GRADE 1 TO 12 School Ramon Avancena High School Grade Level 8

DAILY LESSON PLAN

DLP No. 13 Teacher Lianne Marie C. Salazar Learning Area Science

Teaching Dates November 23, 2022/Wednesday Quarter 2nd

Day:
I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of the formation of typhoons and their movement
within the PAR
B. Performance Standards The learners should be able to:
a. demonstrate precautionary measures before, during, and after a typhoon, including
following advisories, storm signals, and calls for evacuation given by government
agencies in charge
b. participate in activities that lessen the risks brought by typhoons
C. Learning Competencies/Objectives Write the LC At the end of the lesson student should be able to:
code for each a. Track the path taken by a tropical cyclone given its coordinates.
b. Determine whether a tropical cyclone is within or outside the PAR

II. CONTENT Module 4: Understanding Typhoon

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages: Science Teacher Guide pp. 27-28
2. Learner’s Material Pages: Science Learners Guide pp. 139-142
3. Textbook pages:
4. Additional Materials from Learning Resources (LR)
portal

B. Other Learning Resources:

IV. PROCEDURE
A. Reviewing previous lesson or presenting the new Recall the Tropical Cyclone Categories
lesson
B. Establishing a purpose or presenting the new lesson When a weather disturbance enters The Philippine Area of Responsibility (PAR), the
weather bureau begins to monitor it. Do you know where the PAR is?

C. Presenting examples / instances of new lesson Do activity Latitude

on pages 140 to 141Longitude
of LM.

Using the Map5°N

of the Philippines 115°E
and vicinity, plot the given points on the Map.
15°N 115°E
21°N 120°E
25°N 120°E
25°N 135°E
5°N 135°E

D. Discussing new concepts and practicing new skill #1 The learners connects the dotted point. The region within is the PAR. It is the job of
PAGASA to monitor all tropical cyclones that enter the area.
E. Discussing new concepts and practicing new skills
#2

F. Developing mastery (Leads to Formative 1. What are the places located in the identified points?
Assessment 3) 2. If a typhoon is located at 15°N, 138°E, is it within the PAR?
3. How about if the typhoon is at 19°N, 117°E, is it inside the PAR?
G. Finding practical applications of concepts and skills Why do you think Philippines experience an average of 20 to 25 typhoons a year? Explain your
of daily living answer.
H. Making Generalizations and abstractions about The Philippine Area of Responsibility (PAR) is an imaginary line encircling the
lesson Philippines with coordinates of 25°N 120°E, 25°N 135°E, 5°N 135°E, 5°N 115°E, 15°N
115°E, 21°N 120°E and back to the beginning. Within this imaginary line, atmospheric
changes can affect the Philippines.
I. Evaluating Learning Directions: Provided with the map of the Philippines containing grid lines, trace the path of the
typhoon as it starts from the following coordinates heading Northwest direction.
Typhoon A 10˚N 134˚E
Typhoon B 20˚N 138˚E
J. Additional activities for application or remediation What is a tropical cyclone? How is it related to typhoon?
V. Remarks
IV. Reflection
Sections 8-1 8-2 8-3 8-4 8-5
A. No. of learners who earned 80% on a formative
assessment

B. No. of learners who require additional activities for

remediation

C. Did the remedial lesson work? No. of learners who

caught up with the lesson

D. No. of learners who continue to require remediation

E. Which of my teaching strategies worked well? Why

did these works?
F. What difficulties did I encounter which my principal
or supervisor can help me solve?

G. What innovation or localized materials did I use /

discover which I wish to share with other teacher