Republic of the Philippines

Department of Education
Region VI
Division of Capiz
VICENTE ANDAYA SR. NATIONAL HIGH SCHOOL
Pob. Sur, Sigma, Capiz

LESSON PLAN IN GRADE 8 SCIENCE

I. OBJECTIVES:
A. Content Standards: The learners should be able to demonstrate an understanding of the formation of typhoons and their movement within the PAR.
B. Performance Standards: The learners should be able to demonstrate precautionary measures before, during, and after a typhoon, including following
advisories, storm signals, and calls for evacuation given by government agencies in charge.
C. Learning Competencies/Objectives: At the end of the session, learners are expected to:
 Explain how typhoon develops and how it is affected by landmasses and bodies of water (S8ES-IIe-20).

II. CONTENT: Typhoon Formation

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages: None
2. Learner’s Material pages: GRADE 8 SCIENCE Learner’s Module ((pp.137-150)
3. Textbook pages: None
4. Additional Materials from Learning Resources (LR) portal: None
B. Other Learning Resources:

I.
II.
III.
IV. PROCEDURES
Teacher’s Activities Student’s Activities Teacher’s Remarks
ELICIT Good morning class. Good morning, Sir.
Are you all set for today’s class? Yes, Sir.

Yes, Sir. Classmates let us bow our head and

Class President, please lead the prayer pray.
In the name of the Father…

Thank you (Class President).

(A student answers)
Yesterday, we talked about earthquake Seismic waves caused by the sudden
and seismic. Can someone recall how movement of materials within the Earth, such
seismic waves are produced? as slip along a fault during an earthquake.

During an earthquake, where do the (A student answers)

seismic waves originate? It is released from the center of earthquake, the
focus.
That is correct! When an earthquake
occurs, shockwaves of energy called
seismic waves are released from the
earthquake focus.

Now, what is the role of seismic waves in (A student answers)

the study of the internal structure of Knowing how the waves behave as they move
Earth? through different materials enables us to learn
about the layers that make up the Earth.
Seismic waves tell us that the Earth’s interior
consists of a series of concentric shells, with a
thin outer crust, a mantle, a liquid outer core,
and a solid inner core.
Very good! Scientists were able to
confirm the internal layers of earth and
their respective state by studying seismic
waves. It seems like you already
mastered our previous discussion.
 Teacher’s Activities Student’s Activities Teacher’s Remarks
Specific Objectives of the lesson.
1. Describe the process of typhoon
formation
2. Find out why Philippines is prone
to typhoon.
3. Determine the reason behind the
formation of LPA.

Earthquake is a natural disaster that (Student’s answer may vary)

occurs in land, and we already discussed
it during our past session. Aside from
earthquake, can you name another natural
disaster?

To be more specific, name a natural (A student answers)

ENGAGE disaster that originate in ocean and grows A typhoon
over the atmosphere.

That is correct! A typhoon forms over

ocean and grows in the lower atmosphere
(troposphere).

Regarding this, have you experienced a (Student’s answer may vary)

typhoon? Can you name some of it?

From your own judgement, is Philippines (A student answers)

prone to typhoon? Why do you think so? The Philippines is prone to tropical cyclones
due to its geographical location.

Very good! Refer to the illustration.

As you can see, our country is located (A student answers)
That Philippines is in the typhoon belt in the
 just above the equator, and it faces the Pacific, making our country prone to typhoon.
western Pacific Ocean. Now, what does it
tells us?

But what do you think is the main reason

why Philippines and even nearby
countries is prone to typhoon?

(A student answers)
Since it is located near the equator, the ocean
(Western Pacific Ocean) is warmer compared
Excellent! Typhoons used warm and to other oceans. And typhoon is fueled by
moist air as fuel. This is the reason why warm and tropical water which makes the
typhoons form only over warm ocean Western Pacific Ocean suitable in forming
waters near the equator. typhoons.

Teacher’s Activities Student’s Activities Teacher’s Remarks

Typhoons can’t be formed overnight. It
requires a particular condition and follows
EXPLORE a certain process.
 Refer to your Science Activity Sheet #4 –
page 2.
(Students will do the activity) This part targets indicator
Try to analyze each illustration in column #1
A and the random processes in column B. Across the curriculum
Then, match each illustration with the EN5VC-IIIf-3.8
correct description of the process. Interpret the meaning
suggested in visual media
Note through a focus on visual
* For every illustration with correct elements, for
description of process, you will get 2 example, line, symbols,
points. colour, gaze, framing and
*Soft copy of the activity will be social distance
uploaded on the group chat for those who
don’t have science book at home. Submit
your answer sheets (softcopy or photo of This part targets indicator
it) on my gmail account – #2 and #3
johnpauldejuan25@gmail.com or
personal submission by your parent in
school.
Teacher’s Activities Student’s Activities Teacher’s Remarks
To check if you truly understand the
activity. I will be giving questions related
to the said activity.
EXPLAIN
First, why do typhoons mostly form in (A student answers)
oceans near equator? Warm Ocean is one of the prerequisite
conditions for a typhoon to form. Oceans
near equator are warmer, causing a higher
rate of evaporation which triggers the
frequent formation of typhoon.

Speaking of evaporation, can you still

recall the concept of evaporation? (A student answers)
Yes, it is a type of vaporization that occurs on
the surface of a liquid as it changes into the
gas phase.
Now, what type of heat transfer is (A student answers) This part targets indicator
responsible for the high rate of Radiation. The oceans near equator receive #1
evaporation in oceans near equator? more direct sunlight, increasing the rate of Within the curriculum
evaporation. S7LT-IIIh-i-12
Infer the conditions
necessary for heat
That is correct! How about the upward (A student answers) transfer to occur
motion of the warm air, what causes it? Warmer air is less dense compared to the
surrounding air. The difference in density
causes the warmer air to move upward
creating a low-pressure area near the surface.

Very good! Now, what is a low-pressure

area?
How does the movement of air towards the
place where warm air is rising relate (A student answers)
with typhoon formation?
Very good! Those processes are key
factors in typhoon formation. Make sure to
(A student answers)
As the warm air moves up and away from the
surface, there is less air left near the surface,
forming low pressure area. It is a region
where the atmospheric pressure is lower than
that of surrounding locations.
Air from surrounding areas with higher
pressure pushes into the low-pressure area.
The new air becomes warm and moist and
rises too. As the warm air continues to rise,
the surrounding air swirls in to take its place.
This process drives the formation of typhoon.
 remember it.

Teacher’s Activities Student’s Activities Teacher’s Remarks

ELABORATE Have you watched a weather forecast? (Student’s answer may vary)
When there is a typhoon, what did you
observe with the forecast?

What happens to typhoon when it (Student’s answer may vary)

makes a landfall?

Refer to your Science Activity Sheet #4 Students are expected to study the illustrations and
– page 3-4. answer the activity.

Study the given illustrations and find

out the effect of landmasses and bodies
of water to typhoon.

After analyzing the illustrations,

complete the table (page 4) to show the
correct behavior of typhoon as it moves
over landmasses and bodies of water.
Explain your answer
 Teacher’s Activities Student’s Activities Teacher’s Remarks
A. Provide the correct description of the
given illustrations about typhoon
formation. Students will submit their answer sheets
(softcopy or photo of it) via gmail to –
johnpauldejuan25@gmail.com or personal
submission of their parent in school (for those
who don’t have internet access).
EVALUATE

A copy of exam will be sent on your

personal emails.

Teacher’s Activities Student’s Activities Teacher’s Remarks

Do some advance reading about tracking
EXTEND typhoons.

Prepared by: Checked by:

JOHN PAUL G. DE JUAN JOANAH V. ROJO

Teacher I HT-I/Science Coordinator

Noted by:

JIMMY B. BILLONES, Ph.D

Principal III