School Grade Level GRADE 8

Teacher Learning Science

Area
Teaching Dates Week 4 Day 1 Quarter SECOND
and Time
1. OBJECTIVES
A. Content Standards
Demonstrate understanding of formation of typhoons and their movement within
the Philippine Area of Responsibility
B. Performance Standards
The learners classify the category of a tropical cyclone
C. Learning Competencies/Objectives
S8ES-IId-18
2. CONTENT
Understanding Typhoon: Introduction
3. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages - pages 89 - 92
2. Learner’s Materials pages – Pages 137-139
3. Textbook pages – pages 186 - 191
4. Additional Materials from Learning Resource (LR) portal
B. Other Learning Resources: Photos and videos from the net

4. PROCEDURES
(The ff. are just Teacher’s Activity Students Activity
examples)
A. Reviewing The teacher shows a Philippine The learners describe that
previous lesson Map / World Map to the students. Let the location of the
or presenting them describe the location of the Philippines is vulnerable to
the new lesson Philippines. typhoon.

Key Points:

The Philippines is surrounded by

bodies of water – the Pacific Ocean
in the East , South China Sea in the
west, Sulu Sea, Celebes Sea in the
South. The unique combinations of
weather disturbance originates from
these bodies of water making the
Philippines as one of the landmark of
a tropical cyclone basin in the
Northwest Pacific
B. Establishing The teacher will give Understanding Students will answer the
a purpose for Typhoon Worksheet. word search.
the lesson
C. Presenting The teacher will let the learners Let the student express
examples/ describe the movement of a typhoon their own views based on
instances of the between the northern and southern their experiences. (call them
new lesson hemisphere. randomly)
 Southern Hemisphere:
CLOCKWISE ROTATION
Northern Hemisphere:
COUNTER-CLOCKWISE
ROTATION

D. Discussing The teacher will show a video on The learners will give their
new concepts typhoon that occurs in the observation on the damage
and practicing Philippines. of the typhoon.
new skills #1
Key Concepts:

There are five conditions in which a

tropical cyclones form.
1. Warm Sea Surface Temperatures
(SSTs) of at least 26.5°C with
a depth of 45 meters and high
moisture (water vapor) present in
the air. The heat from the sea is the
main energy source for TCs.
2. Presence of ITCZ.
3. Development of Significant LPA
(Strong Tropical Disturbance).
4. Weak Upper-Level Winds in the
Upper Troposphere.
5. Must be at least 5°N or 5°S of the
Equator.

E. Discussing The teacher will Present to the The learners will describe
new concepts students the table showing the their inference based from
and practicing different categories of a tropical the reports/ tabloid on the
new skills #2 cyclone. occurrence of a typhoon.
 Table 1. Tropical
Category Maximum wind cyclone categories.
speed
kilometre per A tropical
hour (kph) depression, tropical
Tropical 64 kph storm, typhoon and
Depression a supertyphoon are
Tropical storm 118 kph categories of a
tropical cyclones
Typhoon 200 kph is a system of
Supertyphoon Greater than thunderstorms
200 kph that are moving
around the center. As the winds
intensify or weaken the category is
upgraded or downgraded
accordingly.
In the Philippines the bureau that
is responsible in monitoring this kind
of weather disturbance is the
Philippine Atmospheric Geophysical
and Astronomical Services
Administration (PAGASA).
After the discussion about the
categories of the tropical cyclone get
the earth’s model or the globe. Ask a
representative student to identify the
two hemispheres of the earth before
proceeding to the discussion.
The Term cyclone is used only in
the Northwestern part of the Pacific
Ocean. On the other hand, in the
Northeastern part of the pacific
Ocean and in the Northern part of
the Atlantic Ocean, the term
Hurricane is used.
In the Northern Hemisphere the
wind blows in a counter clockwise
direction, while in the Southern
Hemisphere the wind blows in
clockwise direction.
F. Developing The teacher will present a
mastery (Leads demonstration on tropical cyclone
to Formative (please refer to page 91, Teachers
Assessment 3) guide)
G. Finding Guide Questions:
practical 1. What are the early warning
applications of system in the locality?
concepts and 2. What are the practices of the
skills in daily school when there is a
living tropical cyclone in the area?
3. What are possible hazards in
 the area when a tropical
cyclone hits the community?

H. Making The teacher will let the students The students will make a
generalizations make a diagram on the occurrence diagram..
and abstractions of a typhoon in the area
about the lesson
I. Evaluating The learners will answer the Tropical
learning cyclone match
J. Additional
activities for
application or
remediation
5. REMARKS
6. REFLECTION
A. No.of learners who earned 80% in the evaluation
B. No.of learners who require additional activities for
remediation
C. Did the remedial lessons work? No.of learners who
have caught up 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 localized materials did I
use/discover which I wish to share with other teachers?

Understanding Typhoon Word Search

Direction: There are 18 hidden words in the puzzle. Encircle the words that relate to typhoon
and write your answer below.
 L O W P R E S S U R E V N T
F T G U S T I N E S S W T R
G R F W E A T H E R T A R O
B O A T J E Y E D R Y R O P
Q P R I T D W R R T P M P I
A I D H N R S E U U H A I C
S C G B E Y E V Y T O I C A
H A K V X J W Y S V O R A L
C L O C K W I S E Q N Y L D
L S N W A I S D V W W R C E
O T W F S N B S W R A T Y P
P O E G G D Q D F H J L C R
S R T N N S I G N A L A L E
A M T E M P E R A T U R O S
P A C I F I C O C E A N N S
R A I N B A N D S R H C E I
D S U P E R T Y P H O O N O
C C M O I S T U R E E Y U N

1. ________________________ 10. _________________________

2. ________________________ 11. _________________________
3. ________________________ 12. _________________________
4. ________________________ 13. _________________________
5. ________________________ 14. _________________________
6. ________________________ 15. _________________________
7. ________________________ 16. _________________________
8. ________________________ 17. _________________________
9. ________________________ 18. _________________________
TROPICAL CYCLONE MATCH

Direction: Match Column A to Column B. Write the letter of your choice on the space provided.
 Column A. Column B
_____ 1. Signal No. 3 a. 121 kph – 170 kph
_____ 2. Signal No. 1 b. Above 220 kph
_____ 3. Signal No. 5 c. 171kph -220 kph
_____ 4. Signal No. 2 d. 30 kph – 60 kph
_____ 5. Signal No. 4 e. 60 kph – 120 kph

Column A Column B
_____ 6. Signal No. 3 a. No damage to very light damage
_____ 7. Signal No. 5 b. Heavy to very heavy damage
_____ 8. Signal No. 2 c. Moderate to heavy damage
_____ 9. Signal No. 4 d. Very heavy to widespread damage
_____ 10. Signal No.1 e. Light to moderate damage.

Tropical Cyclone: Speed matters

Direction: Classify the following TC as TD (Tropical Depression), TS (Tropical Storm, TY
(Typhoon), STY (Super Typhoon) and write its corresponding Warning Signal.
Name of TC Year Location Speed Classification Signal
No.

1. Yolanda 2013 Tacloban, Leyte 315 kph

2. Sendong 2011 Libona, Bukidnon 95 kph

3. Pablo 2012 Baganga, 280 kph

Mindanao

4. Ondoy 2009 Northern Phils. 130 kph

5. Lando 2011 Sinait, Ilocos Sur 45 kph
6. Karen 2016 Virac Catnduanes 55 kph

7. Glenda 2014 Catanduanes 120 kph

8. Seniang 2014 Hinatuan, Surigao 45 kph

9. Lawin 2016 Cagayan & Isabela 220 kph

10. Egay 2015 Virac,Catanduanes 45 kph