Date & Time:

JANUARY, 2023
Name of Teacher: SHIELO MARIE C. CABAÑERO Grade Level &
GRADE 8
Section:

School: BUHISAN NIGHT HIGH SCHOOL Division: Cebu City

Learning Area: SCIENCE Quarter: SECOND Quarter

Learning
Competency(ies):  How typhoon develops and how it is
Code: S8ES-IIf-21
(Taken from the affected by landmasses and bodies of water
Curriculum Guide)

UNDERSTANDING TYPHOONS Duration: 1 hour

Content Title:
Key Concepts /

Understandings to
The learner demonstrates understanding of key concepts of typhoon, its advantages and
disadvantages
be developed

Objectives Adapted Cognitive Process Dimensions (D.O. 8, s. 2015)

Knowledge: Define and describe a typhoon

Skills: explain how typhoons are formed

Attitude: awareness when dealing natural calamities

Values: Value the importance of preparedness in times of disaster in real-life situation.

Learning o SLM
Resources/ o Powerpoint Presentation
Materials
o Quizizz.com

Procedures

Introductory
Activity o The class will start with daily classroom routines.
1. Prayer
2. Attendance check
3. Classroom Rules
4. Review of the previous lesson

o The teacher will conduct an activity called ‘Four pics one word’.
Instructions:
1.The teacher will display four pictures linked by one word.
2. The student’s aim is to work out what the word is from the set of letters given by
pictures below.

LIGHTNING WIND
 o The teacher asks the following questions after.
Guide Questions:
1. How are these words related to our topic this afternoon?
2. What is the topic for today’s lesson?

The teacher will conduct an activity ( “IM HERE,I HEAR )

The teacher will instruct the students to close their eyes and listen carefully to the sounds that will
play. Afterwards, the students will answer the following questions:

1. How do you feel while listening to the sounds?

Indicator #4: Establish safe and secure learning environments to enhance learning through the
consistent implementation of policies, guidelines and procedures)

Indicator #5: Maintain learning environments that promote fairness, respect and care to
encourage learning.
Activity The teacher will instruct the students to buckle up their seats and show a picture of the departure area of an
airport, and afterwards on board for a specific destination, the students will answer the following questions:

1. What do you see outside the window of an airplane when you are travelling?
2. As you are approaching the atmosphere, are you familiar with the layers of the atmosphere where
passenger planes pass by?
(Troposphere)
3. What type of weather disturbance also happens in this layer of the atmosphere?
(Typhoon,Cyclones,hurricanes)

Indicator #3: Use effective verbal and non-verbal classroom communication strategies to
support learner understanding, participation, engagement and achievement.

Indicator #7: Apply a range of successful strategies that maintain learning environments
that motivate learners to work productively by assuming responsibility for their own
learning.

Analysis
o The teacher will discuss the lesson to deepen students’ understanding regarding the topic.

In this module, you will know the concept of the formation of typhoon and their
movement within the PAR.

Our country is located near the equator surrounded by the bodies of water which favor
The formation of a tropical cyclone it is one of the most destructive disasters known to
man.
It is one of the Earth's strongest forces, a combination of strong, howling winds and
heavy precipitation. Typhoons that enter the Philippine Area of Responsibility become
more frequent and violent, causing great damage and loss to many lives and properties.

o The teacher will then introduce the difference between typhoon and hurricane.
1. Typhoon
2. Hurricane

How tropical cyclones form into a storm?

o The tropical cyclone undergoes a process of development called tropical cyclogenesis.
This process involves several requirements, which if met will lead to the formation of a
storm

And will show a video presentation how typhoons develop.

 Indicator #2: Display proficient use of Mother Tongue, Filipino and English to facilitate
teaching.

Indicator #6: Maintain learning environments that nurture and inspire learners to
participate, cooperative and collaborative in continued learning.

Abstraction How do cyclones form into storm

Guide questions
1. What are needed to create or form a tropical cyclone?
2. Based on the activity how can we relate formation of cyclone into baking a cake?
(step-by step process and ingredients needed to create a cake)

o Teacher will also add: There are sequence needed to form a cyclone same in solving
mathematical problem, we use sequence to correctly solve it .We use PEMDAS.

Indicator #2: Display proficient use of Mother Tongue, Filipino and English to facilitate
teaching.
Indicator #7: Apply a range of successful strategies that maintain learning environments
that motivate learners to work productively by assuming responsibility for their own
learning.

Application
o The teacher will divide the students into 2 groups for board work activity. The group
who will get the highest points will receive a prize.

Indicator #6: Maintain learning environments that nurture and inspire learners to
participate, cooperative and collaborative in continued learning.

Assessment
o The teacher will give the assessment
 Indicator #1: Apply knowledge of content within and across curriculum teaching areas.

Indicator #6: Maintain learning environments that nurture and inspire learners to
participate, cooperative and collaborative in continued learning.

Assignment
/Agreement

Indicator #6: Maintain learning environments that nurture and inspire learners to
participate, cooperative and collaborative in continued learning.

Indicator #7: Apply a range of successful strategies that maintain learning environments
that motivate learners to work productively by assuming responsibility for their own
learning.

o The teacher will end the lesson by giving a takeaway through a quote
Remarks

Reflections

Name of School MARLON T. CONICONDE

Head

Observed by: