DIVISION OF SURIGAO DEL SUR

SALVACION NATIONAL HIGH SCHOOL

SALVACION, SAN AGUSTIN, SURIGAO DEL SUR

WEEKLY LEARNING ACTIVITY SHEETS

Science 8, Quarter 2 , Week 4

THE FORMATION OF TYPHOON

Name: Section:

Learning Objective:

• Explain how typhoons develops and how it is affected by landmasses

and bodies of water

Sub-tasks:
• Identify the processes involve in formation of the typhoons;
• Describe the effect of the landmasses and bodies of water to
typhoon formation; and
• Cite the advantages and disadvantages of typhoons to people and
society

Key Concepts:

• Tropical cyclone, hurricanes and typhoon different names which refer to the
same type of storm. These are intense circular storm that originates over
warm tropical oceans and is characterized by low atmospheric pressure, high
winds and heavy. In the North Atlantic Ocean and the eastern North Pacific
they are called hurricanes and in the western North Pacific are referred as
typhoons. In the western South Pacific and Indian Ocean they are referred as
tropical cyclones or simply cyclones.
• Typhoons have three main parts: a.) Eye – typhoon’s center that is relatively
calm, generally clear area of sinking air and light winds that usually do not
exceed 15 mph and is typically 32-64 km across; b.) Eyewall – the strong
wind gets as close as it can. It consists of a ring of tall thunderstorms that
produce heavy rains and usually the strongest wind. Changes in the structure
of the eye and eyewall can cause changes in the wind speed which is an
indicator of the storm’s intensity; and c.) Rainbands – curved bands of clouds
and thunderstorms that trail away from the eye wall in a spiral fashion. These
bands are capable of producing heavy bursts of rain and wind, as well
as tornadoes.
Super typhoon Yolanda which made a landfall in our country on
November 8, 2013 is known to be the most powerful typhoon of all time causing
Tacloban City on the island of Leyte to be 90% destroyed affecting 14 million
people. It has sustained winds of over 315 kph that caused a great storm
surge.

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 In this part of the lesson we will learn to better understand how
this super typhoon was formed.
ACTVITY 1. It’s Just Me, Typhoon!

What you Need: pen pencil

Paper crayons/any coloring material

What to do: Recall and research about the formation of typhoons through
educational materials.

I. Remember Me?: Illustrate in the given boxes the process of the

formation of a typhoon. Write a short description of the process below
the box.

1. 2. 3.

4. 5. 6.

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 Scoring Rubric (in each item)
2 points Discussions are complete with no misconception.
1 point Discussions are incomplete with minor misconception.
0 point There is no discussion shown.

II. Guide Questions

1) Where do tropical cyclones form?

2) What are the four (4) conditions for a tropical cyclone to form?

a.
b.
c.
d.

3) In what direction do typhoons move if being observed in our country?

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ACTVITY 2. Thinking Beyond!

What you Need: pen and paper

What to do: Read and research more about the characteristics of typhoon.

I. Analyze It Well

1) What do you notice about the names of the tropical cyclones?

a.
b.
2) How do landmasses and bodies of water affect typhoons?

3) Why is Philippines prone to typhoon?

II. Prepare Yourself: Provide list of things to prepare and to do before,

during and after a typhoon.

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Reflection

Direction: Write a short inspired reflective essay about the advantages and
disadvantages of tropical cyclones to our environment and our daily living in the
space provided. [three (3) to five (5) sentences ONLY]

Scoring Rubric
5-4 points Discussions are complete with no misconception.
3-2 points Discussions are incomplete with no misconception.
2-1 points Discussions are incomplete with minor misconception.

0 point There is no discussion shown.

REFERENCES:

• www.bagong.pagasa.dost.gov.ph
• www.britannica.com
• www.earthobservatory.nasa.gov
• www.nationalgeographic.org
• www.qz-com.cdn.ampproject.org
• www.rappler.com
• www.typhoonmanila.weebly.com
• www.worldvision.org
• www.weather.gov

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Answer Key: