SEMI-DETAILED LESSON IN PLAN IN SCIENCE VI

I. OBJECTIVES:
At the end of the lesson, the learners must be able to
1. Classify the precautionary measures whether before, during,
and after the typhoon;
2. Organize the necessary kits needed before, during, and after the
typhoon; and
3. Appreciate the importance of knowing the precautionary
measures in real life situations.
II. SUBJECT MATTER Precautionary Measures Before, During, and After a Typhoon
A. Content Standards The learners demonstrate understanding of the necessary precautions
before, during, and after a typhoon.
B. Performance Standards The learners should design an emergency and preparedness plan and
kit.
C. Learning Competencies Show concern to everyone especially in times when whether
disturbance occur.(S5FE-IVd-4)

III. LEARNING RESOURCES

A. References http://infinitekonwledge.expertscolumn.com/article/precautionary-
measures-we-follow-during-and-after-typhoon
https://www.youtube.com/watch?v=IPjyCzkD8L8

1. Teacher’s Guide Pages None

2. Learner’s Manual Pages None
3. Textbook Pages
B. Other Learning Resources * Teaching Aid
(Materials) - Manila Paper
- Envelope

* Tools and Materials

- Marker pen
- Picture

IV. PROCEDURE:
A. ROUTINARY 1. Greet
ACTIVITIES 2. Pray
3. Classroom Management
4. Attendance
5. Checking of Assignment
B. Reviewing previous lesson The teacher will ask questions using a game of “Trivia Quest”, wherein
or learners answer different questions.
presenting new lessons
(REVIEW) 1. What is the primary cause of a typhoon?
a. Earthquakes
b. Tidal Waves
c. Volcanic Eruptions
d. Atmospheric Conditions
2. Which ocean is most prone to typhoons?
a. Arctic Ocean
b. Pacific Ocean
 c. Indian Ocean
d. Atlantic Ocean
3. What is the minimum wind speed required for a storm to be
classified as a typhoon?
a. 50mph
b. 74mph
c. 100mph
d. 125mph
4. What is the typical season for typhoons in the Northern
Hemisphere?
a. Spring
b. Summer
c. Autumn
d. Winter
5. Which of the following is NOT a potential impact of a typhoon?
a. Flooding
b. Landslide
c. Earthquakes
d. Strong Winds
C. Establishing a purpose of Have the learners to work in group
the “Guess the Calamity”
lesson (MOTIVATION) Mechanics of the Game:
The class will be divided into four(4) groups. Each group shall guess
the jumbled letters of the sample calamity that needs precautionary
measure. And once they know the word, they will share a experience if
they encounter this calamity and what they do if they experienced it.
The answer can be write in a piece of paper. The group that will finish
first will be having a price.

RATHQEUAEK
TYOPNOOH
DLIFWIRE
CUONAVIL ROEPTINUR

Answer:
EARTHQUAKE
TYPHOON
WILDFIRE
VOLCANIC ERUPTION

D. Discussing new concepts Before start the discussion the teacher will ask to students if what
and practicing new skills #1 they know about typhoon. And the teacher ask one student if they
- discussion can read what is the meaning of typhoon after reading, the
students will explain what they read.

Typhoon
- a type of large storm system having a circular or spiral system
of violent winds, typically hundreds of kilometre or miles in
diameter.
E. Discussing new concepts Before, During and After a Typhoon
and practicing new skills #2
- discussion(more Before the Typhoon
elaboration)  Store an adequate supply of food and clean water.
 Prepare foods that need not be cokked.
 Should you need to evacuate, bring clothes, first aid kit,
candles/flashlight, battery-powered radio, food, etc..
During the Typhoon
 Stay inside the house.
 Always keep yourself updated with the latest weather report.
 Keep an eye on lighted candles or gas lamps.
 If there is a need to move to an evacuation center, follow these
reminders:
- Evacuate calmly.
- Close the windows and turn off the main power switch.
- Put important appliances and belongings in a high ground.
After the Typhoon
 If you’re house was destroyed, make sure that it is alreadysafe
and stable when you enter.
 Watch out for live wires or outlets immersed in water.
 Report damaged electrical cables and fallen electric posts to the
authorities.

F. Developing Mastery (Leads

to Formative Assessment 3) The teacher will ask a question.
- simple question (3to5 1. What you know about typhoon?
questions about letter D and E) 2. What are the possible cause of typhoon?
3. Why there have a flashflood?
4. What will you do before, during, and after the typhoon?
5. If you encounter this kind of disaster, what will you do?
G. Finding Practical “Typhoon Survival Simulation”
Applications of concepts
and skills in daily living Mechanics of the game:
- 1st activity (group  Let’s play a game that called “Typhoon Survival Simulation”.
activity/individual)  The teacher will provide a box that contains a question.
 The teacher will pass the box when the music start and if the
music is stop the students will pick a one question and they will
answer the question.

1. What is typhoon?
a. a type of tornado
b. a severe tropical storm
c. a blizzard in the tropics
d. a type of earthquake
2. Which of the following is NOT a typical characteristic of a
typhoon?
a. high winds
b. heavy rainfall
c. low atmospheric pressure
d. dry weather
 3. What is the most important precaution to take when a typhoon
is approaching?
a. stock up on food and water
b. board up windows and doors
c. evacuate to higher ground
d. stay indoors and away from windows
4. Which of the following items should you include in an
emergency kit for typhoon preparedness?

a. Flashlight and batteries

b. Surfboard
c. Sunglasses
d. Sandals

Answer:
1. B
2. D
3. D
4. A

H. Making Generalization and

Abstraction about the The students will answer the question.
lessons
- Generalization (simply ask 1. What will you do before the typhoon?
question that will 2. What will you do during typhoon?
SUMMARIZE THE 3. What will you do after typhoon?
LESSON) 4. Did you experience this disaster before? If you experience, give
a short experience what you do before, during and after
typhoon.

I. Evaluating Learning
- ASSESSMENT Directions: Analyze the following preparedness on what they belong,
(seatwork, align to the set draw a circle shape if it is belong in before, diamond if it is during and
objectives) triangle if it is after.

1. Store an adequate supply of food and clean water.

2. Should you need to evacuate, bring clothes, first aid kit,
candles/flashlight, battery-powered radio, food, etc..
3. Report damaged electrical cables and fallen electric posts to the
authorities.
4. Keep an eye on lighted candles or gas lamps.
5. Watch out for live wires or outlets immersed in water.

Answer:
1.

2.

3.
 4.

5.

J. Additional activities for Direction: Insert in the box on where they belong.
application and remediation
- ASSIGNMENT Before During After

1. Store an adequate supply of food and clean water.

2. Prepare foods that need not be cokked.
3. Watch out for live wires or outlets immersed in water.
4. Report damaged electrical cables and fallen electric
posts to the authorities.
5. Always keep yourself updated with the latest weather
report.

V. REMARKS
what can you say about your
daily teaching?
VI. Reflection
A. No. of learners who
earned 50% in the
evaluation
B. No. of learners who
requires additional acts.
For remediation who
scored below 50%
C. Did the remedial lessons
work? No. of learners
who caught up with the
lessons
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did this work?
F. What difficulties did I
encounter which my
principal/supervisor can
help me solved?
G. What innovations or
localized materials did I
 used/discover which I
wish to share with other
teacher?

Prepared by:
KENJI V. REBOROSO

Submitted to:
JOHN HARVEY CABANA
Teacher