UA - Laboratory High School

SCHOOL GRADE LEVEL Grade 8

DETAILED LESSON
LEARNING
PLAN IN GRADE 8 TEACHER Marmon Pagunsan Science
AREA
EARTH AND SPACE
GRADING
TEACHING DATE AND TIME 2nd
PERIOD

I. LEARNING
COMPETENCY
The learners should be able to explain how typhoons develop.
II. OBJECTIVES
At the end of the lesson, the students are expected to:

• Explain how typhoons are formed

• Discuss why the Philippines is prone to typhoon
• Display sense of awareness and preparedness in times of approaching
typhoon

Subject Integration English, ESP

III. CONTENTS
1. Topic How Typhoons Develop
III. LEARNING RESOURCES
A. Materials PowerPoint presentation, Illustrations & Videos of Typhoon, Worksheet
B. References • Science Learner’s Module 8, pp. 137-151
• Other E-articles with URL links

IV. LEARNING PROCEDURE

BEFORE THE LESSON

 Teacher’s Activity Students’ Activity
Preliminary Activity

Greetings:

Good Morning Ma’am! We are good,

Good Morning Class! How are you today? Ma’am.

I am glad to hear that.

“Before we start, I want someone to lead the prayer.” (A student will volunteer.)

“Let us pray… Amen”

DURING THE LESSON

A. ELICIT:

Today, we are now going to move on with our new topic which is, How
Typhoons Form. After the session, you are expected to:

1. Explain how typhoons are formed

2. Discuss why the Philippines is prone to typhoon
3. Display sense of awareness and preparedness in times of approaching
typhoon
 But before we proceed, I want you to watch this short clip and answer the
questions flashed on your screens after the clip has ended.

(Plays the short clip or video) (The students will follow the instruction
given by the teacher.”

(Flashes the questions)

Describe what you saw in the video.

What do you call that kind of natural phenomenon?

“Anyone can answer.”

(Few students shared their answers.)

“Thank you for sharing your answers, all of you are correct.”
Answers may vary: “Bagyo; Typhoon &
Strong Winds and Rainfall”
“What you saw from the short clip is the wrath of Super Typhoon Rolly that
brought huge destruction in the Bicol Region, specifically in Bato,
Catanduanes where it made its first landfall last November 1, 2020.”
B. ENGAGE
“No, Ma’am”
“Are you familiar with Jumbulary?”

“Okay, Ma’am”
“Okay, so today you will play that. You just have to give the term by
rearranging the jumbled words, the definition of the word is given so you (The students seems excited)
have clues. I only have 3 jumbled words here.”
 Let’s play: Jumbulary!

1. Y O E O T M E O R L G 1. METEOROLOGY
— The scientific study of the atmosphere that focuses on weather
processes and forecasting. 2. ANEMOMETER
2. R T M M N A E O E E
— A device used for measuring wind speed and direction. 3. HUMIDITY
3. Y I I U H M D T
— The amount of water vapor in the air.

“Good job, class. You got all the correct answers! Did you enjoy the game?
“Yes, Ma’am!”
Okay, the next activity will also be enjoying.”

C. EXPLORE:

Today, you are now going to explore and do the next activity to identify the
different parts of a typhoon.

“This is an individual activity and I want you to label the parts of a typhoon
on the worksheet that we will provide.” “Yes, Ma’am. Noted.”

(The students start to perform the activity after

the instruction is given.)
 D. EXPLAIN:

Questions will be asked related to given in the activity.

1. From the activity, can you name the different parts of a typhoon? 1. The different parts of a typhoon include
the eye, the eyewall, the inner and outer
rain or feeder bands
2. What do you think is the food or the fuel that drives typhoon formation? 2. Warm moist air from the ocean.

E. ELABORATE:

I will now discuss further to enlighten you if your answers were right or not.

At this point, I will start with the definition of typhoon until I cover all the
essential and relevant information you are expected to learn this session.

Typhoon

Typhoon — A giant, rotating storm that brings wind, rain, and destruction.
• Hurricanes and typhoons are the same weather phenomenon: tropical
cyclones. The only difference between a hurricane and a typhoon is the
location where the storm occurs.
• Typhoon is a regional term used in the Northwest Pacific Ocean. *Bagyo
is the term used by Scientists in the Philippines
• In the North Atlantic, central North Pacific, and eastern North Pacific, the
term, hurricane is used. (Students will listen and take their notes.)
• In the South Pacific and Indian Ocean, the generic term tropical cyclone
is used, regardless of the strength of the wind associated with the
 weather system.

(Source: https://oceanservice.noaa.gov/facts/cyclone.html)

Parts of a Typhoon

1. Eye — The center and the

calm part of a typhoon
2. Eye wall — This part is
around the eye. It has strongest
winds and heaviest rains,
making it the most dangerous
part of the typhoon or any
tropical cyclone.
3. Inner and Outer Bands —
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.

Air spirals in toward the center in a counter-clockwise pattern in the

northern hemisphere (clockwise in the southern hemisphere), and out
the top in the opposite direction.

(Source: https://www.weather.gov/jetstream/tc_structure )
Why does Philippines in Prone to Typhoons?

The Philippines is prone to tropical cyclones due to its geographical location

(known as the typhoon alley or belt) which generally produce heavy rains
and flooding of large areas and also strong winds which result in heavy
casualties to human life and destructions to crops and properties.

According to the PHILIPPINE ATMOSPHERIC, GEOPHYSICAL, AND

ASTRONOMICAL SERVICES ADMINISTRATION (PAGASA), about 20
tropical cyclones enter the Philippine Area of Responsibility (PAR) each
year.

What is PAR or Philippine Area of Responsibility?

A PAR is an area in the

Northwestern Pacific where the
state weather bureau PAGASA or
the Philippine Atmospheric,
Geophysical and Astronomical
Services Administration, observes
weather occurrences. The exact
dimensions of this domain are the
area of the Western North Pacific
bounded by imaginary lines
connecting the coordinates: 5°N
115°E, 15°N 115°E, 21°N 120°E,
25°N 135°E and 5°N 135°E.

(Source: http://bagong.pagasa.dost.gov.ph/learning-tools/philippine-area-of-
responsibility#:~:text=The%20exact%20dimentions%20of%20this,%C2%B0
N%20135%C2%B0E.)
How does a Typhoon forms or develop?

Conditions to Form

• Warm ocean water (at least

80˚F/ 27˚C) through a depth of
about 150 feet
• An atmosphere that cools fast
enough with ascension that it is
potentially unstable for moist
convection.
• Moist air near mid-level
troposphere
• A minimum distance from the
equator of about 300 miles (but
not within 5˚ latitude)
• A disturbance near the surface
• Low vertical wind shear
between surface and
troposphere (of less than
23mph).

(Source: https://www.weather.gov/jetstream/tc)
(Source:http://bagong.pagasa.dost.gov.ph/information/about-tropical-
cyclone)

Precautionary Measures Before, During, and After Typhoon

(Source: http://infiniteknowledge.expertscolumn.com/article/precautionary-
measures-we-follow-during-and-after-typhoon)

AFTER THE LESSON

F. EVALUATE:

(Students get a sheet of paper and

Summative Quiz: Answer the following. then answer the quiz)

Answers:
1. How is the weather in the eye of a hurricane?
1. Calm
2. What is the classification of a tropical cyclone if the wind speed is greater 2. Supertyphoon (STY)
than 200km/h? 3. Any of the following:
• Warm ocean water (at least 80˚F/
3. Give at least 2 favorable conditions to form or develop a typhoon. 27˚C) through a depth of about
150 feet
4. True or False. Typhoons require cool ocean waters to develop • An atmosphere that cools fast
enough with ascension that it
5. True or False. Typhoon is from the northeastern part of Pacific Ocean. is potentially unstable for moist
convection.
• Moist air near mid-level troposphere
• A minimum distance from the
equator of about 300 miles (but
not within 5˚ latitude)
• A disturbance near the surface
• Low vertical wind shear between
surface and troposphere (of less
than 23mph).
4. FALSE
5. FALSE
 G. EXTEND:

1. Write your experiences during a typhoon.

2. Explain why typhoons (or tropical cyclones) are the most powerful
weather disturbances on Earth.

Write your outputs in a one whole sheet of paper and pass it to on our next
meeting.

V. REMARKS

VI.REFLECTION