SCIENCE (EARTH AND SPACE SCIENCE) /QUARTER 4/ GRADE 5
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content Standards The learners learn that weather disturbances feature low
pressure, strong winds, and storms.
B. Performance By the end of the Quarter, learners explain the causes and
Standards impacts of extreme weather and identify appropriate and safe
ways to respond to such events.
C. Learning Learning Competencies
Competencies 1. describe some effects of weather disturbances that occur
in or near the Philippines;
2. describe the weather conditions according to a Public
Storm Warning Signal issued by the Philippine
Atmospheric, Geological and Astronomical Services
Administration (PAGASA);
3. describe typical weather conditions before, during and
after a tropical cyclone;
Learning Objectives At the end of the lesson, learners will be able to:
1. Describe air and water vapor in the atmosphere.
2. Explain that wind direction is influenced by air movement.
3. Demonstrate understanding through observation.
D. Content Air Pressure and Wind
E. Integration Gases (G5-Q1 – Science)
II. LEARNING RESOURCES
Feather, R. M. (2005). Earth science. Glencoe/McGraw-Hill.
Lutgens, F. K., Tarbuck, E. J., & Tasa, D. G. (2016). Foundations of earth science (8th
ed.). Pearson.
Materials Balloons, Pictures
III. PROCEDURES
A. Preliminary [Link]
Activities [Link]
[Link]
[Link] Rules
B. Review the [Link] Review Give me 3 words. Ask the
previous students to give 3 words they can relate to
lesson/Drill the review words below. Call 3 students for
each word to come up with a total of 9
words per review word.
Review Word 1 Word 2 Word 3
Word
Atmosphere
Water
Vapor
Air
After 9 words are given for each word, call one
student to give a summary of the concepts he/she
can remember about the word.
C. Establishing a 1. Lesson Purpose
purpose for the Show the image below to your students.
lesson/Motivation Ask them if they have seen it before. If yes,
ask them where and when. Then use the
guide questions below to establish the
purpose of the lesson.
Ask the following questions:
1. What are the common reasons for class
suspension?
2. Is class automatically suspended when there is
rain?
3. Why do storms often lead to class
suspensions?
D. Presenting
examples/instances Balloon Experiment 🎈
for the new lesson
Activity:
1. Blow up a balloon and tie it.
2. Release the balloon without tying (let the air
rush out).
3. Observe how the balloon moves.
Guide Questions:
What made the balloon move?
What controls its direction?
What happens when air escapes quickly?
E. Discussing new Air is everywhere.
concepts and
practicing new
skills No. 1 Air has weight.
Air pushes down. This push is called air
pressure.
Air moves from places with more pressure to
places with less pressure.
Moving air is called wind.
F. Discussing new Pressure Direction Activity
concepts and
practicing new Draw two boxes on the board:
skills No. 2
HIGH PRESSURE → LOW PRESSURE
Ask:
Where will air move?\
Let students draw arrows in their notebook.
Quick Oral Drill:
Wind is moving ______. (air)
Air moves from ______ pressure to ______
pressure. (high, low)
G. Developing Mastery 1️⃣ Fill in the Blanks
(leads to formative
assessment) 1. Air has ______. (weight)
2. Moving air is called ______. (wind)
3. Air moves from ______ pressure to ______
pressure. (high, low)
2️⃣ True or False
1. Wind moves from low pressure to high
pressure. (False)
2. Air pressure is the push of air. (True)
H. Finding Practical Ask:
Application of
concepts and skills Why do we feel strong wind before a storm?
in daily lives
Why does a fan make us feel cool?
Guide students to answer:
Because air is moving from high pressure to low
pressure.
Relate to:
Typhoons
Electric fans
Open windows during windy days
I. Making Ask students to complete:
Generalization and
Abstraction 👉 Wind is ____________________.
✔ moving air
👉 Wind happens because
____________________.
✔ air moves from high pressure to low pressure
Final Statement:
🌬 Wind is moving air caused by differences in
air pressure
J. Evaluating Complete the sentence:
Learning
Air moves from __________ pressure to
__________ pressure.
✔ high to low
OR
Draw arrows showing wind direction.
K. Additional For Advanced Learners:
Activities for
Application or Explain why typhoons have strong winds.
remediation
For Struggling Learners:
Use arrows and simple drawings.
Repeat oral drill:
“High to low, that’s how wind goes!”
SCIENCE (EARTH AND SPACE SCIENCE) /QUARTER 4/ GRADE 5
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content Standards The learners learn that weather disturbances feature low
pressure, strong winds, and storms.
B. Performance By the end of the Quarter, learners explain the causes and
Standards impacts of extreme weather and identify appropriate and safe
ways to respond to such events.
C. Learning Learning Competencies
Competencies describe some effects of weather disturbances that occur
in or near the Philippines;
describe the weather conditions according to a Public
Storm Warning Signal issued by the Philippine
Atmospheric, Geological and Astronomical Services
Administration (PAGASA);
describe typical weather conditions before, during and
after a tropical cyclone;
Learning Objectives Learners will be able to:
1. Explain what a Low Pressure Area (LPA) is.
2. Describe why wind moves toward LPA.
3. Relate temperature to air pressure.
D. Content Low Pressure Area
Wind Formation
E. Integration Gases (G5-Q1 – Science)
II. LEARNING RESOURCES
Feather, R. M. (2005). Earth science. Glencoe/McGraw-Hill.
Lutgens, F. K., Tarbuck, E. J., & Tasa, D. G. (2016). Foundations of earth science (8th
ed.). Pearson.
Materials
III. PROCEDURES
Preliminary Activities Prayer
Greetings
Attendance
Classroom Rules
A. Review the What causes wind?
previous
lesson/Drill
B. Establishing a Present the video below to the class.
purpose for the Video Title: Why Does the Wind Blow?
lesson/Motivation Length: 2:59
Link: [Link]
s7zOubwXmc
C. Presenting
examples/instances
for the new lesson
D. Discussing new
concepts and
practicing new
skills No. 1
E. Discussing new
concepts and
practicing new
skills No. 2
F. Developing Mastery
(leads to formative
assessment)
G. Finding Practical
Application of
concepts and skills
in daily lives
H. Making
Generalization and
Abstraction
I. Evaluating
Learning
J. Additional
Activities for
Application or
remediation