SCIENCE 8

IPT3-2ND QUARTER

Online
GRASPS MODEL

GOAL: By group, create an infographic material focusing on the topic “Tracking Typhoon and its Hazards and
Causes and Effects to the Environment and the Living Component”. The given rubrics will serve as your guide
in accomplishing the task and basis of the teacher for giving scores per learning area. You may consult your
teacher(s) for any clarifications and considerations regarding the given task. Your infographic material should
have a maximum of 15 slides with a 3-5-minute presentation which includes the following:

1. Construct a news report written in English about tracking typhoon and its causes and effects on living things
(English, Science, and Math)
2. Write a script/rhyme about the concepts of typhoon written in English and/or Filipino (Science, Filipino,
English, Math) and have an audio record that will serve as background music of the infographic material.
3. Create a graphic representation (e-poster) about the hazards and causes and effects of typhoons (MAPEH,
and TLE)
4. Determine the type of leadership that responds to natural hazards by writing an observation report (EsP)
5. Write a reflection on what they have learned on the disaster management during classical period that can be
applied in present time (Araling Panlipunan)
6. Consolidate all information, files and outputs of Task 1-5 and put them together as one infographic material.

Task 1: Construct a news report in English about tracking typhoons and its causes and effects on living
things (Math, English, Science)
1. Watch the documentary film on the Typhoon Ondoy (https://youtu.be/SHeQSeTKQPQ) and aftermath
documentary of Typhoon Ulysses (https://youtu.be/_SKYa4lk_zI)
 SCIENCE 8
IPT3-2ND QUARTER

2. Conduct brainstorming about concepts of "Typhoon”, and consolidate ideas from group members. Decide who
will oversee all the tasks as an over-all leader and technical team of the group.
3. Write a news report on how to track typhoons, its causes and effects on living things and non-living things, and
how it impacts people’s mind set during and after a calamity. Output must have 2 paragraphs with a minimum
of 5 sentences each.
4. In the news report, there should be an “if-then” form of statements applying the inductive and deductive
reasoning that shows the cause and effect on living things, and how it impacts people’s mind set during and
after the calamity.
5. Designate the tasks for the accomplishment of the outputs to the member who will act as news writer-
researchers and content analyst
6. Prepare the file of news- letter to be included as part of the infographic material

Task 2: Write a poem-song script/ lines/ rhyme (BaRAPtasan and Tulawit format) about the concepts of
typhoon written in English and/or Filipino and have a video/ audio record that will serve as part/
background music of the infographic material - (Science, Filipino, English)
1. Gather information about the different typhoons that entered on the Philippine Area of Responsibility and its
causes and effects
2. Identify which typhoon/s made a mark on the learners experience and explain the reason in choosing so
3. Share experiences on how they overcame the struggle brought by this calamity
4. Using these experiences write a poem-song script/lines/rhyme showing your emotions or feelings about the
topic
5. Compose a song and rap using the lines of your poem. Designate the task to the members who will work as
poem writer/ song composer.
6. Choose members who will do the video/ audio recording of the written Tulawit and BaRAPtasan as presenter-
recorder, audio/ sound editor
 SCIENCE 8
IPT3-2ND QUARTER

7. Prepare the file of audio-video records of tulawit and baRAPtasan (e-poster) to be included as part of the
infographic material

Task 3: Create a graphical representations (e-poster) about the hazards and causes and effects of typhoon -
(MAPEH and TLE)
a. Based on the gathered information from the viewed documentaries and discussions during brainstorming,
identify situations that will focus on the hazards during calamity like typhoon in the workplace.
b. Then, enumerate the different hazards that will be present during the calamity while in the workplace.
c. Make a manga inspired graphical representation (e-poster) showing the safety procedures to prevent hazards
during the time of calamity like typhoon.
d. Designate tasks among members who will work as layout artist and illustrator/ graphic artist
e. The graphics to be used should be inspired by East Asian arts (Manga inspired cartoons) focusing on the
effects of preparedness during calamity. The output can be done in photoshop, paint, canva, and other related
applications for drawing.
f. Prepare the file of graphics (e-poster) to be included as part of the infographic material

Task 4: Determine the type of leadership that responds to natural hazards by writing an observation report
through a short infomercial (EsP)
a. During the group discussion/ brainstorming, gather information about the “Different Characteristics of a
Great Leader” like Mayor Marcy Teodoro who always responds to the needs of the people in the community of
Marikina in times of calamities like typhoon
b. Decide who will work as news writer-researcher(s) and presenter-news anchor (who will do the
presentation and recording of the observation report)
c. Designate member(s) as lay-out artist who will lay-out a 1-2 minute infomercial about this recorded
observation report
d. Prepare the file of short infomercial to be included as part of the infographic material
 SCIENCE 8
IPT3-2ND QUARTER

Task 5: Write a reflection on what you have learned on the disaster management during Classical Period that
can be applied in present time (Araling Panlipunan)
a. Collaborate with members and have discussion about lessons in disaster management during the Classical
Period.
b. Assign member(s) that will work on this reflective part of your infographic material.
c. Brainstorm and finalize your ideas to come up with one authentic reflection of the group about the importance
of disaster management during the Classical Period that can be applied in present time on identifying hazards of
calamities and on preparation or contingency plan of Marikina City.
d. Prepare the file of your reflection to be included as part of the infographic material

Task 6: Consolidate all information, files and outputs of Task 1-5 and put them together as one infographic
material.
1. The assigned over-all technical team will gather all the necessary raw-outputs prepared by the assigned
members of the group.
2. Design, illustrate and lay-out the raw materials for the final infographic material
3. The technical editor will go over the entire presentation to do necessary adjustments and finalize the infographic
material.
4. The language editor will proof read the entire context of the prepared material and do necessary corrections if
needed.
5. Your infographic material should have a maximum of 15 slides with a 3-5-minute presentation and this will be
graded based on the given rubrics.

ROLE/S - The learners by group will designate the members who will work based on the following:

Overall technical team: leader, assistant leader, language editor/ proof reader and technical editor
 SCIENCE 8
IPT3-2ND QUARTER

Text/Information: writer- researcher(s) for news report, reflection, and other contents, song composer and
poem writer, content analyst
encoder, presenter/ news-anchor
Graphics: designer/ layout artist and Illustrator/ graphic artist
Audio/ Background Music: sound editor, presenter-audio recorder

AUDIENCE:
Students, Teachers, Parents, and Department Heads/Coordinators

SITUATION:
Marikina City is doing an information campaign/ drive on what to do before, during, and after a calamity
since the entire area is considered a catch basin that experiences flooding during typhoons. Your task is to
produce campaign material in the form of an infographic presentation that would enlighten the people in the
community about hazards, warning signals, cause and effect, and how to track typhoons. Think of a creative and
catchy title for your campaign material (example: Marikina, Ligtas Ka Ba?) so that people would become aware,
encouraged, and engaged to perform their responsibilities for the safety of their families and the community as a
whole.

PRODUCT: Infographic Material

STANDARDS:
 SCIENCE 8
IPT3-2ND QUARTER

Rubric for the Infographic Material

Criteria 5 points 4 points 3 points 2 points 1 point
Extended Relational Multistructural Unistructural Prestructural

Concept/Cont -The project --The project - The project - The project - The project
ext (Details content is content is content is good content is fair content is poor and
and exemplary and exemplary and and discovered and discovered discovered
Information) discovered discovered most of the incomplete/insuf incomplete/insuffic
complete and complete and important facts of ficient facts of ient research of the
important ideas most of the the topic but less the topic and has topic and has
of the topic and important ideas complete and has included at included at least 1
has included at of the topic and included at least 3-4 things -2 things to
least 9- has included at least 5-6 things to to remember remember about the
10 things to least 7-8 remember about about the concepts of
remember things to the concepts of concepts of “Typhoon”:
about the remember “Typhoon”: “Typhoon”: a. how to track
concepts of about the a. how to track a. how to typhoons
“Typhoon”: concepts of typhoons track typhoons b. cause and
a. how to “Typhoon”: b. cause and b. cause and effects of typhoon
track typhoons a. how to effects of typhoon effects of c. hazards
b. cause and track typhoons c. hazards typhoon encountered during
effects of b. cause and encountered c. hazards typhoon
typhoon effects of during typhoon encountered d. preparedness
 SCIENCE 8
IPT3-2ND QUARTER

c. hazards typhoon d. preparedness during typhoon and contingency

encountered c. hazards and contingency d. preparedne plan and reflections
during typhoon encountered plan and ss and - Most of the
d. preparedn during typhoon reflections contingency plan aspects of graphics
ess and d. preparedn - Some of the and reflections are insufficiently
contingency ess and aspects of - Few of the presented and less
plan and contingency graphics are aspects of inspired by East
reflections plan and clearly presented graphics are Asian Arts.
- All aspects of reflections and somewhat insufficiently
graphics are - All aspects of inspired by East presented and
perfectly graphics are Asian Arts. somewhat
presented and clearly inspired by East
inspired by East presented and Asian Arts.
Asian Arts. inspired by East
Asian Arts.

Accuracy and Information Some Several Many Most of the

Appropriaten (content, Information information Information information
ess grammar, (content, (content, (content, (content, grammar,
graphics, audio grammar, grammar, grammar, graphics, audio and
and technical graphics, audio graphics, audio graphics, audio technical aspects)
aspects) are and technical and technical and technical contains many
accurate and aspects) are aspects) contains aspects) contains errors which limit
contains accurate few errors which many errors the clarity of
essentially no contains minor somewhat which somewhat communication and
errors which error, none of interferes with interferes with are least important
interfere with which interfere clarity of clarity of
 SCIENCE 8
IPT3-2ND QUARTER

clarity of with clarity of communication communication

communication communication and importance and are less
and and importanc important
importance e

Coherence The The The presentation The presentation The presentation

(Organization presentation presentation (content, graphics (content, (content, graphics
and Linkages (content, (content, and background graphics and and background
of concepts) graphics and graphics and music) simply background music) inadequately
background background introduced the music) introduced the
music) music) topic in a less inadequately topic in
introduced the introduced the interesting way, introduced the uninteresting way,
topic in an topic is developed the topic in a less developed illogical
interesting way, somewhat theme/ position interesting way, and conflicting
developed the interesting way, logically and developed themes/ positions
theme/ developed the precisely to some illogical and and show
position in a theme/ extent, and show conflicting presentation that
precise and position in presentation that themes/ left the audience
logical manner, almost precise left the audience positions and with a rather poor
and ended with and logical with a rather show reflection to think
a presentation manner, and somewhat good presentation that about and act on it.
that left the ended with a reflection to think left the audience
audience with a presentation about and act on with a rather fair
clear reflection that left the it. reflection to
to think about audience with a think about and
and act on it. good reflection act on it.
to think about
 SCIENCE 8
IPT3-2ND QUARTER

and act on it.

Purpose/ The material The material The material had The material had The material had
Relevance had a clear and had somewhat somewhat clear vague and some confusing and many
relevant topic, clear and and some irrelevant topic, irrelevant topic,
purpose, and relevant topic, irrelevant topic, purpose, and purpose, and
theme. Each purpose, and purpose, and theme. Each theme. Each parts
parts of the theme. Each theme. Each parts parts of the of the presentation
presentation parts of the of the presentation (text, graphics, and
(text, graphics, presentation presentation (text, (text, graphics, background music)
and background (text, graphics, graphics, and and background are insufficient
music) and background background music) music) are facts for campaign
contributed to music) are are related to the insufficient facts material, confusing
the clear and related to the clear and for campaign ideas and conveyed
interesting clear and interesting material, perception of the
campaign interesting campaign somewhat easy concept
material, campaign material, easy to to understand investigated.
demonstrated a material, understand ideas ideas and
well- thought demonstrated a and conveyed conveyed
off ideas and well- thought understanding of perception of the
 SCIENCE 8
IPT3-2ND QUARTER

conveyed off ideas and the concept concept

understanding conveyed investigated. investigated.
of the concept understanding
investigated. of the concept
investigated.

Creativity Well prepared Well prepared Variety of styles, Enough styles, Limited
and with variety of with somewhat techniques and techniques and styles, techniques
Originality styles, variety of designs used to designs used to and designs used
techniques and styles, create an adequate create an that create a poor
designs used to techniques and image and adequate image image and material
create powerful designs used to material that is and material that which minimally
image and create an moderately is suitable appeals to and
material that interesting suitable and enough and reflect a fair level of
reflect an image and reflect a reflect a good students ingenuity
exceptional material that satisfactory level level of students in their creation
degree of reflect an of students ingenuity in
students excellent ingenuity in their their creation
ingenuity in degree of creation
 SCIENCE 8
IPT3-2ND QUARTER

their creation students

ingenuity in
their creation

Promptness The output is The output is The output is The output is The output is
submitted on or submitted 1 submitted 2 days submitted 3-4 submitted 5 days
before within day after the after the specified days after the and more after the
the specified specified deadline specified specified deadline
deadline deadline deadline
 SCIENCE 8
IPT3-2ND QUARTER

Modular

GRASPS MODEL

GOAL: Create a campaign material – Storyboard/ Comic Strip- focusing on the topic “Tracking Typhoon and its Hazards
and Causes and Effects to the Environment and the Living Component”. The given rubrics will serve as your guide in
accomplishing the task and basis of the teacher for giving scores per learning area. You may consult your teacher(s) for
any clarifications and considerations regarding the given task. Your Storyboard/ comic strip should have a maximum of
10 slides/scenes which includes the following tasks:

1. Make a storyboard or comic strip dialogue/ conversations where characters talk about tracking typhoons, its causes
and effects on living things and its impact on people’s mind set during and after a calamity (English, Science, and
Math)
2. Determine the type of leadership that responds to natural hazards by writing an observation report written in
Filipino language (EsP)
3. Write a reflection written in Filipino on what you have learned on the disaster management during classical period
that can be applied in present time (Araling Panlipunan)
4. Create powerful images/ drawing about the hazards and causes and effects of typhoon (MAPEH, and TLE)

Task 1: Make a storyboard or comic strip where the characters talk about how to track typhoons and its causes and
effects on living things (Math, English, Filipino and Science)
a. Read and comprehend the concept of “Typhoon” in Science on Module 5 - “What is It” part. In addition, read and
understand the articles about the aftermath of Typhoon Ondoy and Ulysses based on the given printed copy as additional
references. Links are also provided. (Link: https://www.onenews.ph/articles/worse-than-ondoy-typhoon-ulysses-triggers-
massive-flooding-in-mm-rizal-other-areas-residents-caught-by-surprise and https://www.gccapitalideas.com/2020/11/20/cat-i-
bulletin-typhoon-vamco-ulysses/)
 SCIENCE 8
IPT3-2ND QUARTER

b. Based on your understanding on the discussion of the module and articles, identify the concepts on how to track typhoon
and its effects to the environment and its living components.
c. Make a script/ dialogue on a piece of paper (can be hand written or digitize depends on your means) focusing on the
conversation about how to track typhoons, its causes and effects on living things, its hazards and impact on people’s mind set
during and after a calamity.
d. Write a short poem or rhyme about the concept of typhoon and include this as part of conversation dialogues on your
storyboard or comic strip.
e. In some parts of your storyboard or comic strip, the conversation must use the “if-then” form of statements using
inductive and deductive reasoning that shows the cause and effect on living things, and how it impacts people’s mind set during
and after the calamity.

Task 2: Determine the type of leadership that responds to natural hazards by writing an observation report. Output
must be written in Filipino language. (EsP)
a. After reading the concept from the module and articles, gather information about the “Different Characteristics of a Great
Leader” like Mayor Marcy Teodoro who always responds to the needs of the people in the community of Marikina in times of
calamities like typhoon
b. Write a short observation report about this and include it to your storyboard or comic strip dialogues

Task 3: Write a reflection on what you have learned on disaster management during the classical period that can be
applied in present time. Output must be written in Filipino. (Araling Panlipunan)
a. Read and understand the lesson from the module and supplementary learning material about the importance of the
contribution during the classical period.
b. Identify the concepts/ideas of disasters and disaster management utilized during the classical period.
c. Think and make a self-reflection of how you can apply the concepts of disaster management during the classical period to
the present time in preparation for some calamities that will occur in Marikina City.
d. Have a particular part of the conversation on the storyboard or comic strip where you can incorporate your reflections
e.
 SCIENCE 8
IPT3-2ND QUARTER

Task 4: Create powerful images/ drawing about the hazards and causes and effects of typhoon (MAPEH and TLE)
a. Based on the gathered information from the module and articles, identify situations that will focus on the hazards during
calamity like typhoon in the workplace.
b. Then, enumerate the different hazards that will be present during the calamity while in the workplace.
c. Make a manga inspired (East Asian arts) or powerful image representations/ drawing (hand-painted/ drawing or digitize
depends on your means) showing the safety procedures to prevent hazards during the time of calamity like typhoon.
d. Design and lay-out your storyboard or comic strip on 1/8 illustration board and make it attractive and creative by adding
colors and designs. If you choose to have it digitize, the output can be done in photoshop, paint, canva, and other related
applications for drawing.

ROLE/S – You will work as: writer-researcher and artist

AUDIENCE: Teachers

SITUATION:
Marikina City is doing an information campaign/ drive on what to do before, during, and after a calamity since the
entire area is considered a catch basin that experiences flooding during typhoons. Your task is to produce campaign material
in the form of storyboard or comic strip that would enlighten the people in the community about hazards, warning signals,
cause and effect, and how to track typhoons. Think of a creative and catchy title for your campaign material (example:
Marikina, Ligtas Ka Ba?) so that people would become aware, encouraged, and engaged to perform their responsibilities for
the safety of their families and the community as a whole.

PRODUCT: Storyboard or Comic Strip

 SCIENCE 8
IPT3-2ND QUARTER

STANDARDS:

Rubric for the Storyboard or Comic Strip

Criteria 5 points 4 points 3 points 2 points 1 point
Extended Relational Multistructural Unistructural Prestructural

Concept/Context -The project --The project - The project - The project content is - The project content is
(Details and content is content is content is good and fair and discovered poor and discovered
Information) exemplary and exemplary and discovered most of incomplete/insufficien incomplete/insufficien
discovered discovered the important facts t facts of the topic and t research of the topic
complete and complete and most of the topic but less has included at and has included at
important ideas of of the important complete and has least 3-4 things to least 1 -2 things to
the topic and has ideas of the topic included at least 5- remember about the remember about the
included at least 9- and has included at 6 things to concepts of concepts of
10 things to least 7-8 things to remember about “Typhoon”: “Typhoon”:
remember about remember about the concepts of a. how to track a. how to track
the concepts of the concepts of “Typhoon”: typhoons typhoons
“Typhoon”: “Typhoon”: a. how to track b. cause and b. cause and
a. how to track a. how to track typhoons effects of typhoon effects of typhoon
typhoons typhoons b. cause and c. hazards c. hazards
b. cause and b. cause and effects of typhoon encountered during encountered during
effects of typhoon effects of typhoon c. hazards typhoon typhoon
c. hazards c. hazards encountered during d. preparedness d. preparedness
encountered during encountered during typhoon and contingency plan and contingency plan
typhoon typhoon d. preparednes and reflections and reflections
d. preparednes d. preparednes s and contingency - Few of the aspects of - Most of the aspects
s and contingency s and contingency plan and images/ drawings are of images/ drawings
plan and reflections plan and reflections reflections insufficiently are insufficiently
- All aspects of - All aspects of - Some of the presented and presented and less
images/ drawings images/ drawings aspects of images/ somewhat inspired by inspired by East Asian
are perfectly are clearly drawings are East Asian Arts. Arts.
 SCIENCE 8
IPT3-2ND QUARTER

presented and presented and clearly presented

inspired by East inspired by East and somewhat
Asian Arts. Asian Arts. inspired by East
Asian Arts.

Accuracy and Information Some Information Several information Many Information Most of the
Appropriatenes (content, grammar, (content, grammar, (content, grammar, (content, grammar, information (content,
s images/ drawings) images/ drawings) images/ drawings) images/ drawings) grammar, images/
are accurate and are accurate contains few errors contains many errors drawings) contains
contains essentially contains minor which somewhat which somewhat many errors which
no errors which error, none of interferes with interferes with clarity limit the clarity of
interfere with which interfere clarity of of communication and communication and are
clarity of with clarity of communication and are less important least important
communication and communication importance
importance and importance

Coherence The presentation The presentation The presentation The presentation The presentation
(Organization (content, images/ (content, images/ (content, images/ (content, images/ (content, images/
and Linkages of drawings) drawings) drawings) simply drawings) inadequately drawings) inadequately
concepts) introduced the introduced the introduced the introduced the topic in introduced the topic in
topic in an topic is somewhat topic in a less a less interesting way, uninteresting way,
interesting way, interesting way, interesting way, developed illogical and developed illogical and
developed the developed the developed the conflicting themes/ conflicting themes/
theme/ position in theme/ position in theme/ position positions and show positions and show
a precise and almost precise and logically and presentation that left presentation that left
logical manner, and logical manner, and precisely to some the audience with a the audience with a
ended with a ended with a extent, and show rather fair reflection to rather poor reflection
presentation that presentation that presentation that think about and act on to think about and act
left the audience left the audience left the audience it. on it.
with a clear with a good with a rather
reflection to think reflection to think somewhat good
about and act on it. about and act on it. reflection to think
 SCIENCE 8
IPT3-2ND QUARTER

about and act on it.

Purpose/ The material had a The material had The material had The material had vague The material had
Relevance clear and relevant somewhat clear and somewhat clear and and some irrelevant confusing and many
topic, purpose, and relevant topic, some irrelevant topic, purpose, and irrelevant topic,
theme. Each parts purpose, and topic, purpose, and theme. Each parts of purpose, and theme.
of the presentation theme. Each parts theme. Each parts the presentation Each parts of the
(dialogue and of the presentation of the presentation (dialogue and images/ presentation (dialogue
images/ drawings) (dialogue and (dialogue and drawings) are and images/ drawings)
contributed to the images/ drawings) images/ drawings) insufficient facts for are insufficient facts
clear and are related to the are related to the campaign material, for campaign material,
interesting clear and clear and somewhat easy to confusing ideas and
campaign material, interesting interesting understand ideas and conveyed perception of
demonstrated a campaign material, campaign material, conveyed perception of the concept
well- thought off demonstrated a easy to the concept investigated.
ideas and conveyed well- thought off understand ideas investigated.
understanding of ideas and conveyed and conveyed
the concept understanding of understanding of
investigated. the concept the concept
investigated. investigated.
 SCIENCE 8
IPT3-2ND QUARTER

Creativity and Well prepared with Well prepared with Variety of Enough techniques, Limited techniques,
Originality variety of somewhat variety techniques, theme theme and designs theme and designs
techniques, theme of techniques, and designs used to used to create an used that create a poor
and designs used to theme and designs create an adequate adequate image and image and material
create powerful used to create an image and material material that is which minimally
image and material interesting image that is moderately suitable enough and appeals to and reflect
that reflect an and material that suitable and reflect reflect a good level of a fair level of students
exceptional degree reflect an excellent a satisfactory level students ingenuity in ingenuity in their
of students degree of students of students their creation creation
ingenuity in their ingenuity in their ingenuity in their
creation creation creation

Promptness The output is The output is The output is The output is The output is
submitted within submitted 1 day submitted 2 days submitted 3-4 days submitted 5 days and
the specified after the specified after the specified after the specified more after the
deadline deadline deadline deadline specified deadline