Region XI Grade Level 8

GRADE 8
HONEY GRACE L. JORGEO
DAILY Teacher Learning Area Science 8
LESSON
PLAN Teaching Dates and March 07, 2022 1:00-2:00 PM
Quarter 2nd Quarter
Time

Session 1
I. OBJECTIVES
A. Content Standards The learner demonstrates an understanding of the formation of typhoons and their movement
within the Philippine Area of Responsibility (PAR).
B. Performance The learners should be able to demonstrate precautionary measures before, during, and after a
Standards typhoon, including following advisories, storm signals, and calls for evacuation given by
government agencies in charge.
C. Learning Competencies/
Objectives UNDERSTANDING TYPHOONS (S8ES-IId-19)
(Write the LC code for
each)
C.1
Learning Objectives
At the end of the lesson, the students are expected to:
a) infer why the Philippines is prone to typhoon;
b) explain how typhoons are developed;
c) trace the path of typhoons that enter the Philippine Area of Responsibility (PAR) using
a tracking data; and
d) display sense of awareness and preparedness in terms of calamity.
II. CONTENT
A. TOPIC Understanding Typhoons
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages a. Science 8 Self-Learning Module – Quarter 2: Module 4: Understanding Typhoons
3. Textbook pages
a. Science 8 Learner’s Module, pp. 137-151
b. Science for the 21st Century Learner 8, pp. 180-195
4. Additional Materials
from Learning Resource
(LR portal)
A. Other Learning
Resources
https://www.academia.edu
IV. PROCEDURES
A. Reviewing previous lesson or ELICIT (Activating Prior Knowledge)
presenting the new lesson.  “Game of Levels”

 In this activity, the teacher will group the students into 3 groups (Group 1, 2 and
3).
 This activity, contains 3 levels wherein each group must first accomplish the prior
levels in order to proceed to the next and the last level of the game.
 1st level: Rebus Puzzle
 2nd level: Image Puzzle
 3rd and last level: Word Math
 The group to finish first will be the winner.
B. Establishing a purpose for
the lesson
C. Presenting examples/
instances of the new lesson
D. Discussing new
concepts and practicing new
skills
#1
A.
B.
C.
D.
E. Discussing new
concepts and practicing new
skills
#2
F. Developing mastery
(Leads to Formative
Assessment)
G. Finding practical applications
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating Learning
J. Additional activities for
application or remediation
ENGAGE (Focus on the Topic)
 Have you experienced a typhoon?
 What are typhoons?
 What are the categories of a tropical cyclone?
 How do typhoons develop?
 What conditions favor the formation of a typhoon?
EXPLORE (Provide Common Experience)
 “Plotting the Philippine Area of Responsibility (PAR)”
The grouping from before will retain.
The students will plot the given points in the map.
The students are given 5 minutes to finish the activity.
After finishing the activity, each group will paste their output on the board and
answer follow-up questions from the teacher.
 (See attachment A for the Map of the Philippines and its vicinity.)
EXPLORE (Provide Common Experience)
 “Tracking a Tropical Cyclone”
 The grouping from before will retain.
 The teacher will give the materials or activity sheet to the groups.
 The students will track the pathway of the tropical cyclone and answer the
guide questions then present it in the class.
 The students are given 5 minutes to finish the activity.
 (See attachment B for the activity sheet.)
EXPLAIN (Discussion/ Analysis)
 Why is there a need to track a typhoon?
 Why is the Philippine prone to typhoon?
 What important details obtained from tracking the map of the Philippines and its
vicinity?
 What precautions must you observe in order to stay safe during a typhoon?
ELABORATE (Applying and Making Use of Information)
 “Fill Your Emergency Kit”
 With the same group, students will be tasked to draw, as many as possible,
different things that should be included in an emergency kit.
 Afterwards, each group will select one representative to explicate their output in
front of the class.
 Time Frame: 5 minutes
 Rubrics: Content 25 pts
Creativity 20 pts
Teamwork 5 pts
50 pts
EVALUATE (Measuring Learning)
 Short Quiz
 In a one-fourth sheet of paper, students will have to match the definition in
column A to the words in column B.
 (See attachment C for the questions)
EXTEND (Deepening Understanding in New Content)
 Research and study about the following signals that are used by PAGASA to warn
 people about the approaching weather disturbance. Write it on a sheet of paper.

VI. REMARKS
VII. REFLECTION
A. No. of learners who earned
80% on the formative
assessment
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons
work? No. of learners who
have 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 work?
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 teachers?

Prepared by:

HONEY GRACE L. JORGEO

Teacher I

Observed by:

LEAH M. TRINIDAD
Head Teacher I/School In-charge

ATTACHMENT A
ATTACHMENT B
ATTACHMENT C
SHORT QUIZ (1/4 sheet of paper)