CONTEXTUALIZED DETAILED LESSON PLAN IN SCIENCE 8

S.Y. 2020-2021 Grade Level: 9 Quarter:3 Week: Page No.

I. OBJECTIVES
A. Content The learners demonstrate an understanding of:
Standards 1. The formation of typhoons and their movement within the PAR
1. Demonstrate precautionary measures before, during, and after a typhoon,
B. Performance including following advisories, storm signals, and calls for evacuation
Standards given by government agencies in charge
2. Participate in activities that lessen the risks brought by typhoons
Explain how landmasses and bodies of water affect typhoons S8ES-IIe-20
Trace the path of typhoons that enter the Philippine Area of Responsibility (PAR)
C. Learning
using a map and tracking data S8ES-IIf-21
Competencies/
Contextualized Learning Competency:
Objectives
Trace the path of typhoons that enter the Philippine Area of Responsibility
(Write the LC code)
(PAR) using maps and tracking data of locally known typhoons that crossed the
Eastern Visayas area.
Understanding Typhoons
1. How typhoons develop
II. CONTENT 2. Why the Philippines is prone to typhoons
3. How landforms and bodies of water affect typhoons within the Philippine
Area of Responsibility (PAR)
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
p. 93-96
pages
2. Learner’s Materials
Science 8 Learner’s Module. Campo, Pia C., et. Al. 2013 pages 139-144
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning  Images of typhoon tracks from Philippine Atmospheric Geophysical and
Resources Astronomical Services Administration (PAG-ASA) website
IV. PROCEDURES
ELICIT
A. Reviewing
previous lesson - Distribute photocopies of Figure 2. Map of Philippines and vicinity.
or presenting -Let learners perform Activity 1. Plotting the Philippine Area of Responsibility
the new lesson (PAR) using the photocopy of the map, coordinates, a pencil and a ruler.
- They will answer guide questions 1 and 2.
B. Establishing a ENGAGE
purpose for the - Ask learners:
lesson 1. What do we mean by PAR?
- It means Philippine Area of Responsibility.
2. What does it mean when a typhoon enters PAR?
- (Students’ answers may vary.)
3. What weather bureau monitors the typhoon once it is inside the PAR?
C. Presenting - The Philippine Atmospheric, Geophysical and Astronomical Services
examples/instan Administration.
ces of the new - Discussion to the guide questions in Activity 1.
lesson Q1. If a typhoon is located at 15 degrees N, 138 degrees E, is it within the PAR?
- No.
Q2. How about if the typhoon is at 19 degrees N, 117 degrees E, is it inside the
PAR?
- No.
D. Discussing new EXPLORE
concepts and Let learners recall the devastation that occurred after tropical storm Urduja
practicing new passes through Biliran Island.
skills #1
- Massive landslides, destruction of important bridges in Biliran (e.g. Caraycaray
and Catmon Bridge in the municipality of Naval, changes of natural sceneries like
Tinago Falls in Caibiran and Recoletos Falls in Sampao, Almeria.

Learners study carefully the Track of Tropical Storm Urduja and answer the
 succeeding questions below.

Q1. Where did tropical storm Urduja develop? Inside or outside the PAR?
- Inside.
Q2. When is its first landfall?
- 11A.M., 16 December 2017
Q3. When did it leave the PAR?
- 11A.M., 20 December 2017
E. Discussing new Learners study the path of three tropical cyclones that entered the Philippines
concepts and and crosses through or near Biliran Island. They will answer some guide
practicing new questions.
skills #2

Q1. Where did the tropical cyclones form? On land or in the ocean?
- In the ocean.
Q2. What can you say about the temperature of the bodies of water in the vicinity
of the Philippines? Is the water warm or cold?
- Warm because we are near the equator.
Q3. In what direction did the tropical cyclones move?
- Generally, they travel in Northwest direction.
Q4. In which part of the Philippines was hit first by the four tropical cyclones?
- Eastern Visayas and Southern Luzon

Q5. Where did these tropical cyclones die out? Near the land or in the middle of
 the ocean?
- In the ocean.

EXPLAIN
- Lecture on the formation of tropical cyclones.
Tropical cyclones usually form where there is warm water. The temperature
should be 26.5°C or more. The warm ocean water heats up the air above it. The
warm air then rises. The rising warm air results in a low-pressure area. Air in the
surroundings will then move toward the area.
Now, there is water vapor in the rising warm air. The water vapor soon
condenses and heat is given off. The heat makes the air rise even more, and air
in the surroundings will keep coming in. The air starts to spin, and a tropical
F. Developing
mastery (leads cyclone is born.
to Formative Our country is located near the equator. Thus, it is warm in the vicinity of the
Assessment) Philippines, both on land and in the surrounding bodies of water. The warm water
supplies the water vapor that a tropical cyclone needs to keep it going.
From the map, we can see that the tropical cyclones move in a northwest
direction. Not all tropical cyclones move this way. But this is the general rule for
those that start from the Pacific Ocean.
Tropical cyclones weaken when they hit land. They die out over land because
they need warm water to sustain them. They need water vapor to keep them
going. Even when the tropical cyclone is still in a body of water, it may weaken
and die out if the water is cold.
G. Finding practical ELABORATE
applications of Learners will try to answer the question:
concepts and 1. Why do some tropical cyclones have curved path as in the case of typhoon
skills in daily Tisoy?
living
-(Learners answer may vary.)
2. Why is Mindanao not usually hit by tropical cyclones?
-(Responses may vary.)
Discuss that there are different reasons why tropical cyclones curved.
One, there could be a low pressure area in that region. So the wind in the
surroundings move toward that region and the tropical cyclone is carried along.
Remember, winds blow toward low pressure areas.
H. Making Another reason is there could be a high pressure area in the path of the
generalizations tropical cyclone. So the tropical cyclone cannot proceed and is diverted along a
and abstractions different way.
about the lesson Note where the tropical cyclones start: at the latitude of the Visayas and
Mindanao. So when a tropical cyclone moves to the northwest, it ends up in
Luzon.
These are the reasons why Mindanao is not commonly hit by tropical
cyclones. Unless the following happens: a) the tropical cyclone starts at a latitude
closer to the equator, or b) the tropical cyclone moves directly to the west, instead
of moving to the northwest. This is what happened in Mindanao in recent years.
I. Evaluating EVALUATE
learning Study the track of Typhoon Glenda and answer the following questions briefly.

1. When did Typhoon Glenda enter the PAR?

2. When did it leave the PAR?

3. In what direction did Typhoon Glenda move?

 4. What do you think happened to its wind speed after it crosses Luzon Area?
Why do you think so?

5. Why is warm water important in the formation of a tropical cyclone?

EXTEND
Answer the questions in your journal notebook.
J. Additional
activities for
- Why do we need to learn more about the formation and behaviour of tropical
application or
cyclones?
remediation
- As a student, what will you do in order to prepare yourself for a coming tropical
cyclone?
V. REMARKS

Prepared by:

DESIREE S. MONZALES
Student

Submitted to:

MAE V. CEBLANO
Professor