Republic of the Philippines

Department of Education
Region 02 (Cagayan Valley)
Schools Division Office of Isabela
SALINUNGAN NATIONAL HIGH SCHOOL
Ramones St., Salinungan West, San Mateo, Isabela 3318
 salinungan.nhs@gmail.com

Topic Understanding Typhoon

Subtopic Tracing the Path of a Typhoon that enters the PAR
Grade Level Grade 8
Time 60 minutes
Allotment
I.OBJECTIVES
Content Standards:
Performance Standard:

1. Demonstrate precautionary measure before, during and after a typhoon including following
advisories, storm signals, and calls for evacuation given by government in-charge.
2. Participate in activities that lessen the risks brought by typhoons.

Learning Competencies with LC Code:

Trace the path of typhoon that enters the Philippine Area of Responsibility(PAR) using the map and
tracking data. (S8ES-IIF-21)

Learning Objectives:

At the end of the lesson the students should be able to:

1. Plot the given longitude and latitude of a tropical cyclone in the PAR map.
2. Trace the path of typhoon that enters the Philippine Area of Responsibility (PAR) using a map and
tracking data.
3. Analyse and interpret a path of typhoon in a map.
4. Estimate the time of landfall of a certain tropical cyclone based on the given required data.
5. Explain the different typhoon categories and typhoon signals.
6. Design a plan for safety of your family before, during and after a typhoon, including following
advisories, storm signals and calls for evacuation given by the government agencies in charge.

II. CONTENT
Subject Matter: Tracing the Path of a Typhoon that enters the PAR
Subject Integration:
a. Mathematics- Learners will able interpret a map, identify the x and y axis, and solve for the time of
landfall of typhoon using formula.
b. Filipino- Learners will able to analyze Filipino news. (GMA/ Bandila News)
c. English- Learners will be able to organize data using different graphic organizers. (Balloon
Organizer, Tree Organizer, Star Organizer & Flower Organizer)
d. MAPEH- Learners will be able to sing and dance by following the AVP.
e. TLE- Learners should maintain the cleanliness of their working area. (Integration of RA 9003), ICT
Integration( Video clips & Power point presentation)
f. EsP- Learners will develop the sense of cooperation, unity and teamwork in doing and performing
varied activities assigned by the teacher.
g. AP- Learners will be aware on the current events/ reported news about typhoon.
 -Students will plot in the map using the given latitude and longitude.
h. DRRM - Learners will develop preparedness in typhoon calamity.

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide: pp. 93-99
2. Learner’s Guide: pp. 140-146
3. Other References:
B. Materials: Activity sheets, white board, white board marker, Video clips, Power point presentation,
Manila paper

IV.PROCEDURES
PRELIMINARIES (2min)

 Greetings of students
 Daily Routine (Classroom Management)
 Students will sing and dance before the lesson starts (AVP) “I Can Follow the Rules”
(Students will be reminded that following the rules will make a better learning)

A. ELICIT (5 min)

ACTIVITY: “Am I In or Out?”

 Students plot the following points on the map.

POINTS LONGITUDE, LATITUDE

a. 5°N, 115°E
b. 15°N, 115°E
c. 21°N, 120°E
d. 25°N, 120°E
e. 25°N, 135°E
f. 5°N, 135°E

 Connect the plotted points. The region within is the Philippine Area of Responsibility or PAR.
 Students will identify the given points if it is INSIDE or OUTSIDE the PAR. (Group Activity)
 15°N, 138°E
 19°N, 117°E
 100°N, 124° E
  7° N, 131° E
 27° N, 128° E
 14° N, 115° E
B. ENGAGE (10 min)

ACTIVITY: Tracking Super Typhoon Rosing

1. When did typhoon Rosing enter the Philippine Area of Responsibility?

2. What was its cyclone type (category) at 8:00 PM of November 2, 1995?
3. In what direction did typhoon Rosing move?
4. Based from the data you plotted, when did typhoon Rosing leave the PAR?
5. What was the highest typhoon warning signal raised when typhoon Rosing passed the Philippine
Area of Responsibility?

C. EXPLORE (10 min)

ACTIVITY: Organize Me!

(Differentiated Activities using Graphic Organizers)

 Students will analyse and interpret the given map/ track of a typhoon assigned to their group and
they will organize the data using a graphic organizer.

GROUP 1 Typhoon Rosita (Yutu) – Flower Organizer

 GROUP 2 – Typhoon Karen (Sarika) – Star Organizer

GROUP 3 –Typhoon Ompong (Manghut) – Tree Oraganizer

GROUP 4 – Tropical Depression Samuel (Balloon Organizer)

D. EXPLAIN (15 min)

(Group Presentation/ Video clip Presentation)

 Students will present and explain their outputs.

 Students will watch a Video Clip Presentation on Typhoon Category and Typhoon Signal.
 The teacher will conduct a short guided discussion explaining the different Typhoon Categories and
Typhoon Signals.
 E. ELABORATE (8 min)

The teacher will create a situation and will ask the students to solve the problem where they will use
the formula velocity = displacement / time

Typhoon Lando was estimated at 255 km east Casiguran, Aurora with a maximum sustained winds of
150 kph near the center and gustiness of 195 kph. It is forecasted to move west at 15kph towards Baguio
City. The time of issuance of bulletin is 4:00 AM. What is the estimated time of landfall?
(Answer: 9 PM)

Typhoon Nona was spotted 45 km northeast of Romblon. It is moving west at 15 kph with a maximum
sustained winds of 140 kph near the center and gustiness of 170 kph. The time of issuance of bulletin is
5:00 AM. What is its estimated time of landfall?
(Answer: 8 AM)

EVALUATE (8 min)

 The teacher will conduct a short formative test to assess them on the lesson taken.
 Test questionnaires will be provided to the students.

A. Shown below are the tracks (paths) of four tropical cyclones that entered the PAR in the past years.
The tracks were plotted by PAGASA. Study the maps and answer the following questions.

1. Where did the tropical cyclones form? On land or in the ocean?

_______________________
2. In what direction did the tropical cyclones move? ____________________________
3. Which part of the Philippines was hit by the four tropical cyclones?
_________________________
4. In the case of Agaton, Yoyong, and Huaning, where did they die out? Near land or in the
middle of the ocean? ___________________________
 B. Study the Track of Typhoon NONA (Melor)) and answer the following questions.

5. Where did Typhoon Nona originate? ____________________

6. When did typhoon Nona enter the Philippine Area of Responsibility? ___________________
7. When was its first landfall? _________________________
8. From its first landfall, how many hours did it take to its second landfall?
_____________________
9. Using the longitude and latitude, what was the exact location of the typhoon at 2:00 PM of
December 16, 2015? ________________________
10. When did Typhoon Nona leave the PAR?_______________________

EXTEND (2 min)

Design a plan for the safety of your family before, during and after a typhoon, including an
evacuation plan (a way to leave a dangerous typhoon-prone area
 Disaster plan including an evacuation plan ( a way to leave a dangerous typhoon-prone area)
 A disaster supply kit (containing medical supplies, lots of water, food, clothes, flashlight, a
battery-powered radio and batteries) and;
 A way to protect your home (putting shutters or plywood on large windows, pruning nearby
trees, putting loose yard equipment inside, like lawn chairs and barbecues, etc.)

Prepared by:

MARY GRACE R. ASUNCION

Science Teacher

Noted:

JULIETA M. DOMINGO, EdD.

School Principal III