Dr. Crisogono B. Ermita Sr.

GRADES 1 to 12 School Memorial National High School Grade Level Grade 8

Mrs. Mary Anne Q.

Daily Lesson Log Teacher Buenaventura Learning Area Science

September 25, 2018 Second

Teaching Date and
Quarter (Earth
Time
Science)
1. Infer why the Philippines is always in the path of a typhoon.
I. OBJECTIVES 2. Trace the path of a typhoon from the ocean where it
originates as it passes to the Philippines.
Demonstrate an understanding of the formation of typhoons
A. Content Standards
and their movement within the PAR
Demonstrate precautionary measures before, during, and after
B. Performance Standards a typhoon including following advisories, storm signals and
calls for evacuation given by government agencies in charge.
C. Learning Competencies / Objectives Infer why the Philippines is prone to typhoon
Write the LC code for each S8ES-IId-19
Module 2: UNDERSTANDING TYPHOONS
II. CONTENT
Lesson 10: PHILIPPINE AREA OF RESPONSIBILITY

III. LEARNING RESOURCES

A. References
1. Teacher's Guide Pages LG pp. 27 - 28
2. Learner's Materials Pages L M page 139-142
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource

IV. PROCEDURES

A. Reviewing previous lesson or presenting the

Recall the Tropical Cyclone Categories
new lesson
When a weather disturbance enters The Philippine Area of
B. Establishing a purpose for the Lesson Responsibility (PAR), the weather bureau begins to monitor it.
Do you know where the PAR is?
C. Latitude Longitude
5°N 115°E
15°N 115°E
21°N 120°E
25°N 120°E
Presenting examples / instances of the
new lesson
25°N 135°E
5°N 135°E
Do activity on pages 140 to 141 of LM.

Using the Map of the Philippines and vicinity, plot the given
points on the Map.

D. The learners connects the dotted point. The region within is the
Discussing new concepts and practicing
PAR. It is the job of PAGASA to monitor all tropical cyclones
new skills #1
that enter the area.
E. Discussing new concepts and practicing
new skills #2
F. 1. What are the places located in the identified points?
Developing mastery 2. If a typhoon is located at 15°N, 138°E, is it within the PAR?
(Leads to Formative Assessment) 3. How about if the typhoon is at 19°N, 117°E, is it inside the
PAR?
G. Finding practical applications of concepts Why do you think Philippines experience an average of 20 to
and skills in daily living 25 typhoons a year? Explain your answer.
H. The Philippine Area of Responsibility (PAR) is an imaginary
line encircling the Philippines with coordinates of 25°N
Making generalizations and abstractions 120°E, 25°N 135°E, 5°N 135°E, 5°N 115°E, 15°N 115°E,
about the lesson 21°N 120°E and back to the beginning. Within this
imaginary line, atmospheric changes can affect the
Philippines.
Directions: Provided with the map of the Philippines containing
grid lines, trace the path of the typhoon as it starts from the
I. Evaluating Learning following coordinates heading Northwest direction.
Typhoon A 10 ° N 134 ° E
Typhoon B 20 ° N 138° E
J. Additional activities for application or
What is a tropical cyclone? How is it related to typhoon?
remediation

V. REMARKS For G8- Quirino, Rizal, and Santos only

VI. REFLECTION

A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities
for remediation who scored below 80%
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 worked?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
Use or discover which I wish to share with other
teachers?
Prepared by: Checked by:

MARY ANNE Q. BUENAVENTURA SHARON JOY R. LOYOLA

Teacher I Master Teacher I

Noted by:
EUGENIO U. SARABIA SHIRLEY G. DAVID
Head Teacher I Principal III