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PPT_FINAL-COPY_CONDITIONS-OF-THE-ENVIRONMENT [Repaired].pptx

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Daisy Pascua

The document provides details about an ICT class for 5th grade science that discusses conditions of the environment before, during, and after a typhoon. It includes activities for students like matching descriptions of tropical cyclones to their types, analyzing environmental conditions at different stages of a typhoon, and presenting their findings. The class aims to educate students about weather patterns associated with typhoons through interactive group work and discussions.

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ICT Class in Science 5 Conditions of the Environment Before, During and After a Typhoon DIOSA R. VELASQUEZ Science Teacher
2. Daily Reports 1. Establishing Rapport A. Preliminary Activities Wear an encouraging smile Set the mood Science Trivia For The Day Weather Report Cleanliness Checking
Read the description on Column A and match it to the types of tropical cyclone on Column B by writing the letter of the correct answer on the space provided. Review Column A _____1. It is a tropical cyclone with a maximum wind speed of 62-117 kph. _____2. It is characterized by a poorly developed wind circulation. _____3. It is an intense tropical cyclone with maximum wind speed of 118-220 kph. _____4. Typhoon Yolanda is an example of this tropical cyclone. The wind speed is 221 and above. _____5. It has a maximum wind speed of up to 61 kph. Column B A.Super Typhoon B. Tropical Storm C. Tropical Depression D. Typhoon E. Tropical Disturbance
Think-Tac-Toe Strategy 1 2 4 3 7 6 5 8 9
PPT_FINAL-COPY_CONDITIONS-OF-THE-ENVIRONMENT [Repaired].pptx
Pre- Activity Discussion Distribution of Interactive Folders to the group Reading of Differentiated Activity Procedure Group Task What To Do During The Activity *proper behavior * Group responsibility
INTERACTIVE ACTIVITY RUBRICS 6 EXCELLENT Contents of the presentation are complete, well designed and labeled. Topics are correct and contents organized. Report beyond the basic requirements. Uses color and effective diagrams making the chart visually appealing. 5 WELL DONE Contents of the presentation are complete and labeled. Topics are correct and contents organized. Includes most of the traits of 6 but lacks excellence in all areas. 4 SATISFACTORY Topic is correct and contents organized. Information shows basic understanding of content topics. Some areas meet the requirements but dont go beyond. 3 FAIR Contents are complete (at least 80%) and labeled. Uses minimal color and few diagrams. Information shows limited understanding of content topics. 2 P O O R Some attempt of decorating and labeling is made. Content is incomplete and presentation is unorganized. Chart is not neatly written. Shows little self-reflection. 1 Unacceptable Result is presented but too incomplete to score. A C T I V I T Y R U B R I C S
Procedure: 1. Read the Reference Card with your peers on Sheet #2 . 2. Have a short brainstorming about the topic. 3. Analyze the Group Tasks below. Work only on the part that is assigned to your group. 4. Write your output on a manila paper . 5. Present it in front of the class. Remember: Your positive behavior during the activity is highly appreciated. Sheet #1: Activity Card DIFFERENTIATED ACTIVITY (Tiered Strategy) Title: Conditions of the Environment Before, During and After a Typhoon
Perform the differentiat ed activity with your group mates cooperativ ely 01 Group 1 02 Analyse the various conditions of the environment. Evaluate if it happens during or after a typhoon. Write it on your output . 03 Create an image by arranging the pieces of a picture puzzle and describe what you have just built. 04 Write a short prayer for protection before, during and after a typhoon. 05 Activity Proper Read the situations before a typhoon and write it on your output paper. Group 2 Group 3 Group 4 Direction
Post Activity Discussion (Presentation of Output) Group 1 Group 2 Group 3 Group 4
Paste your sticky notes here: Paste your sticky notes here: BEFORE DURING AFTER Paste your sticky notes here: Developing Mastery: STICKY-NOTE PAD STRATEGY
Take a look at the pictures. Tell whether the environmental condition occurs before, during or after a typhoon. 12
Evaluation: Below are conditions of the environment . Write B if the condition happens before a typhoon; D for during and A for after a typhoon _____1. People begin to return to their houses from an evacuation center. _____2. Trees and plants are being whipped by strong winds. _____3. The sky is starting to get dark. _____4. There is heavy rainfall and very strong wind. _____5. The people are starting to clean their backyard and check their houses for damage. 13
Assignment Read pages 192-194 of your textbook. Write the 8 phases of the moon If the complete phasing of the moon is 29 遜 days, calculate the number of days per phase of the moon. Reference: Science Beyond Boarders book 5
Teacher

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PPT_FINAL-COPY_CONDITIONS-OF-THE-ENVIRONMENT [Repaired].pptx

  • 1. ICT Class in Science 5 Conditions of the Environment Before, During and After a Typhoon DIOSA R. VELASQUEZ Science Teacher
  • 2. 2. Daily Reports 1. Establishing Rapport A. Preliminary Activities Wear an encouraging smile Set the mood Science Trivia For The Day Weather Report Cleanliness Checking
  • 3. Read the description on Column A and match it to the types of tropical cyclone on Column B by writing the letter of the correct answer on the space provided. Review Column A _____1. It is a tropical cyclone with a maximum wind speed of 62-117 kph. _____2. It is characterized by a poorly developed wind circulation. _____3. It is an intense tropical cyclone with maximum wind speed of 118-220 kph. _____4. Typhoon Yolanda is an example of this tropical cyclone. The wind speed is 221 and above. _____5. It has a maximum wind speed of up to 61 kph. Column B A.Super Typhoon B. Tropical Storm C. Tropical Depression D. Typhoon E. Tropical Disturbance
  • 6. Pre- Activity Discussion Distribution of Interactive Folders to the group Reading of Differentiated Activity Procedure Group Task What To Do During The Activity *proper behavior * Group responsibility
  • 7. INTERACTIVE ACTIVITY RUBRICS 6 EXCELLENT Contents of the presentation are complete, well designed and labeled. Topics are correct and contents organized. Report beyond the basic requirements. Uses color and effective diagrams making the chart visually appealing. 5 WELL DONE Contents of the presentation are complete and labeled. Topics are correct and contents organized. Includes most of the traits of 6 but lacks excellence in all areas. 4 SATISFACTORY Topic is correct and contents organized. Information shows basic understanding of content topics. Some areas meet the requirements but dont go beyond. 3 FAIR Contents are complete (at least 80%) and labeled. Uses minimal color and few diagrams. Information shows limited understanding of content topics. 2 P O O R Some attempt of decorating and labeling is made. Content is incomplete and presentation is unorganized. Chart is not neatly written. Shows little self-reflection. 1 Unacceptable Result is presented but too incomplete to score. A C T I V I T Y R U B R I C S
  • 8. Procedure: 1. Read the Reference Card with your peers on Sheet #2 . 2. Have a short brainstorming about the topic. 3. Analyze the Group Tasks below. Work only on the part that is assigned to your group. 4. Write your output on a manila paper . 5. Present it in front of the class. Remember: Your positive behavior during the activity is highly appreciated. Sheet #1: Activity Card DIFFERENTIATED ACTIVITY (Tiered Strategy) Title: Conditions of the Environment Before, During and After a Typhoon
  • 9. Perform the differentiat ed activity with your group mates cooperativ ely 01 Group 1 02 Analyse the various conditions of the environment. Evaluate if it happens during or after a typhoon. Write it on your output . 03 Create an image by arranging the pieces of a picture puzzle and describe what you have just built. 04 Write a short prayer for protection before, during and after a typhoon. 05 Activity Proper Read the situations before a typhoon and write it on your output paper. Group 2 Group 3 Group 4 Direction
  • 11. Paste your sticky notes here: Paste your sticky notes here: BEFORE DURING AFTER Paste your sticky notes here: Developing Mastery: STICKY-NOTE PAD STRATEGY
  • 12. Take a look at the pictures. Tell whether the environmental condition occurs before, during or after a typhoon. 12
  • 13. Evaluation: Below are conditions of the environment . Write B if the condition happens before a typhoon; D for during and A for after a typhoon _____1. People begin to return to their houses from an evacuation center. _____2. Trees and plants are being whipped by strong winds. _____3. The sky is starting to get dark. _____4. There is heavy rainfall and very strong wind. _____5. The people are starting to clean their backyard and check their houses for damage. 13
  • 14. Assignment Read pages 192-194 of your textbook. Write the 8 phases of the moon If the complete phasing of the moon is 29 遜 days, calculate the number of days per phase of the moon. Reference: Science Beyond Boarders book 5

Editor's Notes

  • #10: How to use the K-W-L strategy 1. Choose a text. This strategy works best with expository texts. 2. Create a K-W-L chart. The teacher should create a chart on the blackboard or on a computer with a projector. In addition, the students should have their own chart on which to record information. 3. Ask students to brainstorm words, terms, or phrases they associate with a topic.The teacher and students record these associations in theKcolumn of their charts. This is done until students run out of ideas. 4. Have students read the text and fill out the L column of their charts.Students should look for the answers to the questions in their W column. Students can fill out their L columns either during or after reading. 5. Discuss the information that students recorded in the L column.
  • #13: KWL is a graphic organizer created to help students organize their thoughts (Bomengen 2013)
  • #14: KWL is a graphic organizer created to help students organize their thoughts (Bomengen 2013)