SAN QUINTIN NATIONAL HIGH SCHOOL

San Quintin, Pangasinan

LESSON PLAN in SCIENCE 8

Code: S8ES-IId-18 NUMBER OF HOURS: 1

Domain: Science 8 Date: September 2, 2019
Module: Earth Science
Module 2: UNDERSTANDING TYPHOONS
Lesson:
Lesson 10: UNDERSTANDING TYPHOONS (Introduction)
The Learners demonstrate an understanding of:
Standard:
 The formation of typhoons and their movement within the PAR
 K-12 Grade 8 Science and Technology Learners Manual pp. 137-139
 Lesson Guide Grade 8 Second Quarter, pp 22-23
References
 Hewitt, P. et al. Conceptual Physical Science Explorations
 Santos, G. et al. Science and Technology IV: e-Physics

OBJECTIVES:
At the end of the period, the students should be able to:
1. identify some important terms to understand clearly typhoons;
2. describe the process in which Typhoon could lead to develop a tropical cyclone;
3. explain how a cyclone/typhoon is formed; and
Defining Success

4. demonstrate awareness on the effects of typhoons in the actual life situation.

ASSESSMENT: KEY POINTS:
Define the terms
Assessment for Learning:  Typhoon
Formative Assessment: PRE-ASSESSMENT QUIZ  Weather
 Climate
Assessment of Learning:
Summative Assessment: TYPHOON GAME GAD INTEGRATION: (Rephrase mam eto)

Assessment as Learning: AWARENESS ON HOW TYPHOON IS

Self-Assessment: ELABORATION OF TERMS FORMED.

ELICIT: Materials and Teacher’s Tips/notes

The pupils must be given 2 strips of paper with different DLP

colors before the class starts. Inform them that the yellow
strip represents true and the black strip represents false.
Instruct them to raise the yellow strip if their answer is true
and the black strip if it is false.
Answers
GUIDE QUESTIONS:

1. A tropical cyclone is a big whirling mass of strong winds

and rain.
Learning Cycle

2. In the Philippines, we use the same word for all

categories of tropical cyclones. We call it bagyo whether it
is a tropical depression, a tropical storm or a typhoon

4. In the northern hemisphere where the Philippines is

situated, winds circulate in a clockwise direction.

5. The ITCZ plays an important role in the formation

of Tropical Cyclones as it delivers convergence of
Northeasterly & Southeasterly or Southwesterly
Trade winds.

6. The cool moist air from the sea is therefore the

main energy source for Tropical Cyclones.
ENGAGE:
The students will watch a short video presentation about
intertropical convergence zone and how typhoons are
usually formed. Then, the teacher will ask some questions
based on the shown video.
GUIDE QUESTIONS:
 In order to develop a tropical cyclone, what are
the factors that we need to consider?
EXPLORE:
Group the class into three. Give each group an Activity
Sheet and materials. Let them do the activity for 5-10
minutes. Present the rubric before they proceed. Let them
post their output on the board if they are done.
GUIDE QUESTIONS
Group 1 (Typhoon in a Bottle)
1. What happened?
2. How long did the water take to drain to the bottom
bottle?
3. Describe how the cyclone looked.
4. Record any other interesting observations or findings. B. Static Electricity Stored in Rain Clouds
Group 2 (Static Electricity Stored in Rain Clouds)
1. What happens? Why does it happen?
2. Relate your activity as one of the possible steps in
Typhoon formation.
Group 3 (Water Cycle)
1. Compare what happened in the jar to the way the water
cycle works?
2. Talk about ways they might speed up the process of
evaporation and condensation?
3. How would that compare to a hurricane?
Answers:
A. Typhoon in a Bottle
As the water from the top bottle flows into
the bottom bottle it will create a liquid
cyclone. Watch the water fall to the
bottom bottle, creating a liquid cyclone.
Static electricity is stored in rain clouds.
When a cloud is so full of static electricity
that there's no room for anymore, a spark
might leap from the cloud. That spark is
called "lightning"! Your students can
demonstrate the effects of static
electricity. Invite them to try the following
simple experiment.
C. Water Cycle
Energy from the sun changes water
to water vapor.
Water vapor rises. It cools and
condenses to form clouds.
Winds blow the clouds over land.
Clouds meet cool air, and rain or
snow falls to the ground.
Most of the water returns to large
lakes and oceans.
Water drops form on the underside
of the plastic wrap. Energy from the
sun turned the water into water
vapor (evaporation) which caused
water drops to form (condensation)
on the plastic wrap
EXPLAIN:

Elicit from the student’s idea of the picture presented below

and relate the activities they performed to the formation of
typhoon.
Provide springboard questions on these pictures .

 Water evaporates from the ocean

surface and meets a mass of cold air
forming clouds.

 A column of low pressure develops

at the center. Winds from around the
column.

 As a pressure in the central column

(the eye) weakens, the speed of the
wind around it increases.

ELABORATE:
The student? will provide additional information of
the terms used by PAGASA in giving a weather
update or weather forecast.

State the different terms:

 Fine weather or sunny
 Fair weather
 Warm
 Cold Define/describe the given terms:
 Humid
 Windy
 Thunderstorm
 stormy weather
 Cloudy Weather

EVALUATE:
Student Outcome: Students will revise, and practice
lesson material while being engaged in a team game.

Game Mechanics (Typhoon Game)

1. On the board draw a grid – in this case I drew a 5 x 7

grid with 35 squares, and each column and row is given a
reference (letter / number / word)

2. • Some boxes will contain a ‘T’ for “Typhoon”.

Optionally, some boxes could contain: ‘S’ for “Steal”, ‘D’ for
“Double” and ‘S’ for “Swap”!

3. If the box has a numerical score, this is recorded

(added to previous score) next to the team name on
the board.
• If the box has a ‘T’, they are asked to decide which
team’s score they would like to ‘blow away’ – but they
get no score themselves.
 • If the box has an ‘S’, they are asked to choose
whose score they would like to ‘steal’, gaining that
score and leaving the other team with zero.
• If the box has a ‘D’, they can double their present
score (but 0 + 0 is still 0!)
• If the box has ‘Swap’, they must choose which team
they wish to swap scores with – although this may in
fact give them a lower score.
QUESTIONS: (If you want, lessen the number of
questions)

1. What type of wind usually blows in the tropical region Answers:

at the equator?

2. If the southeast and northeast trade winds meet,

what term is used to describe the narrow zone
situated between the two trade winds?

3. What will happen if the southeast trade winds are

warmer than northeast trade winds?

4. How about northeast trade winds warmer than

southeast trade winds?

5. Predict what will occur if these trade winds meet over

the ocean.

6. What force might have cause the circulation of the

trade winds at the equator that forms into a tropical
cyclone?

7. In order to develop a tropical cyclone, what are the

factors that we need to consider?

EXTEND:
Assignment must be still based on your objectives
I. Assignment
A. Print out more pictures about potential and Used Folder, Marker and Internet
kinetic energy Connection
B. Study the formula of Potential and Kinetic
energy

Prepared by:

MICHELLE C. REGALA
Teacher I

Inspected and Observed by:

CRISTINA N. AGUINALDO JEANIFER G. DELA CRUZ EMELDA T. HERNANDEZ

Master Teacher I Head Teacher III Principal III