National Training of Trainers on Critical Content of Grade 4 and 8 Science

Topic / Title Dissecting a Tropical Cyclone

Grade Level GRADE 8
Time Allotment 1 HOUR
Performance Standard

Demonstrate precautionary measures before, during, and after a typhoon, including following advisories, storm
signals, and calls for evacuation given by government agencies in charge.

Learning Competency
The Learners should be able to:
explain how typhoons develop. ( S8ES-IId18)

ELICIT (5 minutes) MATERIALS

Showing a video clip on typhoon devastating an area. Video clip
presentation
ENGAGE (5minutes)
Using POE
• Using a cyclone simulator, show to students how a cyclone develops from still water. 2 -1.5 L soft drink
• Ask the following questions: bottles
➢ What can you see in the simulator?
➢ What happens when we swirl the bottle slowly?
➢ How about when we swirl it harder? What explains such phenomenon?

Why does the water behave that way as observed in the demonstration? Can you see distinct
parts?

EXPLORE (20 minutes)

Simulation Activity: Use the simulator to further observe closely the different parts of a cyclone. Tropical cyclone
Locate the eye of the typhoon. What do you think happens air pressure within the eye and as simulator
you go further the eye?
How about the eyewall? What is present in it?
Compare your wind speed on the eye and the eyewall.

EXPLAIN /ELABORATE (15 minutes)

Show an illustration showing the different parts of a cyclone.

• The lowest air pressure is at the eye of a tropical cyclone.

• Wind speed is low on the eye.
• The dense clouds surrounding the eye, the eyewall itself wind speed is great.
• It is the eyewall that wreck a lot of damage as it passes a certain place and not the eye.

EXTEND( 8 minutes)

Let students create bar graphs using a given weather data.

EVALUATION(7 minutes)

Let students create a cartoon to illustrate the devastating effects of tropical cyclones.

Prepared by:

Aloyda B. Calangan- Region II Joshua T. Gordon – Region V

Rosally M. Lita – Region III Cyrel K. Bigueja – Region V
Joy C. Chavez – Region V Rey M. Dalumpines – Region IX
Marissa S. Caling – Region IX

Demonstrator: Marlon B. Iguao – Region V

National Training of Trainers on Critical Content in Grade 4 and Grade 8
A. Venue Makati City
April 23-May 4, 2018
Name: ______________________________________ Group No. __________

I. Objectives: At the end of the activity you should be able to:

1. explain what two weather factors tell weathermen that a certain location is at the eye of a tropical
cyclone; and
2. put in simple words the statement “calm before the storm.”

II. Materials: laptop/desktop, Tropical cyclone simulator

III. Procedure:
1. Using the tropical cyclone simulator explore the distinct parts of a tropical cyclone.
2. Determine the eye of the cyclone.
3. Determine the eye wall of the cyclone.

IV. Guide Questions:

a. Where is the eye of the cylone?

b. What happens to pressure and wind speed at this point?

c. How about the eyewall? Where can you see it?

d. What is present in the eyewall?

e. What happens to pressure and wind speed at different parts of the eyewall?

f. Cite your own experience regarding tropical cyclones.

V. Generalization:

1. Create bar graphs using a given weather data.

2. Create a cartoon to illustrate the devastating effects of tropical cyclones

Prepared by:

Aloyda B. Calangan- Region II Joshua T. Gordon – Region V

Rosally M. Lita – Region III Cyrel K. Bigueja – Region V
Joy C. Chavez – Region V Rey M. Dalumpines – Region IX
Marissa S. Caling – Region IX

Demonstrator: Marlon B. Iguao – Region V

National Training of Trainers on Critical Content in Grade 4 and Grade 8

A. Venue Makati City
April 23-May 4, 2018