DAILY LESSON PLAN

Date: ______________________ 5. What conditions does a tropical cyclone form?

Grade 8-Sec. ___________________ ( It needs water vapor from warm ocean water in a temperature 26.5 ℃ or more)
Area of Component: Earth Science
6. As mentioned in the article, not all part of the oceans can provide water vapor
I. Learning Objectives: that is best needed for a tropical cyclone formation. Why is it?
At the end of the period,75% of the students with at least 75% proficiency should Because evaporation would be greatest in oceans near the equator than the
be able to: oceans away from it since it receives the most sunlight out of any place on
1. Identify what tropical cyclone is; and earth. This means that the level of evaporation is higher, and therefore there is
1. Describe the conditions that allow the development of more moisture in the atmosphere
tropical cyclones;
II. Learning Content 7. What conditions made a tropical cyclone die out?
a. Topic: Unit 2-Module 2: TYPHOON (Tropical cyclones weaken and die out when they hit land and once it
b. Subtopic: TROPICAL CYCLONE FORMATION encounters cold ocean water.)
c. Materials: concept strips, reading article
d. References: 8. Why do tropical cyclones keep on developing near our country?
1.Learner’s Module (The Philippines is surrounded by bodies of water and is near the equator and so
2.Teacher’s Manual the warm temperature in the vicinity of the country supplies the water vapor
III. Learning Strategies that a tropical cyclone needs to develop and keep going.)
a. Engage

d. Elaborate

 Show a diagram displaying how LPA forms and as it start to become a tropical
cyclone.

Ask:
1. What do you think this is? (They may answer typhoon)
2. Do you know how cyclones form?
Say: In order to find out, let’s read an article.

b. Explore
Reading Time: Read the selection quietly then ask the guide questions. Note:
HOW TROPICAL CYCLONES FORM -Low pressure area is the result when warm air rises above the warm ocean
Tropical cyclone is a system of thunderstorms that moves around a water.
center. -In the northern hemisphere where the Philippines is situated, winds circulate in
Tropical cyclones, hurricanes and typhoons are different names for the a
same type of storm. The only difference is the global area where they counterclockwise direction.
form. People around the Indian Ocean and Southwestern Pacific Ocean (that
part of the Pacific Ocean near Australia) refer to these storms as cyclones and e. Evaluate
those storms that are made in the Atlantic Ocean and Eastern Pacific Ocean (that FACT or BLUFF
part of the Pacific Ocean near America) call such powerful, cylindrical storms as 1. The minimum temperature the ocean water must have to be able to form a
hurricanes. Incidentally, people around the Northwestern Pacific Ocean (that tropical cyclone is 26.5 ℃ or more. FACT
part of the Pacific Ocean near Asia) are called typhoons just like here in the 2. Low pressure area is the result when warm air rises above the warm ocean
Philippines. Thus, a hurricane on one side of the Pacific Ocean will be called a Water .FACT
typhoon if it crosses into the other side. In the Philippines, we use the same 3. Typhoon is the term used by people who lives at the part of the Pacific Ocean
word for all categories of tropical cyclones. We call it bagyo whether it is a near America. BLUFF
tropical depression, a tropical storm or a typhoon 4. Tropical cyclone usually forms where there is cold ocean water. BLUFF
How does a tropical cyclone be formed? 5. Philippines are frequently visited with typhoons because it is surrounded with
Tropical cyclones usually form where there is warm ocean water. They warm ocean water that a tropical cyclone needs to develop and keep it going.
need water vapors from warm ocean waters in order to form and develop. The FACT
temperature should be 26.5 ℃ or more. The warm ocean water heats up the air
above it. The warm air then rises. The rising warm air results in a low pressure
area. Air in the surroundings will then move toward the area. Now, there is
water vapor in the rising warm air. The water vapor soon condenses and heat is
given off. The heat makes the air rise even more and air in the surroundings will
keep coming in. The air starts to spin and a tropical cyclone is born.
Oceans are the best source of water vapor. But not all part of the
oceans can provide water vapor. Evaporation would be greatest in oceans near
the equator than the oceans away from it. Our country is located near the
equator. Thus, it is warm in the vicinity of the Philippines, both on land and in the
surrounding bodies of water. The warm water supplies the water vapor that a
tropical cyclone needs to keep it going.

Tropical cyclones weaken and die out when they hit land. They need
water vapor from warm water to sustain them and keep them going which they
couldn’t get from land. Even if the tropical cyclone is still in a body of water, it
may weaken and die out if the water is cold.

c. Explain
 After doing the activity, lead the students in discussing the following:
1. What is a tropical cyclone? (Refer to the article)
A thunderstorm is characterized by strong winds, short-period heavy rains
that generally last for one or two hours, lightning, and thunder.
2. What is the difference among cyclones, hurricanes and typhoons? (refer to the
article)
3. Which is a better source of water vapor, land masses or ocean? Why?
(Ocean. Since in the ocean there are more water to evaporate than on land)
4. Where do you think would evaporation be greatest, near the equator or away
from the equator? Why?
The equator is an area of low atmospheric pressure because it receives the
most sunlight out of any place on earth. This means that the level of
evaporation is higher, and therefore there is more moisture in the atmosphere.
This low pressure system creates storms with large amounts of precipitation.
DAILY LESSON PLAN
Date: ______________________ Table A.
Grade 8-Sec. ___________________ There are air pressure at the different locations in a typhoon:
Area of Component: Earth Science

I. Learning Objectives: Location A B C D

At the end of the period,75% of the students with at least 75% proficiency should Air pressure* 930 960 980 990
be able to: in millibars (mb)
1. Identify the parts of a tropical cyclone; and
2. Describe the wind speed and air pressure in the different parts of the cyclone.
* Air pressure refers to the weight of air over a certain area

II. Learning Content Table B.

a. Topic: Unit 2-Module 2: TYPHOON There is also a particular wind speed at the two locations :
b. Subtopic: DISSECTING A TROPICAL CYCLONE Location E F
c. Materials: concept strips, picture of tropical cyclone (top view and cross Wind speed (km/hour) 10 200
sectional), letter O cut out
d. References:
1.Learner’s Module d. Explain
2.Teacher’s Manual  Students share ideas about what they have observed from the table.
III. Learning Strategies GUIDE QUESTIONS
a. Review 1. What instrument is used to measure air pressure? ( Barometer) Wind speed?
FACT or BLUFF (Anemometer)
2. Which part of the typhoon is location A? (The eye of the typhoon)
1. The minimum temperature the ocean water must have to be able to form a
3. What about locations B, C and D? (The rain bands)
tropical cyclone is 26.5 ℃ or more. FACT
4. From locations A to D what can you say about the air pressure? Is it increasing
2. Low pressure area is the result when warm air rises above the warm ocean
or decreasing?
Water .FACT
5. Compare the air pressures at A, B, C and D. What do you notice?
3. Typhoon is the term used by people who lives at the part of the Pacific Ocean
Answer: The air pressure at location A (within the eye of the typhoon) is less
near America. BLUFF
than the air pressures at locations away from the eye.
4. Tropical cyclone usually forms where there is cold ocean water. BLUFF
Or
5. Philippines are frequently visited with typhoons because it is surrounded with
Which has less air pressure, location A or locations B, C, D? (location A)
warm ocean water that a tropical cyclone needs to develop and keep it going.
6. What do you think is location E? (within the eye of the storm)
FACT
7. What about location F? (eye wall)
8. What can you say about the wind speed within the eye and at the eye wall?
b. Engage Answer: The wind speed at the eye wall is much greater than the wind speed at
the eye.
Note: Within the eye, the winds are slight. But at the eye wall the winds blow at
deadly speeds.
Or Which has greater wind speed, within the eye or at the eye wall? (at the
Eye wall)

e. Elaborate
 Show them a letter cut out O.
 This will further show them the concepts of air pressure and wind speed
in relation to the eye and the eye wall.
Ask:
a. What could this be? (They may answer a typhoon)
Say: This is how a tropical cyclone looks like on a top view or if you are going to
look at it from above.

c. Explore
Say: Just like the body, a typhoon also has its parts. Let us identify them. Eye wall 1 Eye wall 2
Eye

Eye- low air pressure and wind speed

Eye wall- high air pressure and wind speed
Scenario:
a. The first part of the typhoon’s eye wall will pass over Luzon, what do you think
will be experienced? (Strong winds)
b. This time, after several hours the typhoon’s eye will pass over Luzon, what
should be expected? (Light winds; so when the eye is over an area, people there
 Let the students label the picture above. think the weather has turned for the better. They may relax and lower their guard.
C. But the tropical cyclone is far from over)
After the eye has passed, the typhoon’s other part of the eye wall will again pass
by. What will be experienced next? (Strong winds again; the other side of the eye
wall can still do much damage)

f. Evaluate

Eye wall Air pressure Eye

Barometer Anemometer
Say: The bottom illustration shows a cross-section of a tropical cyclone. It is like
slicing it in half and looking at it from the side.

Location A -inside the eye of the tropical cyclone. 1. Part of the tropical cyclone which has the greatest wind speed. (Eye wall)
Locations B, C and D- locations that is more and more distant from the eye or the 2. This is the weight of air over a certain area. ( Air pressure)
rain bands of the eye wall. 3. Part of the tropical cyclone where the wind is light and air pressure is less. (Eye)
Location E is within the eye of the tropical cyclone. 4. Instrument used in measuring wind speed. (Anemometer)
Location F is inside the clouds surrounding the eye. The clouds at F make up the 5. Instrument used in measuring air pressure. (Barometer)
eye wall.
DAILY LESSON PLAN
Date: ______________________ d. Explain
Grade 8-Sec. ___________________  After doing the activity, lead the students in discussing the following:
Area of Component: Earth Science
1. What if a typhoon is located at 15˚ N, 138˚ E, is it within the PAR?
I. Learning Objectives:
At the end of the period,75% of the students with at least 75% proficiency 2. How about if the typhoon is at 19˚ N, 117 ˚ E, is it inside the PAR?
should be able to:
1. Identify what PAR means; Answer: For numbers 1 and 2, the answer is no, the typhoon is outside the PAR.
2. Determine the boundaries of PAR; and
3. Explain what is meant when a typhoon has entered the Philippine Area e. Elaborate
of
Responsibility (PAR).
Say: Every time a typhoon enters the PAR, PAGASA releases a local name for that
specific typhoon.
II. Learning Content
a. Topic: Unit 2-Module 2: TYPHOON
Critical thinking questions:
b. Subtopic: PLOTTING THE PAR
1. What if the typhoon is not yet in the PAR, will it be given a name? (Yes, but an
c. Materials: concept strips, blank map of the Philippines and its vicinity
international will be used instead. )
(with
longitudinal and latitudinal dimension)
Let us see this chart.(below)
d. References:
1.Learner’s Module
2. What do you notice about the names of typhoons? What special sequence do you
2.Teacher’s Manual
see in those names? (The names are alphabetically arranged and are alternate
III. Learning Strategies between male and female names.)
a. Review
“Relay: Fastest finger’s first”
1. Part of the tropical cyclone which has the greatest wind speed. (Eye wall)
2. This is the weight of air over a certain area. ( Air pressure)
3. Part of the tropical cyclone where the wind is light and air pressure is
less. (Eye)
4. Instrument used in measuring wind speed. (Anemometer)
5. Instrument used in measuring air pressure. (Barometer)

b. Engage
Ask:
Are you familiar with the term: PAR? What does it stand for?(Philippine
Area of Responsibility)
What is it then? (Answers may vary. Accept all possible answers.)
Philippine Area of Responsibility (PAR) is the specific area of geographic
boundaries of the Philippines to which typhoons might affect.

 What is this specific area of geographic boundaries? We will be able to

know further as we perform this activity.

c. Explore
 Show the class an enlarged map and post it on the board
Note:
 Call on students to come to the front and plot the points.
Pagasa uses a four-year rotation which uses a list of 25 names every four years which
 There are six points to plot, meaning there are six pairs of latitude and
began in 2001 when the bureau used nicknames for typhoons instead of the clichéd
longitude. So each point may be plotted by two students, one will find
names ending in “ing.”
the
latitude and the other the longitude.
In the event that the number of tropical cyclones within the year exceeds 25, an
auxiliary(back up) list will be used.
GROUP ACTIVITY: PLOTTING THE PAR
1. Plot the following points on the map below.
2. Connect the plotted points. f. Evaluate
3. Answer the guide questions. Identify if the following points are still part of the PAR using a map by answering YES or
NO.
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

Points Latitude Longitude YES OR NO

a. 15°N 120°E Yes
b. 10°N 135°E Yes
c. 20°N 117°E No
d. 6°N 123°E Yes
e. 27°N 130°E NO
In the map above, the bold line marks the boundary of the Philippine Area
of Responsibility. The latitude and longitude of each corner is also shown.

Say: It is the job of PAGASA (Philippine Atmospheric Geophysical and

Astronomical Services Administration to monitor all tropical cyclones
that enter this area.
DAILY LESSON PLAN
Date: ______________________
Grade 8-Sec. ___________________
C. Explain
Area of Component: Earth Science  Let the students fill in the table of the different categories of the
tropical cyclone and explain how they are categorized
I. Learning Objectives:
At the end of the period,75% of the students with at least 75% proficiency should  After doing the activity, lead the students in discussing the following:
be able to:
1. Identify what PAR means; 1. Fill in the table below.
2. Determine the boundaries of PAR; and TROPICAL CYCLONE CATEGORY Wind speed range in kilometers per
3. Explain what is meant when a typhoon has entered the Philippine Area of hour (kph)
Responsibility (PAR). TROPICAL DEPRESSION 35- 63
TROPICAL STORM 64-117
II. Learning Content TYPHOON 118-200
a. Topic: Unit 2-Module 2: TYPHOON SUPERTYPHOON GREATER THAN 200
b. Subtopic: TROPICAL CYCLONE CATEGORIES
c. Materials: concept strips, category and wind speed table, video clips from 3. Four types of public storm warning signals by PAGASA
youtube.com Storm signal Meteorological conditions
d. References: 1 Winds of 30-60 kph may be expected within 36 hours
1.Learner’s Module 2 Winds of greater than 60-100 kph may be expected within
2.Teacher’s Manual 24 hours
III. Learning Strategies 3 Winds of greater than 100- 185 kph may be expected within
a. Review 18 hours
Identify if the following points are still part of the PAR using a map by answering 4 Very strong winds of more than 185 kph may be expected
YES or NO. within 12 hours

d. Elaborate
 Show them how destructive typhoons are per storm signal
Video 3: http://www.youtube.com/watch?v=WXB1DQzvfxU

 Let them enumerate the tropical cyclone’s effect to people

TROPICAL CYCLONE’S EFFECT TO PEOPLE

 Flashfloods in land and storm surges at sea
 Break tree branches
 Destroy crops
 Uplift roofs made of light materials
 Uproot trees
 Uplift roofs made up of nipa and cogon
Points Latitude Longitude YES OR NO  Problems with communications and power supply
a. 15°N 120°E Yes  Cause damage to infrastructure and loss of lives
b. 10°N 135°E Yes
c. 20°N 117°E No
d. 6°N 123°E Yes
e. 27°N 130°E NO e. Evaluate
Match column A to column B.
A B
b. Engage E1. Tropical cyclone A. 35-63 kph
Ask: A2. Tropical depression B. greater than 200 kph
What are your experiences during a typhoon? (Let the students describe the D3. Tropical storm C. 118-200 kph
situation) C4. Typhoon D. 64-117 kph
B5. Super typhoon E. A system of thunderstorm moving around a
Center
Flood Uprooted trees

Strong
winds Flying roof

Landslides

b. Explore
Say: But not all the time, we will be able to experience all of these things, as
mentioned above, since there are certain tropical cyclone categories to
consider based from the wind speed each category has.

 Show a short video clip about the different categories of tropical categories.
Video 1: http://www.youtube.com/watch?v=gjjdLWQwsoM
Video 2: http://www.youtube.com/watch?v=rZiD2hhDPKo

 Let the students jot down notes based from the shown videos. Repeat the first
video twice.
DAILY LESSON PLAN
Date: ______________________
Grade 8-Sec. ___________________
d. Explain
Area of Component: Earth Science  Plot the data on the enlarged map.

I. Learning Objectives:
At the end of the period,75% of the students with at least 75% proficiency should
be able to:
1. Track typhoons using a grid map; and
2. Determine the possible starting and ending points of a storm track.

II. Learning Content

a. Topic: Unit 2-Module 2: TYPHOON
b. Subtopic: TRACKING A TROPICAL CYCLONE
c. Materials: blank map with PAR, tracking data, pencil
d. References:
1.Learner’s Module
2.Teacher’s Manual
III. Learning Strategies
a. Review
Match column A to column B.
A B
E1. Tropical cyclone A. 35-63 kph
A2. Tropical depression B. greater than 200 kph
D3. Tropical storm C. 118-200 kph
C4. Typhoon D. 64-117 kph
B5. Super typhoon E. A system of thunderstorm moving around a  After doing the activity, lead the students in discussing the following:
Center
3. Where did Sendong form? (Sendong formed in the Pacific Ocean )
b. Engage 4. When did Sendong enter the PAR? (Sendong entered the PAR on December 15,
2011)
5. When did Sendong leave the PAR? (Sendong left the PAR on December 18, 2013)
6. In what direction did Sendong move? (Sendong moved in a westward direction)

e. Elaborate
Ask:
1. Is it possible to plot all the points in the table on the map? (No, it is not possible.
(The points west of 115°E and east of 135°E are beyond the coverage of the map.)

2. Which points are not within the PAR?

(The points that are located at longitudes less than 115°E and more than 135°E
Ask: will lie outside the map.)
1. What is the name of the typhoon? (Luis)
2. Do you know its international name? (“Kalmaegi”) 3. Can you enumerate the points that are beyond the coverage of the map? (refer
3. Do you know exactly what this is? (Pertaining to the whole picture) to the table)

Say: This is the tracks/ pathways that the typhoon Luis had moved to from the
time it entered the Philippine Area of Responsibility until it went out of the f. Evaluate
country. This is called a storm track.  The result of the activity will be a form of evaluation for the day’s lesson.

Ask: Do you want to know how to make a storm track? We will do the same in
today’s activity.
C. Explore
 By partner let the students plot the data of Sendong on the map.
ACTIVITY: TRACKING TYPHOON
1. Plot the progress of the tropical storm Sendong on your map.
2. Put a dot at the latitude and longitude where the typhoon was first tracked.
3. Place a second dot at the next data point. Connect the two dots using your ruler.
4. Continue until you have plotted all of the tropical storm's data points to create
your typhoon track.
5. Use the latitude and longitude (lat-long) in the table below to track the location
of Sendong.
TRACKING DATA Date: 13-19 DEC 2011
Tropical Storm Sendong (International name: Washi)
Month/Day/Time Latitude (°N) Longitude (°E)
12/13/06 6.00 145.10
12/13/12 6.40 143.30
12/14/18 6.00 141.70
12/14/00 5.90 140.60
12/14/06 6.20 139.00
12/14/12 6.70 137.70
12/14/18 7.00 136.30
12/15/00 7.20 134.30
12/15/00 7.20 134.30
12/15/06 7.60 132.30
12/15/12 7.70 130.80
12/15/18 7.50 129.10
12/16/00 7.40 128.10
12/16/06 8.00 126.80
12/16/12 8.40 125.50
12/16/18 8.50 123.80
12/17/00 9.10 122.40
12/17/06 9.20 121.50
12/17/12 9.60 120.40
12/17/18 10.20 119.00
12/18/00 10.90 117.60
12/18/06 10.30 115.70
12/18/12 9.90 114.60
12/18/18 9.60 113.90
12/19/00 9.10 112.90
12/19/06 9.70 111.90
12/19/12 10.50 110.70