School ETTMNIHS Grade Level 8

LESSON
EXEMPL Teacher Mr. Arnold B. Fernandez Learning Area Science
AR Teaching Date and Time November 23, 2021 Quarter Second
8:30-9:30 AM

I. Objectives a. Track the location of Tropical Storm Sendong and plot each lat– long
pair on the map with the PAR.
b. Determine the latitude and longitude of the tropical storm
“ULYSSES” (VAMCO)
c. Simulate the given scenario about typhoon; and
d. Cite quotation or reflection about Understanding Typhoon
A. Content Standards The formation of typhoons and their movement within the PAR
B. Performance Standards 1. Demonstrate precautionary measures before, during, and after a
typhoon, including following advisories, storm signals, and calls for
evacuation given by government agencies in charge
2. Participate in activities that lessen the risks brought by typhoons
C. Most Essential Learning Competencies MELC’s 8
Trace the path of typhoons that enter the Philippine Area of
Responsibility (PAR) using a map and tracking data
S8ES-IIf-21
D. Enabling Competencies 8.1. make an emergency plan and
(If available, write the attached enabling 8.2. demonstrate precautionary measures before, during, and after a
competencies) typhoon earthquake and other natural calamities, including following
advisories, and calls for evacuation given by government agencies in
charge
8.3. identify if your location is in the path of a tropical cyclone, given the
latitude and longitude position and
8.4. explain why PAGASA regularly monitors when a tropical cyclone is
within PAR
8.5. Identify the parts of typhoons
8.6. Create a poster showing how one can be prepared before, during
and after a typhoon.
II. Content Understanding Typhoon
III. LEARNING RESOURCES PIVOT 4A Learner’s Material
A. References
a. Learner’s Material Pages pp. 23-27 (PIVOT 4A)
b. Textbook Pages pp. 142-146
c. Additional Materials from Learning 1. BEAM 5. Unit 6. 18 Tropical Cyclones. Learning Guides. Tropical
Resources Cyclones. Septermber 2008.
2. Science and Technology I: Integrated Science Textbook. NISMED.
2012. pp. 285-287.
3. Sciene 8 Learner’s Module. Campo, Pia C., et al. 2013. pp. 138-139.
4. Science and Technology I: Integrated Science Textbook for First
Year. Villamil, Aurora M., Ed.D. 1998. pp. 207-208.
B. List of Learning Resources for Google.com
Development https://www.pagasa.dost.gov.ph/information/annual-cyclone-track
Youtube.com
https://www.youtube.com/watch?v=-E-sQkcSwFk&t=72s
https://www.youtube.com/watch?v=tgAFk4WBFTo
https://www.youtube.com/watch?v=IPjyCzkD8L8
IV.PROCEDURES
A. Introduction Opening Prayer (consider the beliefs of each learner)
Checking of attendance

Game 1
Cite “known” typhoon’s name that hits Philippines
 Game 2
Guess What am I
Charades/ Pinoy Henyo

Video Presentation 1
Typhoon Names this 2021 in the Philippines
https://www.youtube.com/watch?v=tgAFk4WBFTo

Review of Previous Lesson

 What is a Typhoon?
 Tropical Cyclone Wind Signal
 How Typhoons develop?
 Plotting the PAR

Presentation of the New Lesson

Know the types of learners (for teacher)

a. near sighted or far sighted
KRA 2: Learning Environment b. allergy to chalk dust or smell of board marker
Objective 5 c. physical conditions (injury, pregnant, etc)
Indicator 4 d. mentally challenged (no need to mention)

KRA 1: Content Knowledge and Pedagogy Pretest

Instruction: For each item, choose the letter of the correct answer and
Objective 4
write it in your notebook.
Indicator 3 1. Most of the typhoon that enters the PAR started at where part of the
PAR?
a. North East b. South East
c. North West d. South West
2. All of the following are the data needed in tracking a typhoon
EXCEPT
a. Latitude b. Month
c. Longitude d. Seconds
3. Given the exact coordinates of the PAR (5°N 115°E, 15°N 115°E,
21°N 120°E, 25°N 135°E and 5°N 135°E.), which of the following could
be found inside the PAR?
a. 6°N 122°E b. 26°N 115°E
c. 3°N 122°E d. 11°N 154°E
4. Identify the sea temperature required for the formation of a tropical
cyclone.
a. 23.5°C b. 24.5°C
c. 25.5°C d. 26.5°C
5. What causes tropical cyclones to move west?
a. Easterly winds called trade winds
b. Wind blowing west called westerlies

You all know that the Philippines is very vulnerable to extreme

weather conditions because of its geographical location. According to
PAGASA around 20 tropical cyclones enter the PAR each year and
some cause destructions to lives and properties. But what makes the
Philippines a front liner in some of the most destructive typhoons? Our
KRA 1: Content Knowledge and Pedagogy country lies along the west pacific basin which has the warmest ocean
Objective 1 temperature in the world.
Indicator 1 In this lesson, you will learn how to trace the path of typhoons that
enter the Philippine Area of Responsibility (PAR) using a map and a
tracking data.
 Tropical cyclones need water vapor in order to form. But not all parts
of ocean can provide water vapor, thus tropical cyclones require warm
KRA 1: Content Knowledge and Pedagogy ocean waters to be able to develop. According to scientists, the
Objective 3 temperature of ocean water must be 26.5° C or greater. From the
Indicator 2 maps, you can see that the 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.

Questions:
1. Which is a better source of tropical cyclone, water vapor,
landmasses or ocean?
2. Where do you think will evaporation be greatest, near the equator or
away from the equator?
3. Do you think typhoons can form in latitudes away from the equator?
Why or why not?
B. Development Activity No. 1
Study the maps below. They tell us the tracks (path) of four cyclones
that entered the PAR in the past years. Using the maps, answer the
KRA 1: Content Knowledge and Pedagogy given questions that follow:
Objective 3
Indicator 2

KRA 2. Learning Environment

Objective 8
Indicator 7
Set B

Questions:
1. Where did the tropical cyclones form?? On land or in the ocean?
2. What can you say about the temperatures of the bodies of water in
the vicinity of the Philippines? Is the water warm or cold?
3. In what direction did the tropical cyclones move?
4. Which part of the Philippines was hit by the four (4) tropical
cyclones?
In the case of Agaton, Yoyong, and Huaning, where did they die out?
Near land or in the middle of the ocean?

Activity No. 2
Picture Analysis
Study each picture below. Answer the question in each item.
1. What does the picture show?

2. What do you think is inside the tropical cyclone?

3. Explain what the picture is all about.

Activity No. 3
Track the location of Tropical Storm Sendong and plot each latitude –
longitude pair on the map with the PAR.
Procedure: 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.
Tropical Storm WASHI or Tropical Storm Sendong
 Guide Questions:
1. When did Sendong enter the PAR?
2. When did sending leave the PAR?
3. In what direction did Sendong move?

Guide Questions:
1. When did Sendong enter the PAR?
2. When did sending leave the PAR?
3. In what direction did Sendong move?
C. Engagement Skit No. 1
The learners will be given a situation or the scenario.
 The learners are given 3 minutes to prepare or discuss what to do:
KRA 1: Content Knowledge and Pedagogy Before, During and After the typhoon.
Objective 4
Indicator 3 Presentation of the skit.

Video Presentation 2
KRA 2. Learning Environment
https://www.youtube.com/watch?v=IPjyCzkD8L8
Objective 6
Indicator 5
Skit No. 2
Weather Forecasting
KRA 2. Learning Environment
The learners will be assigned to report about typhoon.
Objective 7
Indicator 6
Set B News Report 1
Before the typhoon enters the PAR

News Report 2
During the typhoon inside the PAR

News Report 3
After the typhoon that hits Philippines
D. Assimilation Activity No. 4
Using the map of tropical storm track below, determine the latitude and
longitude of the given storm.

KRA 2. Learning Environment

Objective 8
Indicator 7
Set B

Track of Tropical Storm “ULYSSES” (VAMCO)

Latitude N° Longitude E°
11/8/20- 8PM
11/9/20- 2PM
11/10/20- 2PM
11/11/20- 2PM
11/12/20- 2PM
11/13/20- 2PM
11/14/20- 2PM
 Post-test
Instruction: For each item, choose the letter of the correct answer and
write it in your notebook.
1. Given the exact coordinates of the PAR (5°N 115°E, 15°N 115°E,
21°N 120°E, 25°N 135°E and 5°N 135°E.), which of the following could
be found inside the PAR?
a. 6°N 122°E b. 26°N 115°E
c. 3°N 122°E d. 11°N 154°E
2. All of the following are the data needed in tracking a typhoon
EXCEPT
a. Latitude b. Month
c. Longitude d. Seconds
3. Most of the typhoon that enters the PAR started at where part of the
PAR?
a. North East b. South East
c. North West d. South West
4. Identify the sea temperature required for the formation of a tropical
cyclone.
a. 23.5°C b. 24.5°C
c. 25.5°C d. 26.5°C
5. What causes tropical cyclones to move west?
a. Easterly winds called trade winds
b. Wind blowing west called westerlies

Integrative Performance task

1. Jingle Making
Instruction: Make a 5-sentence Jingle about a certain typhoon you
heard or experienced.
2. TyPOEM
Instruction: Make a five-sentence poem about typhoons
3. Brochure
Instruction: Make a brochure about Understanding Typhoon
V.REFLECTION Write your insights about our lesson.
I understand that ___________________________.
I realize that ___________________________.

Prepared by

Arnold B. Fernandez