DETAILED School SSCT Grade Level GRADE 8

LESSON PLAN Teacher Rica Mae Estrella Learning SCIENCE 8

(Senior High School) Marygrace Galanida Areas
Liewenz Joy Pertos
Teaching Dates December 2, 2019/ Quarter 2ND Quarter
and Time 8:00-8:30pm

I. OBJECTIVES:

A. CONTENT STANDARDS The learners demonstrate an understanding of; the

B. PERFORMANCE STANDARDS
C. LEARNING COMPETENCIES/
OBJECTIVES (Write the LC code for
each)
formation of typhoons and their movement within the
PAR. S8ES-IId18
The learners shall be able to: demonstrate precautionary
measures before, during, and after a typhoon, including
following advisories, storm signals, and calls for
evacuation given by government agencies in charge.
S8ES-IId18
The learners should be able to… explain how typhoons
develop; S8ES-IId18

II. CONTENT:
2. Understanding Typhoons
2.1 How typhoons develop

III. LEARNING RESOURCES:

A. 1. Teacher’s Guide pages

2. Learner’s Material pages 1. BEAM 5. Unit 6. 18 Tropical Cyclones. Learning Guides.
Tropical Cyclones. Septermber 2008.
3. Textbook pages Page 138 of 203
4. Additional Materials from
Learning
Resource (LR) portals
B. Other Learning Resources

IV. PROCEDURES:

A. INTRODUCTION:
a. Opening Prayer/ Classroom Management/ Attendance
b. Recall of Previous Topic
TEACHERS ACTIVITY STUDENTS ACTIVITY
“What was the topic that we discussed last “Our topic last meeting was all about
meeting?” earthquakes.”
 “Very Good! What is the government agency
that is under the Department of Science and
Technology (DOST) that monitors Earth
movements and maps fault lines?
“Very good, class.” Let us examine your
learnings. So what is a fault?”
“Wow! So how do we measure
earthquakes?”
“Excellent! How are earthquakes recorded?”
“Well done, class!” So I guess you know all
the basic information about earthquakes. So
let’s move to our lesson this morning.”
B. MOTIVATION:
“I will be presenting to you a video about our
topic for today. So I want you to pay
attention and listen to what does this video
convey. Okay?”
“What can you say about the video?”
“Okay. Who has another answer?”
“How do you differentiate typhoons and
cyclones based on what u have seen in the
video?”
“Very Good! Because our topic for today is all
about Typhoons.”
C. (DEVELOPMENT OF THE LESSON)
a. ACTIVITY
Teacher’s Activity
“Our topic for today is all about Typhoons.
Who can remember the one of the most
devastated typhoon that hit the Philippines
last November 8, 2013?”
Very Good! So the study of clouds is a field of
meteorology called nepbology. Can you give
me the different cloud formation?”
“Philippine Institute of Volcanology and
Seismology (PHIVOLCS).”
“Faults, are cracks on the surface of the Earth
where the earthquakes can occur repeatedly.
These cracks may originate deep beneath the
surface of the crust.”
“It can be measured by its intensity or its
magnitude.”
“Earthquakes can be recorded through
seismometer. It is an instrument that
monitors ground vibrations.”
“Okay, ma’am/sir.”
“The video is made by the government
agency called PAG-ASA .”
“The video is all about the formation of
typhoons and its classification.”
“In the Northwest Pacific we call it Typhoons.
In Indian Ocean and Southwest Pacific we call
it Cyclones. And in Atlantic we call it
Hurricanes.”
Student’s Activity
“Typhoon Yolanda (International Name:
Haiyan) devastated Tacloban City and many
parts of Leyte and Samar by causing “storm
surges. The public had no idea how deadly
a storm surge could be.”
“Cirrus clouds, thin, feathery clouds.
Cumulus clouds gray at the base and white
 on top. Cirrocumulus clouds most likely to
bring afternoon shower.”
“Okay! Any other?” “Cirrostratus clouds have a sheet-like
appearance that can look like a curly
blanket covering the sky.”
“Excellent! What else?” “Stratocumulus clouds low lying lumpy
clouds. Nimbus clouds dark heavy clouds. “
“Good Job, class! I guess you already know the “First is Anemometer, it measures the
different cloud formation let proceed to the speed and of the wind.”
instruments that meteorologists use to
monitor weather. Can you give me examples
of this instruments?”
“Okay! What else?” “Second is the Wind Vane that show the
direction of the wind”
“Very Good! Any other?” “Third is Thermometer it measures the air
temperature.”
“Excellent! What else?” Fourth Rain gauge or precipitation gauge
used to measure amount of level of rain
collected over a period of time.”

“I guess there is still another one. What is it?” “The last is the Barometer that measures
air pressure.”
“Wow! Excellent! So what agency is “Philippine Atmospheric Geophysical
responsible for monitoring tropical cyclone Astronomical Services Administration (PAG-
occurrences within the Philippine Area of ASA).”
Responsibility (PAR)?”
“Very Good! So we are done already “Okay ma’am/sir.”
discussing the formation of clouds and the
instruments used by meteorologist to monitor
the weather. Take note class that there are lot
of different cloud formations but we only
discussed few of them.”

b. ANALYSIS
Teachers Activity Students Activity
“Now that we that we know all about (In a visual aid the students will read an
typhoons. Let us read again the steps on how article of how a typhoons is formed.)
a typhoon formed to fully develop our
understanding:

In tropical oceans, the water in the oceans'

surface layer heated by the direct solar
radiation. As a result, the air above the
tropical oceans is characterized by high
temperature and humidity, resulting in air
inflation that easily leads to low density per
unit volume of air. Weak wind near the
equator causes the lighter air to soar and incur
convection that further attracts inflow of
surrounding cooler air. The intake air 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.”
“What do you think the reason why the (Students will raise their hands and share
Philippines is prone to typhoons?” their ideas.)

“It is because the Philippines is

geographically located along the Pacific
region near the Equator which is prone to
tropical cyclones and storms.”
“Thank you class for sharing you ideas.”
c. ABSTRACTION
“So we have discussed everything about
typhoon. Again what is a typhoon?”
“What do you call the person who studies
weather; and may, like a weather
presenter engage in weather forecasting,
or may solely conduct research?”
“Very good! Thank you for your listening.”
d. APPLICATION
Learning Acvities
“I want you to group yourselves in 5.” Please
count 1-5 starting from this row”
“Kindly look for your groupmates and form a
circle.”
“What are you going to do is to draw and label
the steps in Typhoon Development from step
1 to step 5 in a long bond paper and present
your work in front of the class.”
“Time is up. So you are going to present now
your work in front of the class. Let’s start with surface temperature of 26.5°C or higher.
group 1 followed by group 2,3,4,5.
“Typhoon is a tropical cyclone with winds
faster than 74 miles per hour that occurs in
the North Atlantic Ocean, the Northeast
Pacific Ocean east of the dateline, the
South Pacific east of 160E and the
Northwest Pacific Ocean west of the date
line.”
“Meteorologist.”
Students are counting
“Okay, ma’am/sir.”
“Step 1. Evaporation of water at ocean
Step 2, Warm moist air rises upwards from
the ocean surface, creating a low pressure
area near the ocean surface. Step 3. Air
from surrounding high pressure areas
rushes toward the low pressure area. This
air is initially dry and cooler, but near the
ocean surface, the air is heated and carries
more water vapor from continuous
evaporation. Step 4. As the warm air rises
toward the cooler parts of the upper
atmosphere, it cools off and the water
vapor begins to condense to form clouds.
Step 5. More clouds form and wind speed
picks up as the Cariolis effect causes the air
to spiral as it rises. As the winds rotate
faster, the low pressure area near the
ocean surface becomes a tropical
depression, and may eventually turn into a
typhoon.
 “Excellent class! Please give yourselves a
round of applause. Thank you so much for
your cooperation.”

D. EVALUATION
Direction: Choose the letter that corresponds to the correct answer.

1. On laundry days, you hung wet clothes under the sun. Which of the process below will dry
your clothes?
a. condensation c. evaporation
b. conduction d. precipitation

2. Which of the following is not necessary for a cyclone to develop?

a. high air pressure
b. converging winds
c. changes air pressure
d. continuous evaporation and water cycles

3. A high barometer reading will indicate__________.

a. wet season c. strong storms

b. fair weather d. formation of a low pressure area

4. The following clouds indicate fair weather except _________.

a. cirrus clouds c. nimbus clouds
b. cumulus clouds d. stratocumulus clouds

5. PAG ASA scope includes the following fields of science except ___________.
a. astronomy c. geophysics
b. genetics d. meteorology

V. REMARKS:

VI. REFLECTIONS: (see DO 42)

Prepared by: