Topic / Title: Understanding Typhoon

Time Allotment October 17,2018 8-EMERALD (1:00-2:00PM)

Prepared by Andrea J. de Guzman
Learning Competency and Objectives
At the end of each activity, students should be able to;
1. Explain the formation of typhoons and their movement within the PAR.
2. Understand how typhoons that enter the Philippine Area of Responsibility are tracked using
tracking chart.

ELICIT (ICT) Materials

Show a movie to the class entitled INTO THE STORM and /or Ask the students of Laptop, Speaker
their experiences during a typhoon. Let them share their experiences to the class.

ENGAGE
Group the students into five. Manila paper,
Ask the students to elicit answers from the ff questions: marker,paper and
1. How do typhoons develop? pen
2. Why is the Philippines prone to typhoons?

EXPLORE
Using Science Learner’s Module 8 Book
1. Do Activity 1 “PLOTTING THE PAR” on p. 140-142 Colored pens
EXPLAIN
Output
1. Let the representative of each group present their output/ observation.
2. Answer the questions in the activity.
Plot the following points on the map below.
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

ELABORATE
In tropical oceans, the water in the oceans' surface layer heated by the direct solar Powerpoint
radiation. As a result, the air above the tropical oceans is characterized by high presentation
temperature and humidity, resulting in air inflation that easily leads to low density per Short video clip
unit volume of air. Weak wind near the equator causes the lighter air to soar and “how typhoon is
incur convection that further attracts inflow of surrounding cooler air. The intake air formed”
then warms up and soars again, creating a positive feedback cycle that eventually
forms an air column with high temperature, light weight and low density. This is how
the tropical depression forms.

The air flows from high pressure towards low pressure as if the water flows from
high to low elevation. The surrounding air with higher pressure will flow towards
where the pressure is lower, creating the "wind." As the area for direct solar radiation
moves northward away from the equator in summer, the southeasterly trade wind in
the Southern Hemisphere crosses the equator and penetrates into the Northern
Hemisphere in the form of southwest monsoon, which has heads-on encounter with
the northeasterly trade wind in the Northern Hemisphere and forces the air in this
area to soar, creating more convection. Furthermore, the wind convergence resulting
from the southwesterly and the northeasterly trade winds often cause air turbulence
and whirlpool. These convergence effects, when continually enhanced by the
convection activity, further deepens the existing low-pressure vortex, resulting in
more and faster ambient air flow been drawing into the vortex center. Faster inflow
corresponds to higher wind speed which, when the near-ground maximum speed
reaches or exceeds 62 km per hour or 17.2 meter per second, is characteristic of a
typhoon.

A cyclone is an area of low pressure containing rising warm air with winds spiraling
into the center. An anticyclone is an area of high pressure containing dry, cold air
with winds spiraling out from the center. In tropical areas, hurricanes are called
typhoons. The center of the typhoon is the eye of the typhoon which is usually a calm
center. The location of the Philippines in the Pacific Ring of Fire makes it prone to
typhoons.
The term typhoon is used only in the northwestern part of the pacific ocean. In the
northeastern part of the pacific ocean and in the northern part of the Atlantic ocean,
the equivalent term is hurricane.

PAGASA or the Philippine Atmospheric, Geophysical and Astronomical Services

Administration issues Public Storm Warning Signals when an area is about to hit by a
tropical cyclone in the Philippines only. Typhoons are tracked using a track chart to
determine the position, intensity and predicted direction of the movement of the
typhoon.
Precautionary measures have to be undertaken to prevent the loss of lives and
properties before, during, and after a typhoon.

EVALUATE: 1/2 cw
Describe a strong typhoon that has hit the Philippines
What were its effects on the people and the environment
What do you think should be done to reduce the damage caused by typhoons?

EXTEND (10 minutes)

Recall the situation how you and your family reacted to typhoon. Reflect on your Paper,pen
reactions, is there something that could be improved in your reaction.

REFERENCES
Science Learner’s Module Gr. 8 pp. 139-148
Youtube.com