Department of Education

Region V(Bicol)
Camarines Sur Division
Balatan District
Tomatarayo Elementary School

Semi Detailed Lesson Plan in Math VI

March 26, 2021
SCIENCE AND HEALTH VI
I. OBJECTIVE:
 Identifies the factors that affect the climate of a place: altitude, latitude, bodies of water, wind system, amount
of rainfall

Values: Be attentive and participate in class discussion

II. SUBJECT MATTER:

Unit – Climate
Topic – Factors that Affect Climate

A. Science Concept/Idea:
 The factors that affect the climate of a place are altitude, latitude, bodies of water, wind system and amount of
rainfall.

B. Science Processes:
Identifying, explaining

C. Materials:
Globe or Word Map
Map of the Philipines

References:
Into the Future: Science and Health VI pp. 220-222
Teacher’s Module 8 by Jessie A. Villegas and Celia Nacpil, pp. 66-67

III. PROCEDURE:
A. Preparatory Activities:
1. Review/Checking of ASSIGNMENT:
How does the latitude of a place affects its climate? Attitude? Bodies of water? Wind system? Amount of
rainfall?

B. Developmental Activities:
1. Motivation:
 What can you say about the weather today?
 Do we have the same weather as of yesterday?

2. Presentation:
 Present a chart showing the different factors affecting climate of a place.
 Do activity 6.9 on p.220 of Into the Future: Science and Health
 Pupils identify the different factors that affect the climate of a place.

3. Concept Formation/Generalization:
What are the factors that affect the climate of a place?

4. Application:
How is the climate in Mindoro affected by the bodies of water that surrounds it?

IV. EVALUATION:
Multiple Choice. Write the letter of the correct answer.

1. The place where abundant rainfall is experienced wet season.

a. latitude c. bodies of water
b. altitude

2. The higher the place the cooler it is.

a. latitude c. bodies of water
b. altitude
V. ASSIGNMENT:
In a paragraph, answer the following question:
1. How does wind system is a place affect its climate?
2. How does amount of rainfall affect its climate?

Prepared by
JUFRED B. CALWIT
Teacher I
Noted by:
ABUNDIO S. SORILLANO
Teacher-In-Charge
 SCIENCE AND HEALTH VI

Date: ____________

I. OBJECTIVE:
 Explain how each factor affects the climate of the place.

II. SUBJECT MATTER:

Unit - Climate
Topic – How altitude, latitude, bodies of water, amount of rainfall and wind system affect the climate of a place.

A. Science Concept/Idea:
 Altitude - affects the climate of a place because with higher altitude have a colder climate than those with
lower altitude which have a hotter climate.
 Latitude – Regions near the equator where the sun shines directly overhead have a hotter climate than those
farther away.
 Bodies of water – affects the climate of a place because in places where there are big bodies of water have
more rain
 Wind system – in a place affect its climate because, in low pressure areas, there is warmer wind while in high
pressure areas, there is cooler wind.
 Amount of rainfall – in a place affects its climate because, places like those in deserts, where there is less
amount of rainfall have hotter climate while places where there is more amount of rainfall have colder
climate.

B. Science Processes:
Describing, inferring, explaining

C. Materials:
Globe or World Map
Map of the Philippines showing bodies of water that surround it.
Illustration of wind systems and wind direction

References:
Into the Future: Science and Health VI pp. 221-223
Science and Health VI, pp. 223-227

III. PROCEDURE:
A. Preparatory Activities:
1. Review/Checking of ASSIGNMENT:
What are the factors that affect the climate of a place? Describe each.

B. Developmental Activities:
1. Motivation:
 Why is Baguio is cooler temperature than in Manila? Let’s find out.

2. Presentation:
Activities:
a. Present a chart showing the different factors that affect the climate of a place
b. Let the pupils read the textbook on pp. 220-221 about Factors Affecting Climate and answer the
following questions:
1. How does the latitude of a place affect the climate?
2. How is climate affected by the altitude of a place?

3. Concept Formation/Generalization:
Describe each factor that affects climate of a place
Infer how it affects the climate in a certain place.

4. Application:
If you are on top of mountain, how will you feel? Cool or warm? Why?

IV. EVALUATION:
Multiple Choice. Choose the letter of the correct answer.
1. Which of the following explains Baguio’s cold temperature?
a. It is surrounded by bodies of water.
b. It is located on top of mountain
c. Is is located in the north
 2. What kind of climate do areas surrounded by bodies of water have?
a. very cold time
b. cold climate
c. mild climate

V. ASSIGNMENT:
Draw a chart showing the factors affect the climate and how it affect the climate of a place.
 SCIENCE AND HEALTH VI

Date: ____________

I. OBJECTIVE:
 Explain how the earth’s rotation affects the wind system

Values: Listening attentively; Participating actively

II. SUBJECT MATTER:

Unit - Climate
Topic – The Earth’s Wind System

A. Science Concept/Idea:
 The Earth’s rotation causes the winds to blow sideward instead of directly downward or upward in a straight
path.
 The intertropical convergence zone is the area where the trade winds converge or meet.

B. Science Processes:
Identifying, explaining, describing

C. Materials:
Globe, a piece of chalk, a diagram showing the different wind systems. Map of the Philippines

References:
Into the Future: Science and Health VI pp. 224-227
Teacher’s Module 8, by Jessie A. Villegas and Celia Nacpil, pp. 69-70

III. PROCEDURE:
A. Preparatory Activities:
1. Review/Checking of ASSIGNMENT:
How are winds formed?
What are the different kinds of wind system?

B. Developmental Activities:
1. Motivation:
 How do winds move?
 What causes these winds to move that way?

2. Presentation:
Activity:
a. Get a globe and place it on the table.
b. Rotate the globe from west to east.
c. As the globe moves, ask a classmate to drop a piece of chalk from the North Polar Region.
d. Observe what happen to the chalk

Analysis and Discussion:

a. In what direction does the piece of chalk fall as the globe rotate from west to east?
b. What do you think that chalk fell in that direction?

3. Concept Formation/Generalization:
How does the Earth’s rotation affect the wind system?

4. Application:
Do we experience the same wind system throughout the year? Why?

IV. EVALUATION:
Multiple choice. Write the letter of the correct answer.
1. What is the significance of the Coriolis Effect?
a. The winds move from the poles toward the equation to blowing sideward.
b. The trade winds meet together in the intertropical convengence zone.
c. The winds would blow toward the poles.
d. Both a and b
2. Which of the following causes the winds to blow sideward?
a. unequal heating of land and water
b. the earth’s rotation on its axis
c. the different bodies of water
 d. both a and b

V. ASSIGNMENT:
Draw an illustration showing the movement of the wind affected by the Earth’s rotation.
 SCIENCE AND HEALTH VI
Date: ____________
I. OBJECTIVE:
 Slow through a model the cause of the four seasons in other countries
Values: Shows concern with the environment working with group harmoniously
II. SUBJECT MATTER:
Topic – The Four Seasons

A. Science Concept/Idea:
 Countries in the temperature zone experience four seasons in a year. The tilting of the earth at 23 ½ o and the
resolution of the earth around the sun and the rotation on its axis cause the four-seasons namely winter,
summer, fall, spring.
B. Science Processes:
Observing, Describing, Identifying, Differentiating
C. Materials:
Globe, Sun Model, World Map, pictures of the four seasons

References:
Into the Future: Science and Health 6 pp. 232-235
Science, Health and Environment 6 pp. 406-407
III. PROCEDURE:
A. Preparatory Activities:
1. Review/Checking of ASSIGNMENT:

B. Developmental Activities:
1. Motivation:
 Picture Study ( a picture of the Earth at different seasons of the year)
 Look at the illustration, when do countries in the temperature zones experience winter? Summer? Fall?
Spring?
2. Presentation:
Activity:
1. Get Globe.
2. Observe and describe the lines you see.
3. What do you think is the use of these lines?
Analysis and Discussion:
a. What cause the occurrence of four seasons in other countries?
b. What are these four seasons? How can you describe each?

3. Concept Formation:
 Why do countries in the temperature zone of the earth have four seasons?
4. Application:
What is the cause of the four seasons in the countries?
IV. EVALUATION:
Discuss why the tilting of the earth on its axis and its revolution around the sun cause the occurrence of the four
seasons in other countries.

V. ASSIGNMENT:
Draw the four positions of the Earth as it revolves around the sun. label each season and discuss.
 SCIENCE AND HEALTH VI

Date: ____________

I. OBJECTIVE:
 Observe through a model how the earth revolves around the sun

Values: Resourcefulness

II. SUBJECT MATTER:

Topic – Factors Affecting Climate
Sub Topic - How the Earth Revolves Around the Sun

A. Science Concept/Idea:
 The Earths revolves around the sun even it rotates on its axis. One complete revolution takes 265 ¼ days.
Because the earth is tilted on its axis, one pole is pointed more towards the sun. the earths rotation deflects
winds to the east and west to produce belts.
 The wind blows counterclockwise in the northern hemisphere and clockwise in the southern hemisphere.

B. Science Processes:
Observing, Describing, Inferring
C. Materials:
Globe, piece of chalk, diagram of the earths revolution around the sun, light bulb on a stand or
suspended from the top, pencil, crayons.

References:
PELC V.4.5 pp.4
Into the Future: Science and Health 6 pp. 232-233
III. PROCEDURE:
A. Preparatory Activities:
1. Review:
What is the meaning of revolution? Rotation?
B. Developmental Activities:
1. Motivation:
 If the Earth is not revolving around the sun, how do you imagine the world to be?
2. Presentation:
a. Show a diagram illustrating the revolution of the earth around the sun.
b. Observe the revolution of the sun through a model.
3. Concept Formation:
How is revolution differ from rotation?
Describe how the earth revolves around the sun?
4. Application:
How does the tilting of the Earth’s axis affect the heat and light of the sun that reach the earth?

IV. EVALUATION:
1. How many days it take one complete revolution of the earth to the sun?
2. How does the earth revolves around the sun?

V. ASSIGNMENT:
Draw or make a model showing the revolution of the earth around the sun.
 SCIENCE AND HEALTH VI

Date: ____________

I. OBJECTIVE:
 Identify the four types of climate in the Philippines

Values: Appreciate the beauty of our country

II. SUBJECT MATTER:

Topic – Types of Philippine Climate

A. Science Concept/Idea:
 Different parts of the country receive different amount of rain. The rainy season also falls on different month
of the year.
 The Philippine is southeast of the big Asian continent. It is about 5 0N to 210N latitude, because of its location
and topography the Philippines has very little changes in temperature but there are great changes in rainfall,
and there are four types of climate in the Phillipines.

B. Science Processes:
Inferring, Differentiating, Describing

C. Materials:
A table showing amount of rainfall a particular place remains during the year, climate map of the
Philippines.

References:
Into the Future: Science and Health VI pp. 236-238
Science and Health 6 pp. 205-206

III. PROCEDURE:
A. Preparatory Activities:
1. Review/Checking of ASSIGNMENT:
Why do countries in the temperature zone of the earth has four seasons?

B. Developmental Activities:
1. Motivation:
 What are the big bodies of water that surround the Philippines?

2. Presentation:
Activity:
a. Get a climate map of the Philippines
b. Take note of the legend.
 How many types of climate does the map indicate?
c. Differentiate each type of climate. Use a science book.

Analysis and Discussion:

1. What are the different types of climate in the Philippines?
2. How do you describe each type of climate?
3. What conditions bring about the different types of climate in the Philippines?

4. Concept Formation:
There are four types of climate in the Philippines. These are type 1 dry from December to May and wet
from June to September, Type 2 no dry seasons with maximum rainfall in December and January, Type 3
short dry season that lasts only from one to three months, with no very pronounced maximum rain period and
Type 4 rainfall is evenly distributed throughout the year.

4. Application:
Why do the Philippines experience the four types of climate?

IV. EVALUATION:
1. What are the four types of climate in the Philippines?
2. Enumerate the factors that affect the climate of the Philippines.
3. How climate of different types affect the life of plants and animals in the Philippines.

V. ASSIGNMENT:
Give the four types of climate in our country and differentiate. What factors affect our climate?
 SCIENCE AND HEALTH VI

Date: ____________

I. OBJECTIVE:
 Identify the places where each type of climate occurs.

Values: Love of country

II. SUBJECT MATTER:

Topic – Types of Philippine Climate

A. Science Concept/Idea:
 The Philippines is in the tropics. It receives sunlight the whole year round. Yet, the climate differs in the
different parts of the country. This is seen from variety of plants that grow in these different places.

B. Science Processes:
Inferring, Interpreting, Composing

C. Materials:
A table showing amount of rainfall a particular place receives during the year, climate map of the
Philippines.

References:
Into the future: Science and Health 6 pp. 237-238
Exploring Science and Health 6 pp. 198-200
Science and Health 6 pp. 230-234

III. PROCEDURE:
A. Preparatory Activities:
1. Review/Checking of ASSIGNMENT:
What are the four types of climates in the Philippines? Describe each.

B. Developmental Activities:
1. Motivation:
 In what part of the Philippines do you live? Do you have more of Rainy weather or sunny weather?
 What kind of climate does your place have?

2. Presentation:
Activity:
1. Use the rainfall charts of the different places of the country. Describe each chart as to number of months
with heavy rains and light rains.
2. Compare and differentiate one chart from the other in terms of amount of rainfall during specific months.

Analysis and Discussion:

1. What provinces have the same climate as Manila?
2. Name the three months the greatest amount of rainfall in Daet.

3. Concept Formation:
Name at least five provinces that have the same climate as your province.

4. Application:
Identify the types of climate the various parts of the country have.

IV. EVALUATION:
1. What type of climate is characterized by maximum rainfall from November to January?
2. What type of climate does Davao City have?
3. What factors/contribute to the amount of rainfall a particular place receives?

V. ASSIGNMENT:
Locate the following places on the climate map and identify their types of climate.
 SCIENCE AND HEALTH VI

Date: ____________

I. OBJECTIVE:
 Relate the geographical condition of a place to the type of climate it has

Values: Knowledge can transform a person to a better one.

II. SUBJECT MATTER:

Topic – Types of Philippine Climate

A. Science Concept/Idea:
 The presence of bodies of water and mountains and location of the different places and the different winds
passing over the country affect the climate of a place. Based on these, scientist classify provinces according to
the amounts of rainfall they received.

B. Science Processes:
Inferring, Differentiating, Composing

C. Materials:
Climate map of the Philippines

References:
Into the Future: Science and Health VI pp. 238-239
Science and Health 6 pp. 234-236
Science, Health and Environment 6 pp. 407-108

III. PROCEDURE:
A. Preparatory Activities:
1. Review/Checking of ASSIGNMENT:
What places in our country have two pronounced seasons, six months with wet climate and six months
with dry climate?

B. Developmental Activities:
1. Motivation:
1. Why are those changes in rainfall in our country?
2. How climate affects the life of plants and animals in a certain place?

2. Presentation:
Activities:
1. Draw the climate map of the Philippines, with proper information.
2. Identify the type of climate a particular province has.
3. Discuss the characteristics peculiar to each type of climate.

Analysis and Discussion:

a. How does a latitude, altitude, bodies of water and mountain ranges affect climate of a place?
b. What happens when air strikes the sides of a mountain?

3. Concept Formation:
Why do places with Type 1 climate get a fair share of rainfall when tropical cyclones occur?

4. Application:
Why is it important to know the climate or the type of climate of a place where we live in?

IV. EVALUATION:
Batanes is a place in the Philippines with so much rainfall and frequently hit by typhoon. How do you think
people in this place adopt themselves to the type of climate they have?

V. ASSIGNMENT:
1. Research on different places in different types of climate and find out how they adopt themselves to the types of
climate occur in their place.
2. Explain why different places in our country received different types of climate.
 Department of Education
Region V(Bicol)
Camarines Sur Division
Balatan District
Tomatarayo Elementary School

Semi Detailed Lesson Plan in Math VI

March 26, 2021

Prepared by
JUFRED B. CALWIT
Teacher I
Noted by:
ABUNDIO S. SORILLANO
Teacher-In-Charge