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School MUZON NHS Grade 8

Level
DAILY Teacher CYNTHIA S. CRUZ Learning SCIENCE
LESSON LOG Area
Teaching Date SEPTMBER 10, 2019 Quarter SECOND (EARTH
and Time 2:30-3:25 PM SCIENCE)

Day: Tuesday
Date: September 10, 2019
I. OBJECTIVES
The Learner…
A. Content
 Demonstrate an understanding of the formation of typhoons and
Standard
their movement within the PAR
The Learner should be able to...
B. Performance  Demonstrate precautionary measures before, during, and after a
Standard typhoon including following advisories, storm signals and calls for
evacuation given by government agencies in charge
 Determine if your location is in the path of a tropical cyclone,
C. Learning given the latitude and longitude position
Competencies/
 Explain why PAGASA regularly monitors when a tropical
Objectives.
cyclone is within the PAR.
Write the LC
Code for each  Trace the path of typhoons that enter the Philippine Area of
Responsibility (PAR) using the map and tracking data
S8ES-IId-21
Module 2: UNDERSTANDING TYPHOONS
II. CONTENT
Lesson 14: TRACKING A TROPICAL CYCLONE
III. LEARNING
RESOURCES
A. References
1. Teacher’s
TG page 47
Guide pages
2. Learner’s
LM pages 144-147
materials pages
3. Textbook
pages
4. Additional
Materials from http://weather.unisys.com/hurricane/w_pacific/2011Hindex.php
Learning Resource www.youtube.com
(LR) portal
B. Other Learning Learners Manual, manilapaper/cartolina, permanent marker.ppt
Resources
IV. PROCEDURES
Recall the tropical cyclone categories
A. Reviewing
previous Motivation: Activity # 1 Watch me!
lesson or The teacher will play short videos about the formation of a cyclone and
Presenting the how it works...
new lesson

Inquiry-Based
Approach
Activity # 2 Tell me
What can you say about the video?
1. Where did the tropical cyclones form on land or in the ocean?
B. Establishing a
2. Under what conditions do tropical cyclones form?
purpose for
3. Which is a better source of water vapor, landmasses or oceans?
the lesson
4. Where do you think would evaporation be greatest, near the equator or
away from the equator?
Activity #3 Plotting the PAR
Plot the following points on the map which will be given by the teacher.
C. Presenting
Points Latitude, Longitude
examples/
A 5 ˚ N, 115 ˚E
instances of the
lesson B 15 ̊ N, 115 ̊ E
C 21 ̊ N, 120 ̊ E
Constructivist D 25 ̊ N, 120 ̊ E
Approach E 25 ̊ N, 125 ̊ E
F 5 ̊ N, 135 ̊ E

D. Discussing new Activity #4 Tracking a Tropical Cyclone


concepts and
Practicing new Track the location of Sendong and plot each latitude – longitude pair on
skills #1 the map within the PAR. See LM pages 144 - 145

Constructivist
Approach

Collaborative
Approach
F. Developing Answer the following questions:
mastery
(Leads to 1. Where did Sendong form?
Formative 2. When did Sendong enter the PAR?
Assessment) 3. When did sending leave the PAR?
4. In what direction did Sendong move?
Collaborative
Approach

Reflective
Approach
G. Finding
Practical In case your place will be visited by a strong typhoon, what are you going
applications to do?
ofConcepts and
skills in daily living

Reflective
Approach

Sendong started out in the Pacific ocean as an area of a low


H. Making pressure. When it finally entered the PAR, it had already strengthened into
generalizations a tropical storm. Since it was within the PAR by then, PAGASA gave it a
and Abstractions name Sendong. Internationally, the tropical storm was called Washi.
about the lesson

Reflective
Approach

Identification:
1. Where did the tropical cyclones form?
I. Evaluating 2. What is the name of the tropical storm that hit Mindanao?
learning 3. In what direction did the tropical cyclone move?
4. Where do you think would evaporation be greatest, near the equator or
away from the equator?
5. Which part of th Philippines was hit by the four tropical cyclones?

J. Additional Assignment:
activities for Bring a weather data report (air pressure and wind speed) taken from
application or the newspaper
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80% in
the evaluation
B. No. of learners
who
requireadditional
activities for
remediation.
C. Did the
remedial lessons
work? No. of
learners who
have caught up
the with the
lesson.
D. No. of learners
who continue to
require remediation.
E. Which of my
teaching strategies
worked well? Why
did these work?
F. What difficulties
did I encounter?
Which my principal
or supervisor can
help me solve?
G. What
innovation or
localizedmaterials
did I use/discover
which I wish to share
with other teachers?

Prepared by: Noted by:

CYNTHIA S. CRUZ GENARO V. VOCAL


Teacher II, SCIENCE Department Head, SCIENCE

CLARITA C. NOCON
Principal III