PAMANTASAN NG LUNGSOD NG LUNGSOD NG VALENZUELA
Tongco St., Maysan Valenzuela City
LESSON PLAN IN SCIENCE 8 (EARTH AND SPACE)
Grade 8 – UNDERSTANDING TYPHOONS
(PUBLIC STORM WARNING SIGNALS)
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competencies
D. Objectives of the Lesson
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resources
B. Other Learning Resources
IV. STRATEGIES/ PROCEDURE
A. Before the Lesson
B. Routinary Activities
1.REVIEW
COLLEGE OF EDUCATION
ARE YOU PREPARED?
TEACHER’S ACTIVITY STUDENT’S ACTIVITY
Demonstrate an understanding of the
formation of typhoons and their
movement within the PAR
Demonstrate precautionary measures
before, during, and after a typhoon
including following advisories, storm
signals and calls for evacuation given
by government agencies in charge
Explain how land masses and bodies of
water affect typhoons
Code: S8ES-IIe-20
At the end of the lessons, the
learners should be able to:
1. identify the different public
storm warning signals
2. discuss the characteristics of
the winds during public storm
warning signal
3. Demonstrate what happened
to the environment and what
are we going to do if your
place is under public storm
warning signal.
ARE YOU PREPARED?
Public Storm Warning Signals
LM pp. 149 – 151
- Class Greetings  Learners lead the opening
- Opening prayer prayer
- Class rules
- The facilitator will call two
learners to summarize the
lesson from previous
meeting.
 - PSWS ( Public Storm
C.Unlocking Difficulties Warning Signals)- Public
Storm Warning Signals are
raised to warn the public of
incoming weather
disturbances.

- Picture formed in the

puzzle.

- Learners will play a simple

game. The class will be
divided into five groups.
2. ENGAGE
- The facilitator will give each
group the puzzle they need
1.Motivation
to arrange. The group who
will arrange first the jigsaw
puzzle will win the game.

(Motivation for the lesson) The group who will win the game
will get plus 5 for their recitation.

D. Lesson Proper
3. EXPLORE  Learners will go to their
 Learners will be given a hand out respective groups and
about the different public storm perform the assigned task
signals as a guide to their activity.
 Explain the procedure of the  Learners develop critical
activity thinking skills.
 Designing the activity:
- Learners are classified or
groups based on their
different learning skills such
as auditory, visual and
kinaesthetic.

(Classification of different skills)

- Group 1 will draw their

understanding about the
things happened as the
strong typhoons (tropical
cyclone) approach a certain
area.
- Group 2 will watch/view a
video clips about the storm
signals and write down their
understanding on it.
 Group 3 will prepare a group
presentation on the
preparedness when a strong
typhoon approach a certain
area.
 The learners will be given 15
minutes for the preparation
of their presentation on their
output.
 One to two representatives
in group 1 and 2 will
present their output in front
of the class, and group 3
will perform a role play
about the assigned topic.

(Setting the guidelines)

 (differentiated instructions)

(Cooperative Learning)

- Learners will present their

finished output (drawings, role
play and written output)

- Learners will explain their

answers on the given guide
questions in the activity.

- Learners will answer the

following questions:

1. state the approximate winds

in PSWS#1, PSWS#2
PSWS#3, and PSWS#4
2. How the PSWS do affects
the weather?
3. What are the effects of each - Reporting of their output
4. EXPLAIN PSWS on our environment? (answers on the activity guide
4. What are the best things to questions)
do if your place is under
public storm warning signal? - Leaners will answer the
5. Why do we need to be ready questions
when our place/area is
classified under PSWS? - Learners response
(Inquiry-based Learning) (Learners to express their ideas)
(To ensure active participation from the
learners, incentives may be given for
every correct response)

 Ask the learners if they

understand the concepts
clearly

(Encourage the learners to ask

E. After the Lesson
5. ELABORATE
(Finding practical applications of
concept and skills in daily living)
(Making generalization and
abstraction about the lesson)
6. EVALUATE
questions if they encounter confusing
concepts)
 The facilitator will call learners to
summarize the concepts learned
for the day
Classify the PSWS # of the given
statement.
- Learners will summarize the
concepts highlighting what to
do during typhoon.
- Learners will answer the
evaluation

1. Winds of 30-60 kph may be

expected in at least 36
hours.
2. Very strong winds of more
than 185 kph maybe
expected in at least 12
hours.
3. Intense winds of more than
220 kph may be expected in
at least 12 hours.
4. Winds of greater than 121
kph to 170 kph maybe
expected in at least 18
hours.
 5. Winds of greater than 61 kph
up to 121 kph maybe
expected in at least 24
hours.
Assignment: Performance Task
(one week preparation)
Conduct a video presentation that
7.EXTEND shows what happened when the
- Learners will copy the
area is under public storm warning
assignment
signals.

Prepared by:
QUIATCHON, MIA KRIS G.
BSE SCIENCE 2-1

Checked by:
MARCELO, JOSE