Teacher OLIVIA A.

BANGA Grade Level GRADE 8

Teaching Date November 28,2022 Learning Area GRADE 8 SCIENCE
7:30-8:30 G8-OPAL
Teaching Time 1:00-2:00 G8-GARNET
Quarter QUARTER 2: Module 12
and Section 2:00-3:00 G8-EMERALD
3:00-4;00 G8-AQUAMARINE
Objectives must be met over the week and connected to the curriculum standard. To meet the objectives, necessary
I. OBJECTIVES procedure must be followed and if needed, additional lesson exercises and remedial activities may be done for the
developing content knowledge and competencies. These are assessed during Formative Assessment strategies.
Valuing objectives support the learning of the content and competencies and enable children to find significance and
joy in learning the lessons. Weekly objectives shall be derived from the curriculum guide.
Demonstrate an understanding of the formation of typhoons and their movement within the
A. Content Standard PAR.

The learners should be able to demonstrate

precautionary measures before,
B. Performance Standards during and after a typhoon including following advisories, storm
signals and calls for evacuation given by government agencies in
charge.
C. Learning Competencies
(Write the LC Codes for Each)
Why the philippines is prone to typhoon
1.Determine where tropical cyclone start to form.
D. Objectives
2.Describe thedirection/path of the typhoon that comes from the Pacific ocean.
3.Explain why the Philippines is prone to typhoon.
Content is what the lesson is all about. It pertains to the subject matter that
the teacher aims to teach in the CG, the content can be tackled in a week or
two.
MODULE 2: UNDERSTANDING TYPHOONS
Lesson 1.2 Why Philippines is prone to typhoon
II. CONTENT
Concept:
Our country is very prone to typhoon due to its topographical location wherein
it lies in the most tropical cyclone-prone waters on earth, making it susceptible
to typhoons.

III. LEARNING RESOURCES List the materials to be used in different days. Varied materials sustain children’s interest in the lesson and in
learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-
on learning promotes concept development.

A. References
1. Teacher’s Guide pages Page 89-95
2. Learners’ Materials pages Page 142-143
3. Textbooks pages S Science Links Page
4. Additional Materials from Learning
Resource (LR) Portal
B. Other Learning Resources
These steps should be done across the week. Spread out the activities appropriately so that the students will learn
IV. PROCEDURE well. Always be guided by demonstration of learning by the students which you can infer from formative assessment
activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
learning, question their learning processes, and draw conclusion about what they learned in relation to their life
experiences and previous knowledge. Indicate the time allotment for each step.

A. Reviewing previous lesson or

presenting the new lesson
A. Review:
B. Establishing a purpose for the
Using diagram recall how typhoon is formed.
lesson

C. Presenting examples/instances of
the new lesson

Elicit
D. Discussing of the new concepts and
practicing new skills #1
E. Discussing of the new concepts and
practicing new skills #2
When was the last typhoon that hit our town or country?
(ex.Nona-Dec.14,2015, Ompong-Sept. 2018)
Our country is hit by an average of 20 tropical cyclones every year according to PAGASA.
Focus question:
Why do you think our country is prone to typhoon?
You will find out in the activity that you will perform.
 Engage

Explore
F. Developing mastery
(Leads to

formative assess

Guide Question/s
1.If a typhoon is located at 15 N, 138 E, is it within the PAR?
2.How about if the typhoon is at 19 N, 117 E, is it within the
PAR?

ment

G. Finding practical applications to

concepts and skills in daily living 1.When does PAG-ASA give name to a tropical cyclone?
2.What is /are the importance of knowing the PAR.
H. Making generalization and
abstraction

ELABORATE
Formative Assessment:
Directions: Provided with the map of the PHILIPPINES containing grid lines, trace the path
I. Evaluating learning
of the typhoon as it starts from the following coordinates heading Northwest direction.
EVALUATION
Typhoon A 10 N, 134 E
Typhoon B 20 N, 138 E
J. Additional activities for application
or remediation Directions:
I. What is a tropical cyclone? How is it related to typhoon?
EXTEND
V. REMARKS

VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What
works? What else needs to be done to help the students learn? Identify what help your instructional supervisor can
provide for you so when you meet them, you can ask them relevant questions.
A. No. of the learners earned 80% in the
evaluation
B. No. of learners who required additional
activities for remediation who scored below
80%
C. Did the remedial lesson work? Number of
learners who have caught up with the lesson
D. Number of learners to require remediation
E. Which of my teaching strategies worked well?
Why did these work?
F. What difficulties did I encounter which my
principal or my supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers.

Prepared by: Checked by:

OLIVIA A. BANGA AGNES G. DYKIA

Teacher 1 MT 1