8

Science
Quarter 2 - Module 5
PAR and Map Tracking of Typhoon
S8ES-11f-21
Science – Grade 8
Alternative Delivery Mode
Quarter 2 – PAR and Map Tracking of Typhoon
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in
any work of the Government of the Philippines. However, prior approval of
the government agency or office wherein the work is created shall be
necessary for exploitation of such work for profit. Such agency or office may,
among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand

names, trademarks, etc.) included in this book are owned by their respective
copyright holders. Every effort has been exerted to locate and seek
permission to use these materials from their respective copyright owners.
The publisher and authors do not represent nor claim ownership over them.

Published by the Department of Education- Region III

Secretary: Leonor M. Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Author: Eva R. Lagado

Language Reviewer: Angelou C. Bautista
Content Editor: Aldvin B. Evangelista
Illustrator: Sheryl Y. Cunanan
Layout Artist: Chelsea C. Castro

Management Team:

Gregorio C. Quinto, Jr., EdD

Chief, Curriculum Implementation Division

Rainelda M. Blanco, PhD

Education Program Supervisor - LRMDS

Agnes R. Bernardo, PhD

EPS-Division ADM Coordinator

Marinella P. Garcia Sy, PhD

EPS – Science

Glenda S. Constantino
Project Development Officer II

Joannarie C. Garcia
Librarian II

Department of Education, Schools Division of Bulacan

Curriculum Implementation Division
Learning Resource Management and Development System (LRMDS)
Capitol Compound, Guinhawa St., City of Malolos, Bulacan
Email address: lrmdsbulacan@deped.gov.ph
 Science
Quarter 2 - Module 5
8
PAR and Map Tracking of Typhoon
S8ES-11f-21
 Introductory Message

For the Facilitator:

Welcome to the Science 8 Alternative Delivery Mode (ADM) Module on Philippine Area of
Responsibility (PAR) and Map Tracking of Typhoon.

This module was collaboratively designed, developed and reviewed by educators from the
public schools to assist you, the teacher or facilitator in helping the learners meet the standards set
by the K to 12 Curriculum while overcoming their personal, social, and economic constraints in
schooling.

This learning resource hopes to engage the learners into guided and independent learning
activities at their own pace and time. Furthermore, this also aims to help learners acquire the needed
21st century skills while taking into consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of the module:

Notes to the Teacher

This contains helpful tips or strategies that will
help you in guiding the learners

As a facilitator, you are expected to orient the learners on how to use this module. You also
need to keep track of the learners’ progress while allowing them to manage their own learning.
Furthermore, you are expected to encourage and assist the learners as they do the tasks included
in the module.

For the Learner:

Welcome to the Science 8 Alternative Delivery Mode (ADM) Module on Philippine Area of
Responsibility (PAR) and Map Tracking of Typhoon.

This module was designed to provide you with fun and meaningful opportunities for guided
and independent learning at your own pace and time. You will be enabled to process the contents
of the learning resource while being an active learner.

This module has the following parts and corresponding icons:

This will give you an idea of the skills or

competencies you are expected to learn in the
module.

This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correctly (100%), you may decide to skip this
module.

5
 This is a brief drill or review to help you link
the current lesson with the previous one.
In this portion, the new lesson will be
introduced to you in various ways; a story, a
song, a poem, a problem opener, an activity
or a situation.
This section provides a brief discussion of the
lesson. This aims to help you discover and
What is It understand new concepts and skills.
This comprises activities for independent
practice to solidify your understanding and
skills of the topic. You may check the answers
to the exercises using the Answer Key at the
end of the module.
This includes questions or blank
sentence/paragraph to be filled in to process
what you learned from the lesson.
This section provides an activity which will
help you transfer your new knowledge or skill
into real-life situations or concerns.
This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.
In this portion, another activity will be given to
you to enrich your knowledge or skill of the
lesson learned.
This contains answers to all activities in the
module.

At the end of this module, you will also find:

References- This is a list of all sources used in developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the module.
Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities included in
the module.
3. Read the instructions carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.

If you encounter any difficulty in answering the tasks in this module, do not hesitate to consult
your teacher or facilitator. Always bear in mind that you are not alone.

We hope that through this material, you will experience meaningful learning and gain deep
understanding of the relevant competencies. You can do it!

6
 This module provides various activities that will help you learn about typhoons and
how a weather disturbance enters the Philippine Area of Responsibility. It will also give
you learning opportunities which will make you realize the importance of tracing the path
of a typhoon as well as precautionary measures to be taken when a tropical cyclone
enters and leaves the Philippine Area of Responsibility
At the end of this module, you are expected to:
1. explain. what is meant when a typhoon has entered the Philippine Area of
Responsibility;
2. trace the path of a typhoon using a map and tracking data; and
3. be aware of the precautionary measures to be undertaken before, during, and after a
tropical cyclone enters and leaves the Philippine Area of Responsibility (PAR).

Directions: Read each statement carefully. Write the letter of the correct answer in your
answer sheet.
1. Tropical cyclone is being monitored by Philippine Atmospheric Geophysical and
Astronomical Services Administration (PAGASA) even before it enters the PAR. What
is the average number of tropical cyclones that enter the Philippine Area of Responsibility?
A. 15 B. 20 C. 30 D. 40
2. Which body of water is at the eastern side of the Philippines and covers a large area of
PAR?
A. Antarctic Ocean B. Celebes Sea C. Pacific Ocean D. Sulu Sea
3. A tropical cyclone is observed to be approaching the PAR with sustained winds of 200km/hr.
How would you categorize this tropical cyclone?
A. Super Typhoon B. Tropical Depression C. Tropical Storm D Typhoon.
4. Why does PAGASA closely monitor a tropical cyclone which is within the PAR?
A. Because of very intense typhoon will affect the locality.
B. Because agricultural crops may be adversely affected.
C. Because damage to affected communities can be very heavy.
D. All of the above.
5. Which is NOT a correct dimension of the PAR?
A. 5°N 115°E B. 15°N 115°E C. 21°N 120°S D. 25°N 135°E

7
6. Tropical cyclones typically begin with a complex of thunderstorms but then evolve through a
series of stages. What do you call the location in the tropical region where most of the
tropical cyclones are formed?

A. Intertropical Connecting Zone C. Intertropical Conveying Zone

B. Intertropical Convergence Zone D. Intertropical Conditioning Zone

7. What is the basis of upgrading a tropical storm into a typhoon?

A. direction B. eye of typhoon. C. position D. wind speed

8. Tropical cyclones could either strengthen or weaken as they travel. Which contributes to the
strengthening of a tropical cyclone?

A. any form of land area C. both A and B

B. area with less water vapor D. warm body of water

9. Which of the following factors is the major cause a tropical cyclone gets bigger while it is still
on the bodies of water?

A. very slow rotational spin C. very fast forward motion

B. very fast rotational spin D. very slow forward motion

10. When a tropical cyclone enters the PAR and it is on its way towards land, warning signals are
issued by PAGASA to inform people about the approaching weather disturbances. Which of
the following must be done when Public Storm Warning Signal #4 is announced?

A. All travels and outdoor activities for everyone should be cancelled.

B. Outdoor activities for adults are permitted but not for children.
C. Ride on a big sea craft if travel could not be avoided.
D. Seek shelter in low-lying areas.
11. What will you do to prepare for and lessen the risk of the approaching strong typhoon?
A. Monitor the typhoon tract and do necessary preparations before it strikes.

B. Monitor the typhoon tract and stay indoors until the typhoon strikes your place

C. Monitor the typhoon tract and go to the mall and wait there until the typhoon strikes.
D. Monitor the typhoon tract and go to an open field to easily escape from the strong
typhoon.

12. What is the importance of a weather map?

A. It shows condition of different regions across the country.
8
 B. It shows the movement of the ocean waves.
C. It shows the actual feature of typhoon.
D. It shows the signal of a typhoon.
13. What will happen if a typhoon moves or crosses over the mountains?
A. A typhoon may weaken
B. A typhoon gains more energy
C. A typhoon can move mountains
D. A typhoon releases strong winds
14. What is the best way to reduce potential damages of a typhoon?
A. Keep river channels clog with sandbags.
B. Prepare tent at the backyard.
C. Build a seawall to protect a community from rising seawater.
D. Prepare for a party.
15. What is the difference between typhoons and hurricanes?
A. wind speed C. strength of winds
B. amount of rainfall D. place they originate

9
Read the story below and answer the guide questions that follow.

The Curious Little Boy

One rainy morning, Grandma Judith and her grandson, Juancho, are comfortably sitting on
their sofa bed while watching television. As they patiently wait for the airing of their favorite drama
series, a breaking news suddenly popped up on their TV screen.

“PAGASA reports that a typhoon made a landfall with the maximum winds of 120 kilometers
per hour (kph) and gustiness of up to 150 kilometers per hour (kph). A Tropical Storm Wind Signal
(TSWS) has been issued to affected areas. PAGASA alerted that the localities under Signal #3 will
begin to experience destructive typhoon-force winds and
high-risk structures may experience heavy damage.
Everyone is advised to stay indoors and take all the
safety and precautionary measures,” said the reporter.
After the news was delivered, Juancho curiously
asked his Grandma Judith about what the typhoon is and
how it is formed. Grandma said, “A typhoon is a type of
large storm system having a circular or spiral system of
violent winds, typically hundreds of kilometers or miles.
It is formed when a series of clouds form a spiral pattern.
This formation usually reaches several kilometers in
diameter. The pattern moves with great strength in a counterclockwise direction powered by strong
winds.”

Grandma Judith continued her explanations on how typhoons develop. According to her,
typhoons start off as tropical thunderstorms. She also discussed the three steps on how typhoons
develop. “First, the typhoon starts to form when the strong winds pull in moisture from the oceans;
secondly, the thunderstorms convert the moisture into heat which causes more air to flow to the
center of the storm causing evaporation; and lastly, all the heat and air flow toward the eye creating
a typhoon,” Grandma Judith enumerated.

Grandma detailed out as well how typhoons are affected by landmasses and bodies of water.
“Landforms and bodies of water in and around the Philippines affect the strength or weakness of
weather phenomena such as typhoons. Notably, landforms lessen the strength of typhoons

10
whenever the winds impact them. However, oceans, where the typhoons originate, provide higher
rainfall and strengthens typhoons.”

“Thank you so much Grandma Judith for that very interesting and informative explanation
about the typhoons,” said Juancho. He approached, kissed, and hugged his grandma. Together,
they prepared their “Go Bags” and put in first-aid kits, enough medical supplies and food, kept their
flashlights with extra batteries, and prayed for everyone’s safety.

Answer the following questions:

1. Based on the story, what are the different phases in the development of a typhoon?

_________________________________________________________________

2. How do the landmasses and bodies of water affect the typhoon?

__________________________________________________________________

Read the dialogue below and answer the questions that follow.

Teacher: Good morning class! For today’s lesson in Earth

Science, I am going to show you the picture of
the Philippine map with latitude and longitude.
You can also use your own Philippine map to see
closely the latitude and longitude of some places
in the Philippines
Mario: Yes Ma’am, I brought my Philippine map and will
use it now!
Teacher: Very good, Mario! and to all of you, I can see that
you brought your Philippine maps too!

Class, you have learned the difference between latitude and longitude when you were
in Grade 7 Can somebody tell me how do they differ?

Pia: Latitude is a measurement of location, north or south of the equator. Longitude is a

similar measurement, east or west of the Greenwich meridian

Teacher: Good answer, Pia! Cartographers and geographers divide the Earth into longitudes and
latitudes in order to locate points on the globe. Each location on Earth has its unique
latitude.

11
 Joseph: Ma’am, I learned that the intersection of latitude
and longitude lines, called coordinates,
identify the exact location of a place.

Teacher: That is right, Joseph! Class, at this point, I am

going to present another picture. Look it
closely and observe the similarities and
differences between the two maps.

Mario: Maám, the second map gives not only the latitude
and longitude but it shows the Philippine Area
of Responsibility.

Teacher: Very good, Mario! The Philippine Area of

Responsibility (PAR) is an area of the Earth’s surface enclosing the Philippines,
Palau, Taiwan, and the northern tip of Borneo.

Joseph: Ma’am what does Philippine Area of Responsibility mean? What is the use of that
‘’Area of Responsibility’’ to the Philippines?

Teacher: For the Philippines, its area of responsibility is not meant to define its internationality
recognized territory and it is not a measure either of its land mass or referred to as
’Philippine soil’’. The PAR is an area in North-western Pacific where PAGASA, our
national meteorological agency, monitors weather occurrences. Significant weather
disturbances, specifically tropical cyclones, that enter or develop in the PAR are given
Philippine-specific names. Within the PAR, PAGASA is mandated to monitor tropical
cyclone activity and to make the necessary warnings. It is mandated by the law to
issue bulletins every six hours for all tropical cyclones within this are that have made
or are anticipated to make landfall within the Philippines.

Directions: Answer the following questions on a separate sheet of paper.

1. How does latitude differ from longitude?

________________________________________________________________________

2. What does Philippine Area of Responsibility mean?

________________________________________________________________________

12
LESSON 1: PHILIPPINE AREA OF REPONSIBILITY

The Philippine Area of Responsibility (PAR) is an area of the Earth’s surface enclosing the
Philippines, Palau, Taiwan, and the northern tip of Borneo. The Philippines monitors the formation,
arrival, movement, and track of tropical cyclones (Typhoons in the Philippines) within the PAR.

Figure 1 THE MAP OF THE PHILIPPINE AREA OF RESPONSIBILITY (Source:

Google.com. Retrieved October 20, 2020 from, https://www.slideshare.net/mae2388/understanding-
typhoons)

The PAR is bounded by the following coordinates: 25°N 120°E, 25°N 135°E, 5°N 135°E, 5°N
115°E, 15°N 115°E, 21°N 120°E and back to the beginning.
When a weather disturbance enters the PAR, the institution which monitors its activities is the
Philippine Atmospheric, Geophysical and Astronomical Services Administration, PAGASA,
Philippine National Institution monitors its activities. PAGASA will issue warnings and important
information necessary for the protection of life and property. It is also dedicated to provide flood
and typhoon warnings, public weather forecasts and advisories, meteorological, astronomical,
climatological, and other specialized information and services primarily for the protection of life and
property and in support of economic productivity and sustainable development.
More tropical cyclones are entering the Philippine Area of Responsibility (PAR) than
13
anywhere else in the world. With the average of 20 tropical cyclones per year, with about 8 or 9 of
them crossing the Philippines. The peak of the typhoon season is July through October, when nearly
70% of all typhoons develop.

What have you learned from the lessons discussed above? You are really
getting better after every task! Here are some activities for you to work on
to master and strengthen the basic concepts you have learned from this
lesson.

Independent Activity 1: Hit the Mark! Plotting the PAR.

After performing this activity, you should be able to:

1. read map;
2. given the latitude and longitude of a tropical cyclone, tell if it has entered the Philippine
Area of Responsibility; and
3. explain what is meant when a typhoon has entered the Philippine Area of Responsibility
(PAR).

What you need:

map of the Philippines and it’s vicinity
pencil and ruler
What to do:
1. Plot the following points on the map below (Figure 2).

Points Latitude, Longitude

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

14
 Figure 2: The Philippine Area of Responsibility (PAR)
(Source: Google images. Retrieved October 25, 2020 from,
https://aldinhrnndz.files.wordpress.com/2015/06/grade-8-laboratory-manual.pdf)

15
 2. Connect the plotted points. The region within is the PAR. It is the job of PAGASA to
monitor all tropical cyclones that enter this area.

3. Answer the following questions on a separate sheet of paper.

Q1. If a typhoon is located at 15°N, 138°E, is it within the PAR?
____________________________________________________________________
Q2. How about if the typhoon is at 19°N, 117°E, is it inside the PAR?
____________________________________________________________________
Q3. How about if the typhoon is at 17⁰ N, 121⁰ E, is it inside he PAR?
___________________________________________________________________
Q4. How about if the typhoon is at 10⁰ N, 123⁰ E, is it inside the PAR?
___________________________________________________________________
Q5. What is meant when a typhoon has entered the Philippine Area of Responsibility?
___________________________________________________________________

Independent Assessment 1
Direction: Read and study the figure below. Then answer the questions that follow on a separate
sheet of paper.

Super Typhoon Haiyan, also known as Super Typhoon Yolanda, made landfall in the
Philippines on November 8, 2013, as a Category 5 storm. It laid waste to the Visayas islands, the
country’s central region and home to 17 million people. Haiyan was the most powerful storm in 2013
and one of the most powerful typhoons of all time. With wind speeds sustained at more than 150
mph, Haiyan was classified as a super typhoon.

Figure 3: The track of Typhoon Haiyan (Yolanda).

Source: Google Images. Retrieved October 18, 2020 from, https://r3.rappler.com/ nation/43316-
timeline-super-typhoon-yolanda/
16
 Directions: Study Figure 3: The Track of the Typhoon Haiyan (Yolanda). Answer the following
questions. Write your answer on a separate sheet of paper.

1. When did the storm detected as a low-pressure area in Micronesia?

__________________________________________________________________________

2. When did typhoon Haiyan entered the Philippines Area of Responsibility as alerts,
preparations, and evacuations were intensified?

__________________________________________________________________________

3. When did the storm moved out into the South China Sea, heading toward Vietnam?

__________________________________________________________________________

4. Based on the given map, how long did Typhoon Haiyan (Yolanda) last?

__________________________________________________________________________

5. What parts of the Philippines were hit by Typhoon Haiyan (Yolanda)?

___________________________________________________________________________

6. Why did the Philippines suffer so badly during Typhoon Haiyan (Yolanda)?

___________________________________________________________________________

7. How should the government respond to strong typhoon like Haiyan (Yolanda)?

___________________________________________________________________________

LESSON 2: TRACKING TYPHOON

Where is the typhoon going to hit?

It is important to be aware, monitor and track a tropical storm, to predict possible affected
areas and to be prepared and ready ahead of time. This will lessen the loss and/ or save lives and
properties. Being aware of any information about the weather will be useful to plan ahead for
inclement weather. This is a must in order to survive.

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.

17
 Figure.4: The tracks (paths) of selected tropical cyclones.
(Source: Google Images. Retrieved October 18, 2020.
https://www.slideshare.net/miriamplasquita/grade-8-science-quarter-2)

Directions: Answer the following questions on a separate sheet of paper.

Q1. From the figure, where did the tropical cyclones form? On land or in the ocean?

___________________________________________________________________________

Q2. What can you say about the temperature of the bodies of water in the vicinity of the Philippines?
Is the water warm or cold?

___________________________________________________________________________

Q3. From the figure, what direction did the tropical cyclones move?

___________________________________________________________________________

Q4. Which part of the Philippines was hit by the four tropical cyclones?

___________________________________________________________________________

18
Q5. In the case of Agaton, Yoyong, and Huaning, where did they die out? Near land or in the
middle of the ocean? ___________________________________________________________

Tropical cyclone, also called as typhoon or hurricane, is an intense circular storm that
originates over warm tropical oceans and is characterized by low atmospheric pressure, high winds,
and heavy rain. Typhoons are storms that develop in the northwestern Pacific and usually threaten
Asia. The international date line serves as the Pacific Ocean's dividing marker, so when
a hurricane crosses over it from east to west, it becomes a typhoon instead, and vice versa.

Tropical cyclones need water vapor in order to form. But not all parts of the ocean can provide
water vapor. Thus, tropical cyclones require warm ocean waters to be able to develop. According to
scientists, the temperature of ocean water must be 26.5°C or greater.

From the maps (Figure 4: Tracks of selected tropical cyclones), you can see that tropical
cyclones generally move in a northwest direction. The reason is because there are large-scale winds
that push the tropical cyclones in that direction. This is similar to the way a whirlpool is carried along
by a flowing stream.

Independent Activity 2: Tracking a Tropical Cyclone

Objectives:
After performing this activity, you should be able to:
1. determine if your location is in the path of a tropical cyclone, given the latitude and longitude
position; and
2. explain why PAGASA regularly monitors when a tropical cyclone is within PAR.

What you need:

 map with the PAR (from Lesson 1, Activity 1)
 tracking data
 pencil
 ruler
What to do:
1. Use the latitude and longitude (lat-long) in the table below to track the location of Sendong. Plot
each lat-long pair on the map with the PAR (see Figure 2, The Philippine Area of Responsibility.

19
2. Answer these questions below once you are done with the tracing activity.
Q1. Where did Sendong form? ___________________________________
Q2. When did Sendong enter the PAR? ___________________________________
Q3. When did Sendong leave the PAR? ___________________________________
Q4. In what direction did Sendong move? ___________________________________
Q5. How are cyclones tracked? ___________________________________
Q6. Why do we need to track typhoon? ___________________________________

20
Independent Assessment 2
Directions: Given the storm track coordinates tell if the typhoon is Inside or Outside the PAR. Write
your answer on a separate sheet of paper.
Latitude (degree North) Longitude (degree East) Inside or Outside the PAR

1. 20 109

2. 22 132

3. 6.4 155

4. 12 117

5. 7.5 140

LESSON 3: SAFETY PRECAUTIONS DURING TYPHOON

Do you know some safety measures on typhoon preparedness before, during, and after?
Why safety measures are important?
It is important to be prepared when typhoon is coming. Usually, typhoon often takes a few
days before it is developed. It is one of the most predictable calamities because it easily changes its
tracks, and its presence can easily monitor. Since the typhoons are easily traced and monitored, we
have enough time to prepare.
Therefore, we need to be aware of the precautionary measures to lessen the damages
sustained by the typhoon. At this point intime, we need to know some safety and precautionary
measures before, during, and after the devastating typhoon.

Directions: Read the precautionary measures carefully. Put a checkmark (√) to classify them into
BEFORE, DURING, and AFTER a typhoon.
Before During After
1. Check the roof of your house for any damage.
2. Boil water before drinking it to avoid diseases.
3. Store adequate supply of food and drinking water.
4. Keep flashlights, candles, kerosene lamps and batteries.
5. Always tune in to latest weather report.
6. Charge your cellphone and other gadgets for
communication.

When a typhoon is about to hit an area, typhoon warning signals should already be
released, 24 to 48 hours before the typhoon is totally landfall in a particular area. The residences

21
from that area must be aware to make the necessary safety precautions. People from that area must
be aware of what will happen; therefore, they should know some safety precautionary measures
before, during, and after the devastating typhoon.
Public Storm Warning Signals (PSWS) are raised to warn the public of the incoming
weather disturbances. Once a storm signal is raised, conditions are not yet necessarily felt in the
given area. The following are the lead times for issuing a Public Storm Signal:

Meteorological Conditions Precautionary Measures

Public Storm Warning Signal No. 1
 A tropical cyclone will threaten/affect
 The waves on coastal waters may
an area.
gradually develop and swell.
 Winds of 30-60 kph is expected.
 The people are advised to listen to
 Intermittent rains may be expected in the latest severe weather bulletin
at least 36 hours. issued by PAGASA every six hours.
 Disaster preparedness units are
activated to alert status.

Public Storm Warning Signal No. 2

 A tropical cyclone will affect an area.
 Winds of greater than 60 kph and up to
100 kph may be expected in at least 24
hours.
 The sea and coastal waters are
dangerous to small seacraft.
 The public especially people
traveling by the sea and air are
cautioned.
 Outdoor activities of children should
be postponed.
 Disaster preparedness
agencies/organizations are in action
to alert their communities.

Public Storm Warning Signal No. 3

 A very intense typhoon will affect the
area.
 Very strong winds of more than 185
kph may be expected in at least 12
hours.
 Travel is very risky especially by air
and sea.
 People are advised to seek shelter in
strong buildings, evacuate low-lying
areas, and stay away from the
coasts and riverbanks.
 Classes in all levels should be

22
 suspended and children should stay
in the safety of strong buildings.

Public Storm Warning Signal No. 4

 A very intense typhoon will affect the
area.
 Very strong winds of more than 185
kph may be expected in at least 12
hours.
 All travels and outdoor activities
should be cancelled.
 A sudden improvement of the
weather with light winds will be
experienced, which means the area
is under the eye of the typhoon.
 As the eye moves out of the area,
weather conditions will worsen, with
strong winds generally coming from
the south.

Super Typhoon

 Very strong winds of more than  The situation is potentially extremely

220 kph may be expected in at least 12 destructive or catastrophic to the
hours. community.
 A sudden improvement of the
weather with light winds will be
experienced, which means the area
is under the eye of the typhoon.

Source: Official Gazette Website. Retrieved October 23, 2020 from,

https://www.officialgazette.gov.ph/laginghanda/the-philippine-public-storm-warning-signals/)

Independent Activity 3: Am I Safe?

Directions: Answer the following questions on a clean sheet of paper:
1. What do you think are some safety precautions before the typhoon?
A. __________________________________________________________________
B. __________________________________________________________________
C. __________________________________________________________________
2. What safety measures and preparedness are we going to do during the typhoon?
A. __________________________________________________________________
B. __________________________________________________________________
C. __________________________________________________________________

23
3. What are some precautionary measures after the typhoon?
A. __________________________________________________________________
B. __________________________________________________________________
C. __________________________________________________________________

Independent Assessment 3

Directions: Match pictures from Column A to appropriate descriptions from Column B. Write the letter
of the correct answer on a separate sheet of paper.

COLUMN A COLUMN B

_____1.

a. Stay indoors.

_____2.
b. Keep flashlights, candles,
battery operated radio and
batteries.

_____3.

c. Prepare your survival kit.

_____4.

d. Avoid wading through

flooded areas.

24
_____5.
e. Boil water before drinking to avoid
diseases.

f. Beware of dangerous animals like

snakes that enter your house.

Having gone through different activities and assessments, do you realize now that
Having gone through different activities and assessments, do you realize now
knowing and understanding typhoons are very important in our everyday lives,
that knowing and understanding typhoons are very important in our everyday
since we are here in the Philippines, a place where typhoons are often occurs?
lives, since we are here in the Philippines, where typhoons often occur? Write
Write your realization on a separate sheet of paper.
your realization on a separate sheet of paper.
________________________________________________________________
First, Philippine Area of Responsibility
________________________________________________________________
______________________________________________________________
________________________________________________________________
______________________________________________________________
________________________________________________________________
_______________________________________________________________.
Second, Tracking of Typhoon
______________________________________________________________
______________________________________________________________

Third, Safety Precautions before, during, and after a Typhoon

______________________________________________________________
______________________________________________________________
_________________

Direction: Enumerate the following on a separate sheet of paper.

A. Write some activities that you can personally participate in preparing for a typhoon.

1. ________________________________________________________________

2. ________________________________________________________________

3. ________________________________________________________________

25
 B. List down some activities you can do to help the typhoon victims recover after the typhoon.

1. ________________________________________________________________

2. ________________________________________________________________

3. ________________________________________________________________

C. List down some tips to remember in order to minimize the negative effects of a typhoon.

1. ________________________________________________________________

2. ________________________________________________________________

3. ________________________________________________________________

A. Directions: Read the following statements carefully and try to identify what is being described in
each item. Choose your answer from the words listed in the box below. Write all your
answers on a separate sheet of paper.

PAGASA Typhoon Philippine Area of Responsibility (PAR)

Tropical Cyclone Northwest Public Storm Signal No. 1
Land Super Typhoon Public Storm Signal No. 2
Clockwise Ocean Public Storm Signal No. 3

_________________ 1. A warning signal with the winds of 30-60 kph may be expected in at least

36 hours or irregular rains may be expected within 36 hours.

_________________ 2. This needs water vapor in order to form and requires warm ocean waters to

be able to develop.

_________________ 3. This term is used only when a mature tropical cyclone develops in the

northwestern part of the Pacific Ocean.

_________________ 4. This is our national meteorological agency which are mandated to provide
protection against natural calamities by monitoring all tropical cyclones that
enter the PAR.

_________________ 5. This tropical cyclone has the wind speed of greater than 200 kilometers per
hour (kph).

_________________ 6. This refers to an area in the Northwestern Pacific where PAGASA monitors
weather occurrences.
26
_________________ 7. Tropical cyclones generally move in this direction because of the large-scale
winds that push the tropical cyclones into it.

_________________ 8. A warning signal with the winds of greater than 60 kph up to 100 kph may
be expected in at least 24 hours.

_________________ 9. When tropical cyclones reached this part, they die out because they are
cut off from the warm ocean waters that keep them going.

________________ 10. A warning signal with the winds of greater than 100 kph to 185 kph may be
expected in at least 18 hours.

B. Directions: Determine whether each statement is correct. Encircle the TOP BOTTLE icon, if the
statement is true. Otherwise, encircle the INVERTED BOTTLE icon, if the statement
is false. Write your answer on a separate sheet of paper

11. Harvest crops that can be yielded immediately before the coming of
typhoon.

12. Avoid wading through flooded areas to avoid water-transmitted diseases.

13. If you are living in lowland or hazard-prone areas, the ideal resort is to
stay in your place when the typhoon is coming.

14. After the typhoon, do not let water accumulate in tires, cans, or pots to
avoid mosquito breeding.

15. It is essential that you stay calm and stay indoors.

27
A. In a clean sheet of bond paper make a catchy slogan about typhoon preparedness. Your output
will be rated by your teacher according to the following criteria:

Craftsmanship/ Creativity - 5 points

Originality - 5 points

Content - 10 points

Total - 20 points

B. Imagine you are presenting an evening news of a weather report about an incoming typhoon
that may enter the Philippine Area of Responsibility (PAR). Prepare your script on a separate
sheet of paper. Your report should include:

1. meteorological condition of the atmosphere for the next two days;

2. direction and speed of movement;

3. maximum wind gust speed; and

4. places to be mostly affected by the typhoon using tracking data.

Your output will be rated by your teacher according to the following criteria:

Content - 10 points

Presentation of data - 5 points

Creativity - 5 points
Total - 20 points

28
 29
What I Know Independent Assessment 2 Lesson 3
1. B 9. A
2. C 10. D
3. A 11. A 1. outside 1. Before 4. Before
4. D 12. A 2. outside 2. After 5. During
5. C 13. A 3. outside 3. Before 6. Before
6. B 14. C 4. inside
7. D 15. D. 5. outside
8. D
Independent Activity 3
What’s In 1.a. Store adequate supply of food and drinking water
1. Warm sea surface temperature, b. Keep flashlights, candles, kerosene lamps and extra
high humidity, atmospheric instability. batteries.
2. Typhoons gain power as they move over c. Check the roof of your house for any damage.
warm bodies of water, and start losing energy 2.a. Stay indoors
once they move on to land. b. Always tune in the latest weather report.
c. Do not operate electrical appliances during a flood
Lesson 1 3.a. Boil water before drinking to avoid diseases
1. Latitude implies the geographic coordinates that b. Watch out for live wires or outlet immersed in water.
determine the distance of a point, north-south of the equator. c. Beware of dangerous animals such as snakes.
Longitude alludes to the geographic coordinate, which identifies
the distance of a point, east-west of the Prime Meridian. Independent Assessment 3
2. The Philippine Area of Responsibility (PAR) is an area of the 1. b
Earth's surface enclosing the Philippines, Palau, Taiwan, and the 2. e
northern tip of Borneo. 3. d
4. a
Independent Activity1 5. c
Q1. No What I Have Learned (answers may vary)
Q2. No
Q3. No Assessment
Q4. No
Q5. When a typhoon enters the Philippine Area of 1. Public Warning Storm Signal No.1
Responsibility (PAR) the PAGASA will name that specific typhoon 2. Tropical Cyclone
to a localized name. 3. Typhoon
4. PAGASA
Independent Assessment 1 5. Super typhoon
6. PAR
Q1. Nov. 6, 2013 Q4. 4 Days 7. Northwest
Q2. Nov. 7. 2013 Q5. North Cebu, Panay, West Leyte, and 8. Public Warning Storm Signal No. 2
East Leyte 9. land
Q3. Nov. 10, 2013 Q6. It had a triple whammy, of surge, very 10. Public Warning Storm Signal No. 3
high winds and strong rainfall 11. TOP BOTTLE
Q7. Answers may vary. 12. TOP BOTTLE
13.INVERTED BOTTLE
Lesson 2 14. TOP BOTTLE
15. TOP BOTTLE
Q1. Ocean
Q2. warm
Q3. east to west
Q4. northern Luzon and eastern Visayas
Q5. They die out in the land surface, it's because in
the land masses there are many objects that blocks it so as a
result it will die out, unless in the ocean where it is formed.
 References
Printed Materials

Science – Grade 8 Learner’s Module First Edition. (DepEd_IMCs), Pasig City Philippines: Vibal
Publishing House, Inc., 2013

Madamba, Jayson, Experiencing Science for Grade 8. (Sta. Ana, Manila: Innovative Educational
Materials, Inc., 2016), 37

Catabona, Aurora R., Aaron Joseph L. Villaraza, Dawn T. Crisologo, Maria Veronica S. Torralba,
Science—- BLAST 8. (Cubao, Quezon City: Trinitas Publishing, Inc., 2014), 32

Electronic Sources:

LRDMS Portal. Science Modules. December 29, 2014. "Accessed October 15, 2020,
https://lrmds.deped.gov.ph/detail/6838.

Google.com. Retrieved October 20, 2020 from,

https://www.slideshare.net/mae2388/understanding-typhoons)

Google Images. Retrieved October 18, 2020. https://www.slideshare.net/miriamplasquita/grade-8-

science-quarter-2)

Google Images. Retrieved October 18, 2020 from, https://r3.rappler.com/nation/43316-timeline-

super-typhoon-yolanda

http://bagong.pagasa.dost.gov.ph/tropical-cyclone/tropical-cyclone-summary

https://www.officialgazette.gov.ph/laginghanda/the-philippine-public-storm-warning-signal

30
31
For inquiries or feedback, please write or call:

Department of Education, Schools Division of Bulacan

Curriculum Implementation Division
Learning Resource Management and Development System (LRMDS)
Capitol Compound, Guinhawa St., City of Malolos, Bulacan

Email Address: lrmdsbulacan@deped.gov.ph

32