SEMI-DETAILED LESSON PLAN IN SCIENCE 8

CONTENT STANDARD: The learners shall be able to demonstrate understanding of the formation of
typhoons and their movement within the Philippine Area of Responsibility (PAR)

PERFORMANCE STANDARD: The learners should be able to demonstrate precautionary measures

before, during and after a typhoon, including following advisories, storm signals and calls for evacuation
given by government

COMPETENCIES/OBJECTIVES:
1. Determine if a certain location is in the path of a tropical cyclone given the latitude and
longitude position.
2. Explain why PAGASA regularly monitors when a tropical cyclone is within the PAR
S8ES-IIf-21

CONTENT/TOPIC: Understanding Typhoons

(Tracking a Tropical Cyclone)

LEARNING RESOURCES: L.M 144-146

T.G. 97-98
PROCEDURE:
A: Review/ Presentation
The teacher present video clips of typhoons that left a great destruction in the environment. Let
the students share their experiences about typhoons.

B: Establishing the Purpose of the Lesson

From their answers/responses, focus on two answers: excessive rain and strong winds. Point out
that PAGASA regularly monitors when a tropical cyclone is within the PAR

C: Presenting Example/Instances of the New Lesson

Group I
Llet the group trace the track of Typhoon Lando in the given activity sheet and answer the given
Question.
Q1. When did typhoon Lando enter the PAR?
Q2. Based on the data you plotted, Did typhoon Lando leave the PAR?
Q3. When and where did typhoon Lando have its landfall?
Q4.What cyclone type passed over Casiguran, ASurora at 2:00PM of October 14, 2015?
Q5. What was the highest typhoon warning signal raise when typhoon Lando passed the PAR?
Group II
Have the student listen to an audio weather advisory then let them report what they had
listened
Group III
Have the student present a role play on what to do before, during and after a typhoon.

D: Discussing New Concept and Practicing New Skills#1

Compare the Public Storm Warning Signal with the Tropical Cyclone Category/ Classification
E: Developing Mastery:
Based on the activity that we had, what conditions favor the formation of tropical cyclone?
How and when can a tropical cyclones be beneficial?

F: Finding Practical Application:

Have the student prepare a survival kit ready for any disaster

Generalization/Abstraction:
Why is Philippines prone to typhoon?

H: Evaluation:
Let the students make a poster, slogan or flyers about disaster preparedness,

Preprared by:

MYRNA R. APPAL
Subject Teacher

Checked by:

FELIX M CURAMMENG JR.

Head Teacher I

Noted:

JOY D. DUMOCLOY
Principal I
 SEMI-DETAILED LESSON PLAN IN SCIENCE 8
CONTENT STANDARD: The learners shall be able to demonstrate understanding of the formation of
typhoons and their movement within the Philippine Area of Responsibility (PAR)

PERFORMANCE STANDARD: The learners should be able to demonstrate precautionary measures

before, during and after a typhoon, including following advisories, storm signals and calls for evacuation
given by government

COMPETENCIES/OBJECTIVES:
1. Read map;
2. Given the latitude and longitude of a tropical cyclone, tell if it has entered the PAR, and
3. Explain what is meant when a typhoon has entered the PAR.
S8ES-IIf-21
CONTENT/TOPIC: Understanding Typhoons
( Plotting the PAR)

LEARNING RESOURCES: L.M 140-143

T.G. 92-96
PROCEDURE:
A: Review/ Presentation
*Using a world map, have the students identify the lines of latitude and longitude in the map.
*Ask what is the reference line in determining the latitude and longitude?

B: Establishing the Purpose of the Lesson

From their answers/responses ask how are the lines of latitude and longitude in the map or
globe related to the tracking of typhoons?

C: Presenting Example/Instances of the New Lesson

GROUP I
Using the map of the Philippines, have the students plot the given lines of latitude and longitude

POINTS LATITUDE AND LONGITUDE

a. 50North and 1150East
b. 150North and 1150East

c. 210North and 1150East

D 250North and 1200East

E 250North and 1350East

F 50North and 1350East

GROUP II
Let the students make an audio presentation on weather updates

D: Discussing New Concept and Practicing New Skills#1

Present picture of four tropical cyclones that entered the PAR in the past years. Study the maps
and answer the given questions
 Q1. Where did the tropical cyclone form?
Q2. In what direction did the tropical cyclone move?
Q3. Which part of the Philippines was hit by the four tropical cyclones?

E: Developing Mastery:
Tropical cyclone needs water vapor in order to form, which is a better source of water
Vapor on land or in bodies of water? Explain Why?

F: Finding Practical Application:

Have the student prepare a survival kit ready for any disaster

G: Generalization/Abstraction:
Where do you think would evaporation be greatest, near the equator or away the equator?
Why?.

H: Evaluation:
What can you say about the temperature of the bodies of water in the vicinity of the
Philippines? Is the water warm or cold? Why?

Preprared by:

MYRNA R. APPAL
Subject Teacher

Checked by:

FELIX M CURAMMENG JR.

Head Teacher I

Noted:

JOY D. DUMOCLOY
Principal I
 SEMI-DETAILED LESSON PLAN IN SCIENCE 8
CONTENT STANDARD: The learners shall be able to demonstrate understanding of the formation of
typhoons and their movement within the Philippine Area of Responsibility (PAR)

PERFORMANCE STANDARD: The learners should be able to demonstrate precautionary measures

before, during and after a typhoon, including following advisories, storm signals and calls for evacuation
given by government

COMPETENCIES/OBJECTIVES:
1. Explain what two weather factors tell weatherman that a certain location is at the eye of a
tropical cylone; and
2. Put in simple words the statement “Calm before the Storm.”
S8ES-IIf-21

CONTENT/TOPIC: Understanding Typhoons

(Disecting a Tropical Cyclone)

LEARNING RESOURCES: L.M 147-148

T.G. 99-101
PROCEDURE:
A: Review/ Presentation
Have the students watch an animated video of a tropical cyclone. After watching, ask them
where the winds are strongest and therefore most unsafe.

B: Establishing the Purpose of the Lesson

From their answers/responses, have them compare the wind speed at different places within a
tropical cyclone.

C: Presenting Example/Instances of the New Lesson

Have the students analyze the given picture and let the compare the air pressure at different
location. Location A is within the eye of a tropical cyclone, B, C& D are the location more and
more distant from the eye.

Location A B C D
Table
1 Air Pressure in 930 960 980 990
millibars (mb)

Table 2 Location E F

Wind 200
Speed(km/hour)
10
D: Discussing New Concept and Practicing New Skills#1
The wind speed is invisible so it is hard to imagine how fast it is. Let us try to compare the speed
of the wind to a speed of a car in a highway, Based on the picture and from table 2 we can see that the
speed of a wind in the eye of a tropical cyclone is lower compared to the than in the eye wall.

E: Developing Mastery:
Based on the activity that we have, what have you notice at the air pressure at points A,B,C
and point D?

F: Finding Practical Application:

Have the student coordinate to the barangay officials in their respective place to conduct a
seminar on disaster preparedness

Generalization/Abstraction:
Why should we follow advisories from PAGASA?

H: Evaluation:
What are the things we should put in our emergency kit? Why do we have to prepare our
emergency kits at home? In school? In the office?

Preprared by:

MYRNA R. APPAL
Subject Teacher

Checked by:

FELIX M CURAMMENG JR.

Head Teacher I

Noted:

JOY D. DUMOCLOY
Principal I
 SEMI-DETAILED LESSON PLAN IN SCIENCE 8
CONTENT STANDARD: The learners shall be able to demonstrate understanding of the formation of
typhoons and their movement within the Philippine Area of Responsibility (PAR)

PERFORMANCE STANDARD: The learners should be able to demonstrate precautionary measures

before, during and after a typhoon, including following advisories, storm signals and calls for evacuation
given by government

COMPETENCIES/OBJECTIVES:
1. Familiarize with the early warning signals that PAGASA uses in their bulletins and
advisories.
S8ES-IIf-21

CONTENT/TOPIC: Understanding Typhoons

(Public Storm Warning Signal)

LEARNING RESOURCES: L.M 149-151

T.G. 101-102
PROCEDURE:
A: Review/ Presentation
Show picture of Public Storm Warning Signals (PSWS)

B: Establishing the Purpose of the Lesson

When a tropical cyclone enters the PAR and it is in its way toward land, warning signals are
issued. Do you know what the signals mean?

C: Presenting Example/Instances of the New Lesson

Group I
 Group II
Let the group listen to an advisory on Public Storm Warning Signals given by PAGASA, and have
them give their reflection on what they have heard.

D: Discussing New Concept and Practicing New Skills#1

Each signal refers to a certain wind speed that will affect the locality, when a signal is raised for
the first time, that means the effect of the tropical cyclone is still in the future so we must know the
things that we should do and prepare

E: Developing Mastery:
How many tropical cyclones is expected to enter the PAR each year according to PAGASA?
What conditions favor the formation of tropical cyclone? If you are members of the DRRRM
what will you do to help your constituents get prepared from such disasters?

F: Finding Practical Application:

To be fully prepared, students should put together an emergency kit ready for any disaster you
never know when you will need it. You must learn how to rely on yourself because in times of disaster it
may take a while before help arrives.
Let them simulate the things to do before, during and after typhoon

Generalization/Abstraction:
Why is the air in the surrounding of a tropical cyclone moves towards the eye?

H: Evaluation:
What are the things we should put in our emergency kit?

Preprared by:

MYRNA R. APPAL
Subject Teacher

Checked by:

FELIX M CURAMMENG JR.

Head Teacher I

Noted:

JOY D. DUMOCLOY
Principal I