8

Science 8
Quarter 2 – Module : 4
UNDERSTANDING TYPHOONS
Science – Grade 8
Alternative Delivery Mode
Quarter 2 – Module 4: UNDERTANDING TYPHOONS
First Edition, 2020

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 8

Science
Quarter 2 – Module 4 :
UNDERSTANDING TYPHOONS
Introductory Message
For the facilitator:

Welcome to the Grade 8 - Science Alternative Delivery Mode (ADM) Module on

Understanding Typhoons!

This module was collaboratively designed, developed and reviewed by

educators both from public and private institutions to assist you, the teacher or
facilitator in helping the learners meet the standards set by the K to 12 Curriculum
while overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this also
aims to help learners acquire the needed 21st century skills while taking into
consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and assist
the learners as they do the tasks included in the module.

ii
For the learner:

Welcome to the Grade 8 - Science Alternative Delivery Mode (ADM) Module on

Understanding Typhoons!

The hand is one of the most symbolized part of the human body. It is often
used to depict skill, action and purpose. Through our hands we may learn, create
and accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant competencies
and skills at your own pace and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time. You
will be enabled to process the contents of the learning resource while being an active
learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.

iii
 Assessment This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!

iv
 What I Need to Know

This module in Science is written and design for the Grade 8 students in
response to the continuity plan of the Department of Education. It aims to continue
in educating learners at the comfort of their home. A key goal of Module 2 is for
learners to understand typhoons.

After going this module, you are you are expected to:

1. Explain how typhoon develops and how it is affected by landmasses and

bodies of water. (S8ES -IIf – 21)
 What I Know

Activity 1 – A. Choose the letter of the best answer. Write your answer on a
separate sheet of paper.

1. What agency takes charge of giving information about the coming of typhoon?
a. DOST b. PAGASA c. PHIVOLCS d. NDRRMC
2. What is necessary to form a typhoon?
a. warm air b. moist air c. heated air d. cool air
3. For at least how many hours can we expect a PSWS #3 tropical cyclone before it
affects the locality?
a. 36 hours b. 24 hours c. 18 hours d. 12 hours
4. When a tropical cyclone passes over a certain place, it is the ______ that has
greater wind speed?
a. eye b. eyewall c. rainbands d. directions
5. In which layer of the atmosphere, do all weather disturbances happen?
a. Thermosphere b. Mesosphere
c. Stratosphere d. Troposphere
6. In which category of a typhoon do rain clouds build over a warm ocean?
a. Tropical depression b. Tropical storm
c. Typhoon d. Super typhoon
7. What is the global generic term for an intense circulating weather system over
tropical seas and oceans?
a. Tropical depression b. Tropical cyclone
c. Tropical storm d. Typhoon
8. What do we call the tropical cyclone occurs in the Northwest Pacific Ocean?
a. Hurricane b. Tropical storm
c. Typhoon d. None of the above
9. What happens when sea level rises and strong winds blow from offshore to the
coastline area?
a. Tsunami b. Thunderstorms
c. Tropical storm d. Storm surge
10. Which of the following will we NOT experience during a typhoon?
a. Very strong winds b. Heavy rains
c. Large ocean waves d. shaking of ground

Activity 1-B Modified True or False. Analyze each statement. Write TRUE if the
statement is correct. If the statement is NOT TRUE, change the underlined word to
come up with the correct statement.
______11. The lowest air pressure is at the eyewall of a tropical cyclone.
______12. At the eye of a tropical cyclone, wind speed is higher.
______13. When tropical cyclone reach land, they intensify because warm ocean
water keeps them going.
______14. The location of the eye is the location of the tropical cyclone.
______15. Weather forecasting is a prediction on the general weather conditions of
the atmosphere in the next 20 hours.
 Lesson
Understanding Typhoons
1
Every year the Philippines is hit by typhoons. No part of the country is spared.
All provinces have been visited by a typhoon at one time or the other. In recent years,
the Philippines had been overwhelmed by powerful tropical cyclones.

What’s In

In Grade 7, you learned the different global atmospheric phenomena which

cause changes in weather patterns at the local event. Why does the wind blow? Why
do monsoons occur? What is the so-called inter tropical convergence zone?

It is important for everyone to understand the varied atmospheric phenomena

so we can all prepare for whatever changes that occur in the environment and cope
with these change

Notes to the Teacher

This module allows the learners to explain how
typhoons develop and how it is affected by
landmasses and bodies of water.
Activity 2.

Instructions: Before we fully understand how typhoons form, let us

familiarize ourselves with some words associated to its formation. Find these words
hidden in the puzzle. The list below will guide you. A separate sheet will be provided
for you. (Don’t write on the module)

TROPICAL CYCLONE WORD SEARCH

N N H I G H G T U V B S I L W E L T
A K U C N O E M M W I N D S P E E D
E I M X O A O Y I I V B A S E M O P
C T I C I A K A E A S A G A P M I P
O M D T T F S L L A W E Y E E Y U U
C C I D C C C E P X A S R S O P A R
I Y T D E S Q L C A Q A Y Y P R C E
F Y Y A V S P I O T T T T O O U A T
I L W Q N A J S R U T P E R E S H A
C Y C L O N E U R I D S P M U U K W
A E E R C B J E G G I S Y P N P U M
P R E C I P I T A T I O N D O O U R
O U N W L Y Y F U L N I E D S S R A
H U R R I C A N E E O R X L N I W W
S E S Q I P A A T O E R W I I D C A

1. HIGH HUMIDITY 6. WARM WATER 11. TEMPERATURE

2. CONVECTION 7. CLOUDS 12. PRECIPITATION
3. PAR 8. WIND SPEED 13. PACIFIC OCEAN
4. THUNDER 9. HURRICANE 14. PAGASA
5. EYE 10. CYCLONE 15. EYEWALL

Did you enjoy the activity? That was fun, right?

Now, let us do another activity.
 What’s New

Activity 3.
DIY Tropical Cyclone

Objectives:
At the end of this activity the students shall be able to:
1. Identify how the clouds of a tropical cyclone move around the center and
2. Simulate the movements of winds around a center in a tropical cyclone.

Materials:
• Two plastic bottles with caps
• Masking tape
• Drill or nail

Procedures:
1. Place the two caps back to back. Wrap them with masking tape Wrap the tape
around several times to make the connection strong and leak-proof. Drill a hole
on both of them. If you do not have a drill, use a heated nail to make a hole.
(see Figure 1)

Figure 1. Bottles, caps and masking tape

2. Fill one bottle with water. Next, screw one of the caps onto the bottle. Then
screw the other bottle onto the other cap. (see Figure 2)

Figure 2. Bottle filled with water

3. Now, turn the whole set up so the filled bottled is on top. Shake the filled bottle
with a circular motion (counter-clockwise) until a whirlpool is formed in the
water. (see Figure 3)
 Figure 3. Water swirls around as it spills into the other bottle

Guide Questions:

1. What does each part of the model represent in relation to a tropical cyclone?
__________________________________________________________________________________
__________________________________________________________________________________
2. What is the wind movement in the northern and southern hemisphere?
__________________________________________________________________________________
__________________________________________________________________________________

Note to the Teacher

The students will get a more concrete idea of how the tropical cyclone happens.

What is It

What is a typhoon?

Oceans and seas have great influences on the weather of continental masses.
A large portion of the solar energy reaching the sea-surface is expended in the
process of evaporation. This water evaporated from the sea/ocean is carried up into
the atmosphere and condenses, forming clouds from which all forms of precipitation
result. Sometimes, intense cyclonic circulations occur which are what we call tropical
cyclones.
Tropical cyclones are warm-core low pressure systems associated with a spiral
inflow of mass at the bottom level and spiral outflow at the top level. They always
form over oceans where sea surface temperature and air temperatures are greater
than 26°C. The air accumulates large amounts of underlying heat as it spirals
towards the center. It receives this heat from the sea and the exchange can occur
rapidly, because of the large amount of spray thrown into the air by the wind. The
energy of the tropical cyclone is thus derived from the massive liberation of the
underlying heat of condensation.

In other parts of the world, these are referred to as hurricanes, typhoons or

simply tropical cyclones depending on the region. In the North Atlantic, Eastern
North Pacific and South Pacific Ocean, they are called "hurricanes". In the Bay of
Bengal, Arabian Sea and Western South Indian Ocean, the name is "cyclonic". In the
eastern part of the Southern Indian Ocean, it is "willy-willy", and in the Western
North Pacific Ocean, they are called "typhoons".

Source : http://bagong.pagasa.dost.gov.ph/information/about-tropical-cyclone

PARTS OF A TYPHOON
• EYE -The center. The calm part of the storm.
• EYE WALL – The Part around the eye. It has the strongest winds and rains.
Winds may blow 200 miles per hour.
• RAIN BANDS – These are clouds that spin.

Tropical depression, tropical storm, typhoon, and supertyphoon are categories

of a tropical cyclone. A tropical cyclone is a system of thunderstorms which are
moving around a center. As the winds intensify or weaken, the category is upgraded
or downgraded accordingly.

Category Maximum Wind Speed

Kilometers per hour
(kph)
Tropical Depression 64
Tropical Storm 118
Typhoon 200
Super typhoon Greater than 200

How Landforms and Bodies of Water Affect Typhoons

Tropical cyclones can only form over oceans of the world except in the South
Atlantic Ocean and the South Eastern Pacific where a tropical cyclone could never
be formed due to the cooler sea surface temperature and higher vertical wind shears.
They reach their greatest intensity while located over warm tropical water. As soon
as they move inland, they begin to weaken, but often not before they have caused
great destruction.
 The Philippines is prone to tropical cyclones due to its geographical location
which generally produce heavy rains and flooding of large areas. It also susceptible
to strong winds which result in heavy casualties to human life and destructions to
crops and properties. Thus, it is of utmost importance to have sufficient knowledge
on such maritime phenomena for beneficial purposes.

Philippines experienced many typhoons with approximately 19-20 typhoons

per year. And somewhat each one of us is always fascinated with “WHY”.

Source: http://bagong.pagasa.dost.gov.ph/information/about-tropical-cyclone

Activity 4

Instructions: Check the Philippine map. What have you noticed? Familiarize
yourself with the different bodies of water and landforms surrounding the
Philippines.

Figure 4. Philippine Map

Source: https://bit.ly/36LA9FZ
 Answer the following questions:
(For bodies of water)

1. What are the bodies of water that surround the Philippines?

__________________________________________________________________________________

__________________________________________________________________________________

2. Explain why those bodies of water contributes to the formation of typhoon.

__________________________________________________________________________________

_________________________________________________________________________________

3. Do you think it is safe to leave in an area near the sea? Explain your answer.
__________________________________________________________________________________

__________________________________________________________________________________

(For Landmasses)

1. Based on the given map, give some examples of landforms that form the
Philippines?
__________________________________________________________________________________

__________________________________________________________________________________

2. What do you think will happened to a typhoon if it hits the mountainous area of
a particular place?
_________________________________________________________________________________

_________________________________________________________________________________

The formation of a typhoon involves the following processes:

1. Evaporation of water at ocean surface temperatures of 26.5 degree Celsius
2. Convergence of air masses of different characteristics
3. High humidity
4. Warm air rises toward the cooler parts of the atmosphere; it cools off and the
water vapor begins to form clouds
 What’s More

Activity 5.

Instruction: Read the following excerpt from Explainer: How Tropical

Cyclones Form by Rappler.com, Sept. 27, 2017.

“In the warm, open seas just off the equator, the water is considerably warmer;
so is the air. The warm air helps the warm water evaporate faster; and this hot, moist
mass of air would go up, following the basic principle that "warm air goes up, cool
air goes down."

Figure 5. How tropical cyclones form

Source: https://www.rappler.com/science/earth-space/explainer-how-tropical-cyclones-typhoons-hurricanes-
form

Up in the air, the water vapor cools down and condenses, and the heat is
released back to the air; this heat makes the air lighter, making it move further up.

It then triggers air from outside the system to go inward, then upward, towards
the system. This air flow helps more water to evaporate, joining the clouds and
precipitation already massing up in the air.
 If the process continues, energy and precipitation accumulate further, and the
winds speed up. Once the winds reach a certain speed, it then becomes a tropical
cyclone.

If conditions are favorable, the tropical cyclone will continuously accumulate

energy and precipitation, making the system stronger and more destructive.

How a tropical cyclone is called differs based on where it was formed. In the
Northwest Pacific – the area that includes the Philippines – it is called a typhoon; in
the Southwest Pacific and in the Indian Ocean, it is a cyclone; and in the Eastern
Pacific and in the Atlantic, it is a hurricane.

The location of the storm also determines how it spins. Those that form below
the equator spin clockwise, while those that form north of the equator,
counterclockwise.

In recent years, with seas and oceans getting warmer, the planet has seen
these already extreme weather systems become stronger and fiercer.

Questions:

1. Why do typhoons often form in areas near the equator like the Philippines?

__________________________________________________________________________________

__________________________________________________________________________________

2. What do you call a tropical cyclone if it is formed in the Northwest Pacific?

Southwest pacific? Eastern Pacific and Atlantic?

__________________________________________________________________________________

__________________________________________________________________________________

What I Have Learned

Activity 6.1

Instructions: Refer to the diagram by labeling each part of a typhoon.

Write you answer on a separate sheet.
 1
2

4
3

Figure 6. Typhoon Anatomy

Source: https://www.rappler.com/science/earth-space/explainer-how-
tropical-cyclones-typhoons-hurricanes-form

Activity 6.2

Instructions: Fill in the missing words to complete the concept of typhoon.

Use the answer you entered in activity 6.1.

Winds in a hurricane blow a counterclockwise direction (the direction opposite

the way o’clock runs). The calm center of the storm is called the
(1) __________________.
A wall of dense thunderclouds called the (2) ______________ surrounds the eye.
(3) _______________are long bands of rain clouds that spiral around the storm.
Hurricanes can be hundreds of miles across.

Activity 6.3

Instructions: Read each set of events. Answer the questions by numbering

them in the correct order.
How landforms and bodies of water affect typhoons
______1. The typhoon will also dissipate if it moves over land. Interaction with land
will weaken a typhoon.

______2. Clouds begin to form as the air cools because of its elevation and soon the
system begins to rotate.

_______3. As warm air rises from the surface of the water, less air is left and a low
pressure area develops.
______4. This area of low pressure pulls in the air around it.

______5. Typhoons begin over warm water and in humid air between 10 and 20
degrees’ latitude north in the Pacific Ocean.

______6. As the air comes in, it warms up and begins to rise

______7. If conditions are favorable, especially the temperature of the water, then the
system grows and eventually an eye will form.

______8. If the water temperature drops below 79 degrees Fahrenheit, the storm will
weaken.

______9. They affect typhoon based on what or how strong the energy is released by
the landforms and bodies of water.

_____10. Typhoons gain energy from warm ocean water and lose energy over
cold water.

What I Can Do

Activity 7

Instruction: Write your answer on a separate sheet.

Figure 7. Storm Surge Hit Manila Figure 8. Typhoons: A devastating

Source: Manila Typhoon Phils-google search Natural Disaster
Source: Wordpress.com
Guide Question:

1. Based on pictures above, what do you think is happening to the strength of

the typhoon if it is still at sea? While entering the terrain or exceeding it on
the ground? Explain your answers.

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Assessment

Activity 8.

Instructions: Choose the letter of the correct answer. Write your answer on
a separate sheet of paper.

1. Where do most Philippines typhoons form?

a. At the equator b. Sea over the Philippine Deep
c. Caroline-Marianas area of the pacific d. Habagat
2. What is the basis in categorizing tropical cyclones?
a. Temperature b. Atmospheric Temperature
c. Amount of rainfall d. Wind speed
3. What can you say about the temperature of the bodies of water in the vicinity of
the Philippines?
a. cold b. lukewarm c. warm d. warm and cold
4. Where do the tropical cyclones form?
a. on air b. in the ocean c. on land d. on mountain
5. What is the category of the tropical cyclone if the wind speed is between 65 - 118
kph?
a. Tropical Depression b. Tropical Storm
 c. Typhoon d. Supertyphoon
6. What causes damage in a hurricane/typhoon?
a. winds b. storm surge c. flooding d. all of the above
7. What is the difference between typhoons and hurricanes?
a. wind speed b. amount of rainfall
c. strength of winds d. place of origin
8. How is the weather in the eye of a hurricane?
a. calm b. intense c. windy d. violent
9. What sea temperature is needed for tropical cyclones to form?
a. 20.5°C b. 26.5°C c. 23.5°C d. 27.5°C
10. What causes the storm surge that often accompanies a cyclone making landfall?
a. Global warming b. Low air pressure
c. Intense rainfall d. Winds pushing waves onshore
11. What is the most intense part of a tropical cyclone?
a. eye b. eyewall c. eye bands d. rain bands
12. What is the largest part of a tropical cyclone?
a. eye b. the tail c. eyewall d. rain bands
13. What is the correct order for development of a typhoon?
a. supertyphoon, typhoon, tropical depression, tropical storm
b. tropical storm, tropical depression, typhoon, supertyphoon
c. tropical depression, tropical storm, typhoon, supertyphoon
d. typhoon, tropical depression, tropical storm, supertyphoon
14. What does PAGASA mean?
a. Philippine Atmospheric, Geographical, and Astronomical Services
Administration
b. Philippine Atmosphere, Geophysical, and Astronomical Services
Administration
c. Philippine Atmospheric, Geophysical, and Astronomical Services
Administration
d. Philippine Atmospheric, Gravitational, and Astronomical Services
Administration
15. What are the three factors necessary for a tropical cyclone to form?
a. 100 degrees of warmer water, surface level high pressure, upper level low
pressure
b. 80 degrees of warmer water, surface level low pressure, upper level high
pressure
 c. 80 degrees of warmer water, surface level high pressure, upper level low
pressure
d. 100 degrees of warmer water, surface level low pressure, upper level high
pressure

Additional Activities

Activity 9.1

Instruction: Write the name given if the storm formed in the following
different bodies of water. Write on a separate sheet of paper.
1. Atlantic Ocean

2. Indian Ocean

3. Eastern Pacific

4. Northwest Pacific

4.
1.

3.

2.

Figure 9. Cyclones vs Hurricanes

Source: https://byjus.com/physics/difference-betwee-cyclone-and-hurricane
Activity 9.2

Instructions: Fill in the blanks. Complete the statements by writing the

appropriate words.

_______ (1) Has a great influence on the weather of continental masses. A large
portion of the solar energy reaching the sea-surface is expended in the process of
_________ (2) These water evaporated from the sea/ocean is carried up into the
atmosphere and condenses, forming clouds from which all forms of precipitation
result. Sometimes, intense cyclonic circulations occur which is what we call the
___________ (3)

Tropical cyclones are warm-core _________ (4) associated with a spiral inflow of mass
at the bottom level and spiral outflow at the top level. They always form over oceans
where sea surface temperatures, also _________ (5) are greater than ________ (6). The
air accumulates large amounts of underlying heat as it spirals towards the center.
It receives this heat from the sea and the exchange can occur rapidly, because of the
large amount of spray thrown into the air by the wind. The energy of the tropical
cyclone is thus derived from the massive liberation of the underlying heat of
condensation. Tropical cyclone is defined as a non-frontal, synoptic-scale cyclone
developing over tropical and sub-tropical waters at any level and having a definitely
organized circulation. In other parts of the world, these are referred to as hurricanes,
typhoons or simply tropical cyclones depending on the region. In the North Atlantic,
Eastern North Pacific and South Pacific Ocean, they are called _______ (7). In the bay
of Bengal, Arabian Sea and Western South Indian Ocean, the name is ________(8). In
the Eastern part of the Southern Indian Ocean, it is “willy-willy”, and in the Western
North Pacific Ocean, they are called ___________ (9).

The __________ (10) is prone to tropical cyclones due to its geographical location
which generally produce heavy casualties to human life and destructions to crops
and properties.

Source: http://bagong.pagasa.dost.gov.ph/information/about-tropical-cyclone

PHILIPPINES LOW PRESSURE SYSTEM 26° C

OCEAN AND SEAS EVAPORATION CYCLONIC

TROPICAL CYCLONES HURRICANES TYPHOON

AIR TEMPERATURE
Additional Activities: Assessment: What More:
ACT. 9.1 1. Near the equator
1. A 2. Northwest pacific –
1. Hurricane 2. D typhoon
2. Typhoon 3. C Southwest pacific and
3. Hurricane
4. B Indian ocean-cyclone
4. Cyclone
5. B Eastern pacific and
ACT. 9.2
1. OCEANS 6. D Atlantic – hurricane
2. EVAPORATION 7. D What I Have Learned:
3. TROPICAL 8. A Act. 6.1-6.2
CYCLONES 9. B 1.Eye, Eyewall,
4. LOW PRESSURE Rainbands(inner,outer)
10. D
SYSTEM Act. 6.3
5. AIR TEMPERATURE 11. B
1. 10 6. 6
6. 26.°C 12. A
2. 7 7. 8
7. HURRICANES 13. C
3. 6 8. 9
8. TYPHOONS 14. C
9. PHILIPPINES 4. 5 9. 1
15. A 5. 3 10. 2
10. OCEAN AND SEAS
What is it: Act. 4 What’s New: What I Know:
1. Pacific ocean, 1. water represent 1. B
South China sea, the wind going 2. A
Celebes sea, around the center of 3. C
Philippine sea a tropical cyclone. 4. B
5. D
2. Evaporated water Funnel in the center 6. C
from the sea/ocean is of the spinning water 7. B
carried up into the represent as the eye 8. C
atmosphere and of the tropical 9. D
condenses forming cyclone. 10. D
clouds from which all 11. EYE
forms of precipitation 2. Northern
hemisphere wind 12. EYEWALL
results. 13. T
blows in a counter
3. No, Because storm clockwise direction. 14. T
surge may occur Southern hemisphere 15. 36 HOURS
during a storm. winds spin around in
Answer Key
References

Books:

2014. “Science – Grade 8 Learner’s Material Science First Module.”

Website:

https://www.yourdictionary.com/typhoon

https://www.rappler.com/science/earth-space/explainer-how-tropical-cyclones-
typhoons-hurricanes-form

https://www.scribd.com/document/280213447/Science-8-Summative-Test-Mod-
2-Unit-2

http://bagong.pagasa.dost.gov.ph/information/about-tropical-cyclone

https://www.slideshare.net/orlandmarcenquig1/science-grade-8-teachers-manual

http://bagong.pagasa.dost.gov.ph/information/about-tropical-cyclone

https://www.nationalgeographic.org/encyclopedia/storm-surge/
For inquiries or feedback, please write or call:

Department of Education – Region III,

Schools Division of Bataan - Curriculum Implementation Division
Learning Resources Management and Development Section (LRMDS)

Provincial Capitol Compound, Balanga City, Bataan

Telefax: (047) 237-2102

Email Address: bataan@deped.gov.ph