars for three points, and red stars for one
point. The team with the highest star totals will be declared the
champion.
Use of Digital timer
The purpose of digital timer is for time management.
Each group will be given 5 minutes to do the activity.
Proper distribution of task envelops with activity sheets
B. During Activity
Directions: Read and perform the given activity card assigned to your
group. (See Attachment no.2)
Activity:
(The teacher will divide the class into 3 groups. Each group will
have their designated activities. Each activity must be done
within 5 minutes only).
Group 1: “Cause-and-Effect Chart (Support Level)”
Materials:
-Cause-and-Effect Chart (Extreme Weather Conditions)-
Tornado and Forest Fire
-Manila paper, markers, pictures.
Instructions:
[Link] the given pictures of extreme weather.
[Link] manila paper or chart paper, describe the cause-and-
effect in the given chart .
[Link] their chart to the class
Group 2: “Extreme Weather Role-Play (Core Level)”
Materials: Flashcards, props (optional), pictures for reference.
Instructions:
1. Assign each group a weather scenario (Typhoon, Heavy
Rainfall)
2. Pupils will act out the given script to create a short skit )
showing how the extreme weather happens (the cause)
And Its effects on people and environment,people and animals.
[Link] the skit in front of the class.
Group 3: “Extreme Weather Infographic or Poster (Advanced
Level)”
Materials: Chart paper, markers, magazines, glue
Instructions:
1. The group will be givien types of extreme weather which is
about drought.
2. Using chart paper , create a poster or including the causes of
the weather condition (Drought)
3. Present to the class with an explanation.
C. Post Activity:
(Group Presentation/Reporting
Giving of Scores/Points)
TABLE OF SCORES
Name of the
group
Time
Management
Accuracy
Application of
Policies,
Guidelines and
Procedures
Showing
teamwork and
participation with
fairness, respect,
and care to
encourage
learning.
Total Scores
Rank
3. Explain
Question:
1. What are the Extreme Weather Conditions?
2. How will you describe each Extreme Weather Condition to the cause
and its effects on people, the environment, and animals?
4. Elaborate
A. Application
“Weather Detectives” -pair me up
Heavy rain has lasted for several days. The river has overflowed,
flooding streets and houses.”
“It hasn’t rained for months. Wells are dry and crops are dying.”
“A fast-spinning funnel-shaped cloud moves across farmland,
destroying homes.”
“Strong winds uproot trees and damage rooftops during a storm.”
“A large forest catches fire, and smoke fills nearby towns.”
B. Values Integration
A typhoon has just passed through your town. Streets are flooded,
some houses are damaged, and animals in the neighborhood are
stranded or scared. Some of your classmates’ homes have been
affected, and local trees and plants are damaged.
As a Grade4 pupil, how will you show that you are aware of the impact
of extreme weather on people, animals, and the environment?
5. Evaluate
1. A town experienced strong winds, heavy rain, and flooding
after a storm. Which type of extreme weather is most likely
responsible?
A. Drought
B. Typhoon
C. Forest Fire
D. Tornado
Answer: B. Typhoon
2. A farmer notices that his crops are dying and rivers are
drying up because it hasn’t rained for months. What extreme
weather is this?
A. Flood
B. Heavy Rainfall
C. Drought
D. Tornado
Answer: C. Drought
3. During a tornado, which of the following safety actions is the
most appropriate?
A. Stand near a window to watch the tornado
B. Take shelter in a small, windowless room and cover your head
C. Stay outside in an open field
D. Go under a tree for protection
Answer: B. Take shelter in a small, windowless room and
cover your head
4. Two towns are experiencing extreme weather: Town A has
overflowing rivers and submerged roads, Town B has dry soil
and no water in wells. Which statement is correct?
A. Town A is experiencing a drought, Town B is experiencing a
flood
B. Town A is experiencing a flood, Town B is experiencing a
drought
C. Both towns are experiencing floods
D. Both towns are experiencing droughts
Answer: B. Town A is experiencing a flood, Town B is
experiencing a drought
5. A forest fire spreads quickly due to dry conditions and
strong winds. Which of the following is the best precaution?
A. Build a fire near dry grass
B. Evacuate the area and follow fire department instructions
C. Stay inside and open all windows
D. Throw water on the fire without adult supervision
Answer: B. Evacuate the area and follow fire department
instructions
6. Heavy rainfall is expected for several days, and landslides
are possible in hilly areas. Which of these is the safest course
of action for residents?
A. Stay in low-lying areas near rivers
B. Evacuate to higher ground and avoid slopes
C. Walk through flooded streets to reach school
D. Ignore the warning and continue outdoor activities
Answer: B. Evacuate to higher ground and avoid slopes
7. If a typhoon is approaching your town and you have an
emergency kit, what is the main reason to have it ready?
A. To impress your friends
B. To help you survive and stay safe if electricity or water is cut off
C. To use only after the typhoon passes
D. To avoid helping neighbors
Answer: B. To help you survive and stay safe if electricity or
water is cut off
Assignment:
Prepared by:
JOAO GENARO F. LUCERO
ST/Demonstration Student Teacher
Processed and observed:
NON School Head
Interactive games:
Review
1. “Human Matching Game”
How to Play:
1. Divide the class into two groups:
o Group A holds the weather components
o Group B holds the weather instruments (Tornado, Drought, etc.)
2. When the teacher says “GO,” pupils walk around to find their correct match.
3. Once matched, they stand together.
4. Teacher checks answers.
[Link] of difficulties
4 PICS 1 WORD – EXTREME WEATHER
EDITION
(Typhoon, Drought, Tornado, Heavy Rainfall, Forest Fires)
You may project this in class or print it for group/individual play.
ROUND 1
4
Clue: A powerful storm with strong winds and heavy rain formed over warm oceans.
Answer: ___________________
🌵 ROUND 2
4
Clue:
Happens when there is very little or no rain for a long time.
Answer: ___________________
ROUND 3
4
Clue: A fast-spinning column of air that reaches from the cloud to the ground.
Answer: ___________________
ROUND 4
Clue: Continuous and intense rain that may cause flooding.
Answer: ___________________
🔥 ROUND 5
4
Clue: A large fire that spreads quickly through forests or grasslands.
Answer: ___________________
✅ ANSWER KEY (Teacher’s Copy)
1. Typhoon
2. Drought
3. Tornado
4. Heavy Rainfall
5. Forest Fires
MOTIVATION
Show pictures of different extreme weather conditions.
1. Typhoon
4
2. 🌊 Flood
4
3. ⚡ Thunderstorm
4
Ask:
What do you observe in the pictures?
How do you feel when you see these situations?