Republic of the Philippines

Department of Education
Region VII, Central Visayas
DIVISION OF BOHOL

LESSON PLAN IN SCIENCE 8

For Classroom Observation #2
Section and Time: Grade 8 – Immaculate Heart of Mary (8:45-9:45) Date: November
29, 2023
Learning Explain how typhoon develops and how it is affected by landmasses and bodies of Level 8
Competency water. Quarter 2
Learning Knowledge: Identify the different categories of typhoon. Week 4
Objectives Skills: Describe the categories of typhoon. No.
Attitudes: Cite the significance of the issuance of Public Storm Warning Signals.
Day 2
Topic Duration: 60
Different Typhoon Categories mins

Resources Electric fan inside the classroom, Chart or handouts of the different typhoon categories with
Needed description, strips of paper

PROCEDURE:
Suggested Activities Classroom Observation
Element of
Legend: Black Text= Original Text of PLP, Objectives (PPST
the Plan
Blue Text = Inserted Suggestions/Additions from the Teacher Herself Indicators followed)
Awareness (3 minutes) For A-C: Objective 5-
A. Opening Prayer Established safe and secure
B. Attendance – Use of Number cues in checking learning environments to
C. Classroom Rules: enhance learning through
- Follow Hand Signal to silence the class, Minimize being unruly in class, the consistent
Usage of Number Cues to manage class, Maximize class participation, implementation of policies,
Encourage asking sensible questions guidelines and procedures.
(PPST 2.1.2-Setting
D. Review: Classroom Rules)
Instructions: Rearrange the following processes posted on the board to
show the chronological order of how typhoon develops. For D: Objective 7-
Established a learner-
The sun warms Water vapor As water vapor reaches a centered culture by using
water over the rises into higher level of low teaching strategies that
tropical ocean the temperature, it cools and respond to their linguistic,
surface. atmosphere condenses into liquid droplets. cultural, socio-cultural, and
(Evaporation) religious backgrounds.
(Condensation) (PPST 3.2.2)
*Learner-centered:
Learners will have to
Condensation releases heat Warm air keeps decide on the arrangement.
into the atmosphere, rising while moist air
making air warm and light. takes its place and Objective 2- Used a range
creates wind. of teaching strategies that
enhance learner
Question: How many steps do we have? achievement in literacy and
*** Integration to Chemistry: Emphasis on the change of phases of matter numeracy. (PPST 1.4.2)
during Evaporation and Condensation *Strategy #1: Let the whole
*** Integration to Numeracy class read aloud their
output.
E. Motivation *Strategy #2: Counting
(Note: It would be better to use a stand fan to make representations for
the different typhoon categories.) For E: Objective 3 – Applied
Tell students to observe the electric fan as you move from different levels. a range of teaching
Observe and elicit ideas from the class. strategies to develop
critical and creative
Additional Questions: thinking as well as other
 What did you observe in the way the blades of the wall fan spin? higher order thinking skills.
 In terms of wind speed of the wall fan, is level 1 lesser than level Skill: Critical thinking
3?
*** Integration to Mathematics: Usage of lesser than to compare data

F. Presentation of Lesson
The Teacher will present the objectives of the lesson.
Activity Group students into four. They will pick from a rolled paper with the In General: Objective 6-
different public storm warning signals. Then, they will refer the Maintained learning
descriptions of the four public storm signals in pages 149-151 of their environments that promote
textbook. Let them brainstorm ideas on how they will present each public fairness, respect and care
storm warning signals. to encourage learning.
(PPST 2.2.2)
***Revisions: *Maximum Participation
Type of Approach: Discovery Method *Learning by Doing
Preparation Time: 8 minutes Presentation: 3 minutes each *Fairness & Respect
station
1. Activity type per station will be presented to class. Students are free to Objective 7- Established a
choose which station they want to be in given that they’ll comprise of 3 learner-centered culture by
members per station. Excess will have to choose another. using teaching strategies
2. A member from each station will pick what typhoon category to present. that respond to their
Each station is reminded not to use offensive words or actions during the linguistic, cultural, socio-
performances. cultural, and religious
3. Provided with the 2022 version of the Typhoon Classification and Public backgrounds. (PPST 3.2.2)
Storm Warning Signals, the following groups will perform these activities: *Learner-centered:
Collaboration
Station 1 – Oral Reading *Maximized Linguistic
Instruction: Share to class the details about the chosen typhoon category background
in a form of oral reading using your language of choice (Binisaya, Tagalog
or English) Objective 4 – Displayed
*** Integration to Literacy proficient use of Mother
Tongue, Filipino and
Station 2 –Reporting English to facilitate
Instruction: Compare two typhoon categories using the data table below. teaching and learning
Share to class your output. *Strategy: Allowing them
Categories of Typhoon Meaning Speed Extent of language options during
Damage presentation.

During Presentation:
Objective 7- Established a
learner-centered culture by
*** Integration to Oral Communication & Numeracy using teaching strategies
that respond to their
Station 3: Draw & Tell linguistic, cultural, socio-
Instruction: On the board, translate into a drawing the important cultural, and religious
description about the chosen typhoon category. Describe your drawings in backgrounds. (PPST 3.2.2)
class. *Learner-centered:
*** Integration to Arts Teamwork and
Collaboration
Station 4: Drama
Instruction: Dramatize your chosen typhoon category. Make sure to After Presentation:
include in the performance the following: Corresponding Warning Signal, Objective 9 – Used
Maximum Sustained Winds & Damage Cause strategies for providing
*** Integration to Performing Arts timely, accurate and
constructive feedback to
improve learner
The Teacher will give feedback right after each station presented their performance.
output. Ask them what should they do to correct mistake/s in their output,
if there is.
Analysis 1. Based on the observations and descriptions, what is the For F, number 1: Objective
similarities and differences among the four articles given? 3 – Applied a range of
Answer: Similarities may include but not limited to typhoons in teaching strategies to
the Philippines and difference should be the different wind speed. develop critical and
***Revision to #1: creative thinking as well as
1. Based on the activities presented, what are being described by each other higher order thinking
station? skills.
Answer: Typhoon Categories Skill: Critical, Creative &
Higher-order thinking
2. How do meteorologists categorize a typhoon? Skills
Revision: What is the basis in categorizing a typhoon?
Answer: Meteorologists categorize a typhoon based on their
maximum sustained winds.

***Additions:
3. What are the maximum sustained winds presented?
Answer: TD-62 kph, TS-62 to 88 kph, STS-87 to 117 kph, T-118 to
 184 kph & ST-more than 185 kph
*** Integration to Numeracy
4. Based on these numbers, which is stronger & dangerous? Why?
Answer: Super Typhoon, reasons may vary
Abstractio How would you describe each typhoon category? Objective 1- Applied
n Category knowledge of content
Maximum Sustained Winds within and across
Tropical depression 55-64 km/h curriculum teaching areas.
Tropical storm 65-119 km/h (PPST 1.1.2)
Typhoon 120-185 km/h
Super Typhoon >185 km/h Objective 3 – Applied a
*** Update on the Content: range of teaching
strategies to develop
critical and creative
thinking as well as other
higher order thinking skills.
Skill: Critical thinking

SOURCE: PAGASA (dost.gov.ph)

**Addition/Suggestions:
 Typhoon category is based on the Sustained Maximum Winds or
“Pinakamataas na Napapanatiling Hangin”.
 Public Storm Warning Signals are raised to warn the public of
incoming weather disturbances. Once a Storm Signal is raised,
conditions are not yet necessarily felt in the given area.
 Each typhoon category has its corresponding warning signal.

(Optional) Lead Question:

1. Looking at the Infographics, which Typhoon Category is the
strongest and most damaging? Answer: Super Typhoon
Application  Can you recall typhoons in the Philippines which have these For Group 3: Objective 8-
different categories? Adapted and used culturally
 What do you think is the significance of categorizing a typhoon? appropriate teaching
strategies to address the
***Optional Questions: needs of learners from
 How important it is to watch or listen to weather updates in TV or indigenous groups.
Radio? ** Since no IP students
 When there’s unlikely weather disturbance during class hours, enrolled this SY, focus will
what is our school policy? Did you take it seriously? How be on students need
important it is to follow it during emergency response? **Localization
Assessmen Students are assessed based on the outcome of their activity. Objective 9 – Used
t strategies for providing
***Revision: (Oral) timely, accurate and
Instruction: Both the Maximum Sustained Winds & the warning signals constructive feedback to
will be flashed on screen, together, students will identify what Typhoon improve learner
category is being described? performance.
1. 61 km/h – Signal 1 Answer: Tropical Depression
2. 89-117 km/h – Signal 3 Answer: Severe Tropical Storm
3. More than 185 km/h – Signal 5 Answer: Super Typhoon
Assignmen 1. Inform students to bring a copy of the Philippine map and some
t coloring materials.
***Addition: Research what is the meaning of the Color codes Yellow,
Orange & Red in PAGASAs Rainfall Advisory.
Remarks

Submitted
by:
Johanna Q. Cuares, LPT.
Checked
by:
Promelo G. Asenjo PhD.