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Science Activity Sheet

Quarter 2 - MELC 4
Week 4
Typhoon Formation

REGION VI - WESTERN VISAYAS

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Science 8
Activity Sheet No. 4- Typhoon Formation
First Edition, 2020

Published in the Philippines

By the Department of Education
Region 6 - Western Visayas

Republic Act 8293, section 176 states that: No copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the government
agency or office wherein the work is created shall be necessary for exploitation of such
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the payment of royalties.

This Learning Activity Sheet is developed by DepEd Region 6 - Western

Visayas.

ALL RIGHTS RESERVED. No part of this learning resource may be

reproduced or transmitted in any form or by any means electronic or mechanical
without written permission from the DepEd Regional Office 6 – Western Visayas.

Development Team of Science Activity Sheet

Writers: John Paul G. De Juan, Weenrose B. Francisco

Illustrator: Levie F. Etajan
Editors: Lourdes V. Visorio, Wilfredo J. Paulino
Layout Artist: Karl C. Badoles

Schools Division Quality Assurance Team:

Joanah V. Rojo, Armida F. Dela Cruz, Judy B. Dunton,
Lorena D. Panuncio, Joebert D. Dorado
Schools Division of Capiz Management Team:
Salvador O. Ochavo, Jr.
Nicasio S. Frio
Segundina F. Dollete
Shirley A. De Juan
Andres D. Quiachon
Regional Management Team:
Ma. Gemma M. Ledesma,
Josilyn S. Solana,
Elena P. Gonzaga,
Donald T. Genine,
Rovel R. Salcedo,
Moonyeen C. Rivera,
Anita S. Gubalane,
Minda L. Soldevilla,
Daisy L. Lopez,
Joseph M. Pagalaran

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Introductory Message
Welcome to Science Grade 8!

The Learning Activity Sheet is a product of the collaborative efforts of the

Schools Division of Capiz and DepEd Regional Office VI - Western Visayas through
the Curriculum and Learning Management Division (CLMD). This is developed to
guide the learning facilitators (teachers, parents and responsible adults) in helping the
learners meet the standards set by the K to 12 Basic Education Curriculum.

The Learning Activity Sheet is self-directed instructional materials aimed to

guide the learners in accomplishing activities at their own pace and time using the
contextualized resources in the community. This will also assist the learners in
acquiring the lifelong learning skills, knowledge and attitudes for productivity and
employment.

For learning facilitator:

The Science Activity Sheet will help you facilitate the leaching-learning
activities specified in each Most Essential Learning Competency (MELC) with minimal
or no face-to-face encounter between you and learner. This will be made available to
the learners with the references/links to ease the independent learning.

For the learner:

The Science Activity Sheet is developed to help you continue learning even if
you are not in school. This learning material provides you with meaningful and
engaging activities for independent learning. Being an active learner, carefully read
and understand the instructions then perform the activities and answer the
assessments. This will be returned to your facilitator on the agreed schedule.

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Name of Learner: __________________________________________________________
Grade and Section __________________________________Date: __________________

SCIENCE 8 ACTIVITY SHEET No.4

Typhoon Formation

I. Learning Competency with Code

Explain how typhoon develops and how it is affected by landmasses and bodies of
water. (S8ES-IIe-20)

II. Background Information for Learners

Every year the Philippines is hit by typhoons. No part of the country is spared. All
provinces have been visited by a typhoon at one time or another. In recent years, the Philippine
had been overwhelmed by powerful tropical cyclones.

According to the Philippine Atmospheric, Geophysical, and Astronomical Services

Administration (PASASA), about 20 tropical cyclones enter the Philippine Area of
Responsibility each year. You have to be knowledgeable about tropical cyclones if you want
to prevent the loss of lives.

III. Accompanying DepEd Textbook and Educational Sites

DepEd-Bureau of Secondary Education, Curriculum Development Division, Science –
Grade 8 Learner’s Module, First Edition, 2013 (pp.137-150). Pasig City, Philippines
NASA Science. (2020). How do Hurricanes Form? Retrieved from
https://spaceplace.nasa.gov/hurricanes/en/
Study.com. (2020). How do landforms and bodies of water affect typhoons? Retrieved
from https://study.com/academy/answer/how-do-landforms-and-bodies-of-water-
affect-typhoons.html
Prezi. (2020). How landforms affect typhoon. Retrieved from
https://prezi.com/e106dghzr5ec/how-landforms-affect-typhoon/
Philstar Global (2020). How many casualties from typhoon ‘Yolanda?’ Retrieved from
https://www.philstar.com/opinion/2014/08/23/1360818/how-many-casualties-typhoon-
yolanda

IV. Activity Proper

ACTIVITY 1: PROCESS OF TYPHOON FORMATION

Typhoons are like giant engines that use warm, moist air as fuel. This is the reason
why typhoons form only over warm ocean waters near the equator. The term typhoon is used
only in the north-western part of the Pacific Ocean. In the north-eastern part of the Pacific
Ocean and in the northern part of the Atlantic Ocean, the equivalent term is hurricane. The
only difference between a hurricane and typhoon is the location where the storm occurs.

Oceans near the equator are warmer, this creates a higher rate of evaporation. The
warm and moist air moves in updraft motion creating a low pressure area below. Winds blow
into areas of the ocean where warm air is rising, these winds collect moisture and rise.
Condensation follows, forming a band of clouds. The whole system of clouds and wind

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movements depend on the ocean’s heat and water evaporating from the surface. Density is
they key factor behind the upward motion of warm air. Compared to cold air, warm air is less
dense causing it to rise.
To understand more about the formation of typhoon, read pages 142-144 of Science
8 Learner’s Module and do the following:

Directions: Analyze each illustration below and match it with descriptions stated on the
boxes to show the complete and detailed process of typhoon formation.

WARM AIR 1. _____ A. Air from surrounding areas

MOIST AIR
with higher air pressure
moves toward the Low
Pressure Area (LPA).

2. _____
B. The upward motion of the
air creates Low Pressure
Area (LPA) near the surface.
LPA
Air from Air from 3. _____ C. The whole system of
surrounding surrounding
area area
clouds and wind movements
depend on ocean’s heat and
water evaporating from the
surface.

4. _____
D. Warm, moist air moves up
and away from the surface.

E. The new air becomes

5. _____ warm and moist and rises,
too. As the warmed, moist air
rises and cools off, the water
in the air forms clouds.

Guide Questions

1. Why do typhoons mostly form in oceans near equator?

2. What causes the upward motion of the warm air?

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3. What causes the formation of low pressure area?

4. How does the movement of air towards the place where warm air is rising related
with typhoon formation?

ACTIVITY 2: THE AFTERMATH

Typhoon is affected based on what or how strong the energy is released by the
landforms and bodies of water. Typhoons gain more energy from warm ocean water and less
energy over cold water. Interaction with land will also weaken a typhoon. If a typhoon moves
over land, the supply of energy from warm water is cut-off and the typhoon dissipate. The
temperature of ocean water also plays a role in strengthening and weakening of a typhoon. If
a typhoon moves over warm ocean water, it gains energy. If it moves over cold ocean water,
it loses its energy causing it to slow down.

Directions: Analyze the illustration in each box to understand how landmasses and bodies
of water affect typhoons. Complete the table to show the correct behavior of
typhoon as it moves over landmasses and bodies of water. Explain your
answer.

1. Typhoon Pepito slowed down from 2. Typhoon Pepito rejuvenates after

280 kph to 210 kph after passing the passing tropical water (warm ocean).
longest mountain ranges in Philippines, It gains wind speed from 100 kph to 170
Sierra Madre. kph.

3. Typhoon Pepito weakens when it 4. Typhoon Pepito weakens as it moves

moves over colder water. over landmasses.

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 Typhoon pass Effect
over Weaken Strengthen Explanation
1. Mountain Ranges
2. Warm Ocean
3. Cold Ocean
4. Landmasses

Activity 3. Read the following and answer the questions:

In 2013, Typhoon Yolanda (also known as Haiyan) struck the Philippines and was the
deadliest typhoon in the country's history. According to National Disaster Risk Reduction
Management Council, more than 6000 people were killed and over 1 million people's homes
were damaged, displacing over 600,000 people.

What preparations you have done upon knowing that Typhoon will hit your place?
What is the extent of damage caused by the typhoon in your area? How did you and your
family recover from it? What must be done to prevent such great damage?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

VI. Reflection
Answer the following:
What I have learned_________________________________________________________
_________________________________________________________________________
What I have realized ________________________________________________________
_________________________________________________________________________

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The source of energy from warm ocean is cut off / 4. Landmasses
The supply of energy from cold ocean is less / 3. Cold Ocean
There is a supply of energy from warm ocean water / 2. Warm Ocean
The source of energy from warm ocean is cut off / 1. Mountain Ranges
Explanation Weaken Strengthen over
Effect Typhoon pass
Activity 2
Activity 1
1. D 2. B 3. A 4. E 5. C
( Guide Questions)
1. Warm Ocean is one of the prerequisite conditions for a typhoon to form. Oceans
near equator are warmer which triggers the frequent formation of typhoon.
2. Warmer air is less dense compared to the surrounding air. The difference in density
causes the warmer air to move upward creating a low pressure area near the
surface.
3. As the warm air moves up and away from the surface, there is less air left near the
surface, forming low pressure area.
4. Air from surrounding areas with higher pressure pushes in to the low pressure area.
The new air becomes warm and moist and rises too. As the warm air continues to
rise, the surrounding air swirls in to take its place. This processes drives the
formation of typhoon.
Answer Key VI.
For inquiries or feedback, please write or call:

Department of Education-Curriculum and Learning

Management Division- Learning Resources Management
Section

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