Activity Guide in Socio-scientific Issue-Based Instruction (SSI) in
Teaching Science
Grade Level 7 Section
Learning Competency
(Based on K to 12 Curriculum
Guide or MELCs; Indicate the
code)
Topic/Lesson
(Based on the content of the lesson)
Socio-scientific Issue (SSI)
(Indicate the identified issue
aligned with Science CG and/or
Science MELCs)
Title of the Activity
(Should be specific, unique, &
relevant)
Goal
(State the purpose/aim of the
activity & expected learning
outcome)
Procedures/Steps
(List down the procedures/steps in
conducting the activity
Makabansa Aug. 22, 2nd
Date Quarter
2023
Trace the path of typhoons that enter the Philippine Area of
Responsibility (PAR) using a map and tracking data.
-Week 5- S8ES -IIf - 21
Typhoon
Philippine Area of Responsibility (PAR)
Typhoon preparedness
Climate Change
KEY (Keeping an Eye on You)
This activity aims to enhance learners’ disaster preparedness through
instruction on how to track and trace a tropical cyclone's route using the
information provided regarding its latitude and longitude position.
Part I. Review: Since our task is to track the path of a tropical cyclone
through a graph, let us have a drill on plotting the points in the
coordinates, x and y. Are you ready? Let us use the data on the factors
affecting the formation of tropical cyclone in the given tables to plot the
points and connect these points to make a line graph. Use a graphing
paper for your answers.
Part II. Do the following as directed on a separate sheet of paper.
Read the following news excerpt, from Sun Star Philippines, October 30,
2020. (FB page).
DOST PAGASA October 30 at 8:26 AM ·
SEVERE WEATHER BULLETIN #4
FOR: TYPHOON "#RollyPH" (GONI)
TROPICAL CYCLONE: WARNING
ISSUED AT 11:00 PM, 30 October 2020
TYPHOON "ROLLY" CONTINUES TO RAPIDLY INTENSIFY AND
IS NEARING SUPER TYPHOON CATEGORY.

Rationale
(Bridging the SSI to curriculum
standards in science based on the
curriculum guide and MELCs)
Relevance to Current Trends in
Educational Research
(Brief statement describing the
research gap identified as potential
research topic/problem for action
research)
Possible Misconceptions
(List down the misconceptions of
students AFTER the conduct of the
activity)
Recommendations
(Areas need to improve AFTER
assessing the conduct of the
activity)
Adaptation for Distance Learning
Delivery Modality (DLDM)
(Describe how the activity may
become more flexible to students to
Track and intensity outlook: Track: On the forecast track, “ROLLY” will move west-
southwestward tonight through tomorrow evening. On Sunday, it will gradually turn
towards the westnorthwest, bringing its inner rainbands-eyewall region near or over
Catanduanes and the Camarines Provinces during the morning and afternoon hours and
over the Quezon-Aurora area during the evening hours. The center of the eye of the
typhoon is forecast to pass very close or over the Calaguas Islands on Sunday afternoon
and make landfall over the Quezon-Aurora area on Sunday evening. After crossing
Central Luzon, the center of “ROLLY” is forecast to exit the mainland Luzon landmass
on Monday morning. Intensity: “ROLLY” underwent extremely rapid intensification over
the last 24 hours and is now near the Super Typhoon category threshold. Owing to very
favorable conditions, there is an increasing likelihood that this typhoon will reach Super
Typhoon category over the next 12 hours. The typhoon is forecast to be near Super
Typhoon strength (185-215 km/h) by time it passes very near to Bicol Region and makes
landfall over the Aurora-Quezon area. After landfall, “ROLLY” is forecast to weaken
considerably but will remain at typhoon category until it emerges over the West
Philippine Sea
Guide Questions:
1. Based on the news item, to what direction was the typhoon going last
October 30? _____________
2. Why is typhoon Rolly nearly categorized to super typhoon?
3. What causes it to weaken after its landfall?
_____________________________
B. Locate the Philippine Area of Responsibility (PAR) on the map using
the coordinates in Activity A.
C. Use the data of the latitude and longitude in the table below to track
the location of Super Typhoon Rolly. Plot each pair of latitude and
longitude data on the given map with the PAR found on page 18
Climate change and the ability to track typhoons are related in the sense
that climate change can influence the frequency, intensity, and behavior
of typhoons (also known as hurricanes or cyclones, depending on the
region). Understanding the relationship between climate change and
typhoons requires examining various scientific factors such as Sea
Surface Temperature, Increased Intensity, Rising Sea Level, Precipitation
Patterns, and Atmospheric Conditions.
Understanding the relationship between climate change and typhoons is
essential for developing effective strategies to mitigate their impacts and
adapt to changing conditions. This involves implementing policies to
reduce greenhouse gas emissions, enhancing infrastructure to withstand
typhoon-related hazards, and improving disaster response and recovery
plans.
This topic may further contribute to the development of more advance
technology about typhoon tracking and its connection to climate change.
Doing this activity requires mastery or knowledge about plotting
coordinates, thus it is important to make sure learners had the prior
knowledge about cartesian plane.
Since students are now skilled when it comes to technology, this activity
may be used and be applied in a blended learning activity. Certain
websites like Typhoon2000.coms “Tropical Typhoon Guide”
::Typhoon2000.com - Tropical Cyclone Guide ::
do based on their preferred
learning modality preferences e.g. With this, instead of just plotting and tracking typhoon using pen and
modular, online, blended, TVI/RBI) paper, learners will have a more better visual presentation.
(Adapted from Lodico, A. (2020). Incorporating Socio-Scientific Issues into the 5E Model for Learning:
Engaging Students in Science through Emotional Connection, Kinesthetic Movement and Real-World
Phenomenon. Education and Human Development Master's Theses. 1313.
https://digitalcommons.brockport.edu/ehd_theses/1313)

Important NOTE to the Teacher

In the conduct of the activity using the worksheet as guide, the teacher may conduct a metacognitive
exercise using OWL Chart (Observed, Wondered, Learned) that requires students to think about what they
already know. The OWL chart provides a mechanism for self-assessment and reflection at the end of the
lesson when students are asked what they learned. The three areas of the OWL exercise ( see Annex 1) help
students see the connection between what they already know, what they would like to find out, and what
they learned as a result (Source: Latourelle, S.M., Poplawsky, A., Shmaefsky, B. & Musante, S. Pedagogy in
Action. Retrieved from https://serc.carleton.edu/sp/library/issues/index.html)
Annex 1

Observed Wondered Learned

Learners still have questions Learners have questions on how Learners now know and
about how to plot a coordinates. and where does typhoon is going understand where a tropical
to strike. storm or a typhoon is going to
strike. In addition, learners are
now better informed about what
to do ‘before, during, and after
typhoon’

Prepared by:
ARVIE M. ADRIANO
MILITA G. PUNO
Look 2nd Integrated School