GRADE 8 SCIENCELp Demo October 10 2018

SCHOOL PRES.
DIOSDADO MHS LEARNING AREA SCIENCE

TEACHER ALFRED G. GICO QUARTER 2nd M-2 Typhoons
GRADE LEVEL 8 Teaching Dates October 10, 2018
I. OBJECTIVES
The learners demonstrate an understanding of:
A. Content Standards
the formation of typhoons and their movement within the PAR
The learners shall be able to:
B. Performance Standards Trace the path of typhoons that enter the Philippine Area of Responsibility using a
map and tracking data.
The learners should be able to …
Trace the path of typhoons that enter the Philippine Area of Responsibility using a
C. Learning map and tracking data.
Competencies/ Specific Objectives
Objectives 1. Track the path of a tropical cyclone given its coordinates
Write the LC code for 2. Explain why is there a need for PAGASA to regularly monitor tropical cyclone
each 3. Recognize the importance of weather updates and safety precautions given by the
Philippine Weather Bureau
S8ES-IIf-21
Tracking of Typhoon Path.
II. CONTENT
A Typhoon track is a map about the location and trajectory of a typhoon.
It is drawn on a chart with a shared coordinate system (latitude and Longitude).
III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages Unit II Module 2 pp. 97 – 99
2. Learner’s Materials
Unit II Module 2 pp. 144-146
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
http://thenhbushmantyphoon.blogspot.com/2018/09/super-typhoon-mangkhut-
B. Other Learning ompong-update-no_30.html
Resources https://www.google.com.ph/search?q=effects+of+typhoon+yolanda+picture
C. Management of
Prayer, Cleanliness and attendance checking
Learning (MOL)
IV. PROCEDURES Teacher’s Activity Student’s Activity
A. Reviewing previous Group leader will roll a dice. Each side
lesson or presenting Review previous lesson: GAME has corresponding questions to answer.
the new lesson “Roll a Dice ” Answers:
Ask the leader of each group to roll a dice. Hurricane
He/she will pick the question in the winning
side of the dice. Typhoon
Questions:
-It is a type of tropical cyclone or severe
tropical storm that form in the Atlantic Ocean
or in the Northeastern part the Pacific Ocean.
- A large, powerful and violent tropical cyclone
forms over warm water of northwestern part of
Pacific Ocean. Cyclone
- It is an intense Low Pressure system which is
characterized by a strong spiral winds in a
counterclockwise direction in Northern
Hemisphere and in clockwise direction in
Southern Hemisphere Tropical storm
- Moderate tropical cyclone category with a
maximum wind speed of 118 kph Super Typhoon
- An intense tropical cyclone category where
the wind speed is greater than 220 kph
SCHOOL PRES. DIOSDADO MHS LEARNING AREA SCIENCE
Matching type: Match column A with column B.

Teacher will post the questions and choices on
the board. Students will read and write the
answers on their activity notebook
A B
1. Imaginary horizontal a. Philippine
lines that locate places Area of
Students will write answers on their
North or South of the Responsibility
activity notebook.
equator.
Answers
B. Establishing a purpose 2. Imaginary vertical lines b. Latitude
1.b
for the lesson which locate places East or
2. c
West of the Prime
3. d
Meridian.
4. a
3. Body of water in the c. Longitude
eastern part of the
Philippines where
typhoons usually form.
4. An area in the d. Pacific Ocean
Northwestern Pacific
where PAGASA monitors
weather occurrences.
Engage:
Show a video clip about forecast of typhoon
Yolanda
Question: Students answers may vary.
1.What type of video was shown? Possible answers:
C. Presenting
2. What specific weather disturbance was 1.Video about weather disturbance
examples/instances of the
featured? 2.Its about incoming typhoon
new lesson
3. What is the given name for the typhoon? 3. Typhoon Yolanda
D. Discussing new concepts Explore Answers:

and practicing new skills #1 Activity: Tracking a tropical cyclone
Ask the resource manager of each group to get

copy of activity sheet and materials needed for
the activity.
Procedures:
1.Use the latitude and longitude (lat-long) in
the table below to track the location of
Typhoon Yolanda. Plot each lat-long pair on the
map with the PAR.
(Refer to activity sheet)
2. Answer the guide questions on the manila
paper or cartolina.
3. Presentation of output per group.
E. Discussing new concepts
and practicing new skills #2
Guide Questions:
1. Is it possible to plot all the points in the table
on the map from the Activity ?
2. In what body of water did typhoon Yolanda
form?
3. What date and time did Yolanda enter the
Philippine Area of Responsibility?
4. What date and time did Yolanda leave the 1.No.
Philippine Area of Responsibility? 2. Pacific ocean
5. What direction did Yolanda take after it 3. November 6, 2013 at 6 GMT
crossed the Philippines? 4. November 9, 2013 at 00 GMT
5. Northwest direction
F. Developing mastery
Group presentation:
(leads to Formative
Students will present and discuss their output.
Assessment 3)
G. Finding practical Pictures which illustrates the effects of 1. It shows the effects of typhoon.
applications of concepts typhoon. Students answers for number 2
and skills in daily living question may vary.
Always listen to the updates about

weather forecast.
Follow the safety precautions given
by the Philippine Weather Bureau
(PAGASA).
H. Making generalizations
and abstractions about the
lesson
Ask the following questions:

1.What does the pictures show?
2.Can you cite ways to minimize the its
effect?
I. Evaluating learning Evaluation:
True or False: Read and understand Students will draw their answers in a
each question carefully. Draw if ¼ sheet of paper.
the statement is true and
if the statement is false.
1.Typhoon Yolanda formed in the Pacific ocean.
2. Typhoon Yolanda entered Philippine Area of 1.
Responsibility on November 6, 2013 at 6 GMT
3. Always listen and follow the safety 2.
precautions given by the authorized
3.
4.
5
agency about weather.
4. Typhoon Yolanda leave Philippine Area
of Responsibility on November 10 , 2013
5. Typhoon Yolanda moved in a Northwest
direction.
Extend
J. Additional activities for Give at least 5 safety precautions before,
application or remediation during, and after typhoon.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for remediation
C. Did the remedial lessons work? No. of learners who have caught
up with the lesson
D. No. of learners who continue to require remediation
E. Which of my teaching strategies worked well? Why did these
work?
F. What difficulties did I encounter which my principal or
supervisor can help me solve?
G. What innovation or localized materials did I use/discover which I
wish to share with other teachers?
Activity : 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.
Materials Needed:
1.Map with the PAR
2. Tracking data
3. White Board Marker
4. Manila Paper
Procedure:
1.Use the latitude and longitude (lat-long) in the table below to track the location of Typhoon Yolanda. Plot each lat-long
pair on the map with the PAR.
Date: 03-10 November 2013

Super Typhoon Yolanda (International name: Haiyan)
DATE ( Month/Day/Year) Time Latitude Longitude Category
1 Nov/06/2013 00 GMT 7.4 139.6 Super Typhoon

12 Nov/08/2013 18 GMT 12.4 118.1 Typhoon
13 Nov/09/2013 00 GMT 12.3 116.2 Typhoon
14 Nov/09/2013 06 GMT 13.5 114.8 Typhoon
Guide Questions:
1. Is it possible to plot all the points in the table on the map from Activity?
2. In what body of water did typhoon Yolanda form?
3. What date and time did Yolanda enter the Philippine Area of Responsibility?
4. What date and time did Yolanda leave the Philippine Area of Responsibility?
5. What direction did Yolanda take after it crossed the Philippines?
RUBRICS
CATEGORY 4 3 2 1
Accuracy All points were plotted Most of the points were Some of the points None of the points
accurately in its plotted accurately in its were plotted were plotted
designated longitude designated longitude accurately in its accurately in its
and lalitude coordinates. and latitude coordinates. designated longitude designated
and latitude longitude and
coordinates. latitude
coordinates.
Cooperation/ All the members of the Most of the members of Few of the members Nobody join the
Team work group work the group work join the activity activity
harmoniously harmoniously
The group was able to The group was able to The group was not The group was not
Time finish the output before finish the output on time able to finish the able to fish the
the given time output 3 mins. after output 5mins.
the given time Onwards after the
given time
Presentation/ The output clearly The output The output indirectly The output does not
communicates the given communicates some of communicates the sufficiently
objectives and was able the given objectives and given objectives and communicates the
to answer all the was able to answer at was able answer at given objectives
questions given least 4 questions given least 3 questions and was able to
correctly. correctly. given correctly. answer at least 2
questions correctly.

GRADE 8 SCIENCELp Demo October 10 2018

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

GRADE 8 SCIENCELp Demo October 10 2018

Uploaded by

Copyright:

Available Formats

SCHOOL PRES.

DIOSDADO MHS LEARNING AREA SCIENCE

III. LEARNING RESOURCES

Matching type: Match column A with column B.

D. Discussing new concepts Explore Answers:

Ask the resource manager of each group to get

Always listen to the updates about

Ask the following questions:

Activity : Tracking A Tropical Cyclone

Date: 03-10 November 2013

10 Nov/08/2013 06 GMT 11.4 122.6 Super Typhoon

You might also like