DETAILED LESSON PLAN

in
SCIENCE 8
I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of the formation of typhoons and their
movement within the PAR
B. Performance Standard The learners should be able to demonstrate precautionary measures before,
during, and after typhoon, including following advisories, storm signals, and
calls for evacuation given by Government agencies in charge.
C. Learning Explain how typhoon develops and how it is affected by landmasses and
Competencies/Objectives bodies of water

II. CONTENT
Understanding typhoons
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials
Pages
3. Textbook Pages

4. Additional Materials
from Learning Resource
(LR) Portal

B. Other Learning www.y2mate.com-UnderstandingTyphoons

Resources
IV. PROCEDURES Teacher’s Activity Student’s Activity
A. Reviewing previous Good morning class! Good morning Sir!
lesson or presenting a
new lesson To formally start our class this day, let’s have first a
prayer.

Are all is present? Yes Sir!

Very good.

B. Establishing a purpose At the end of the lesson the student should be able to
for the lesson explain how typhoon develops and how it is affected by
landmasses and bodies of water
C. Presenting Before we fully understand how typhoons form, let us
Examples/instances of the familiarize ourselves with some words associated to its
new lesson formation. Find these words hidden in the puzzle. The
list below will guide you. A separate sheet will be
provided for you.
 TROPICAL CYCLONE WORD SEARCH

What is the video all about? Typhoon

D. Discussing new According to Philippine Atmospheric Geophysical and
concepts and practicing Astronomical Services Administration (PAGASA),
new skills #1 there were 20 tropical cyclones that entered the
Philippine Area of Responsibility (PAR) each year.

What is aTyphoon?

A typhoon is a giant, rotating storm that brings wind,

rain, and destruction.
Wind in a typhoon move in a certain directions; they go
around a central area.
The appearance of the clouds in a typhoon are in a
spiral arrangement; they are being blown by winds in a
counter-clockwise direction.

The formation of a typhoon involves the following

processes:

1. Evaporation of water at ocean surface temperatures

of 26.5 degree Celsius
2. Convergence of air masses of different
characteristics
3. High humidity
4. Warm air rises toward the cooler parts of the
atmosphere; it cools off and the water vapor begins to
form clouds
 PARTS
OF A TYPHOON

• EYE -The center. The calm part of the storm.

• EYE WALL – The Part around the eye. It has the
strongest winds and rains. Winds may blow 200 miles
per hour.
• RAIN BANDS – These are clouds that spin.

Tropical Cyclone

Is a system of thunderstorms that are moving around a

center.
As the winds intensify or weaken, the category is
upgraded or downgraded accordingly.
*bagyo is called tropical cyclone by scientist in the
Philippines.

Tropical Cyclone Maximum sustained winds

Category in kilometer per hour (kph)
Tropical Depression up to 61
(TD)
Tropical Storm (TS) 62 to 88
Severe Tropical 89 to 117
Storm (STS)
Typhoon (TY) 118 to 220
Super Typhoon exceeding 220
(STY)

When a tropical cyclone enters the PAR, the PAGASA

will announce Public Storm Warning Signals
(PSWS).
The lifting or assigning of a PSWS in a certain place
usually happens before the corresponding atmospheric
conditions exist over the locality.
This is because the aim of the signal is to warn the
people of the approaching danger that the tropical
cyclone may bring.

PSW Lead Wind Impacts of the

S Time Speed Wind
 (hrs) (kph)
no damage to
1 36 30 - 60 very light
damage
2 24 61 - 120 light to
moderate
damage
3 18 121 - 170 moderate to
heavy damage
heavy to very
4 12 171 - 220 heavy damage
very heavy to
more widespread
5 12 than 220 damage

A tropical cyclone is a natural phenomenon that nobody

can stop. We can only prepare for its arrival through the
communications coming from PAGASA.
Weather forecasts on television, on newspapers and
over the radio may assist in the dissemination of these
information for the public to know.

What should we do in times of serious danger like this?

E. Discussing new A tropical cyclone can only form over oceans of the
concepts and practicing world except in the South Atlantic Ocean and the
new skills #2 Southeastern Pacific due to its lower air temperature.
Oceans in the tropics, and landforms in nearby countries
can affect the formation of typhoons.

Landforms

Landforms like tall mountain ranges act as an obstacle

to traveling air masses, forcing them to rise over the
peaks. A typhoon is likely to dissolve or decrease its
wind speed when it passes over a mountain or a
mountain range. The cold air on top of a mountain
prevents the building up of a typhoon, which needs
warmer air.

Illustrated by: Rosa Mia L. Pontillo

Bodies of Water

The bodies of water help in the formation and

development of a typhoon.
Warm bodies of water are the main factors in the
formation of a typhoon. The air in bodies of water is
warm due to the evaporation of water. This warm air
builds up or increases the wind speed of a typhoon.

Do you know that storms that form north of the equator

spin counter clockwise and storms south of the equator
spin clockwise?

This is because of the Earth's rotation on its axis.

Any questions?
F. Developing Mastery Activity
(Lead to Formative DIY Tropical Cyclone
Assessment #3
Procedures for grouping:

1. Group the class into 3.

2. Each group will determine on who will be their
Group Leader, Scribe, and Reporter.
3. This activity should be finish within 10 minutes.
4. After 10 minutes the group member would be posting
their write ups on the board.
5. And the reporter of each group will present it to the
class.

Note: This activity will perform by group but the

observations should be answered individually.

Materials:

 Two plastic bottles with caps

 Masking tape
 Drill or nail

Procedure of activity
1. Place the two caps back to back. Wrap them
with masking tape Wrap the tape around several
times to make the connection strong and leak-
proof. Drill a hole on both of them. If you do
not have a drill, use a heated nail to make a hole.
2. Fill one bottle with water. Next, screw one of
the caps onto the bottle. Then screw the other
bottle onto the other cap.
3. Now, turn the whole set up so the filled bottled
is on top. Shake the filled bottle with a circular
motion (counter-clockwise) until a whirlpool is
formed in the water.

Guide Questions:
1. How do you feel about the activity?
_____________________________________________
_____________________________________
2. What are your observations in performing the
activity?
_____________________________________________

G. Finding practical It can be integrate in the DRRM subject in terms of

applications of concepts preparing things when disaster comes?
and skills in daily living
Why do we need to be prepared?

H. Making generalization What you have learned in our lesson? Typhoon

and
abstractions about the What is typhoon? A typhoon is a
lesson giant, rotating storm
that brings wind,
rain, and
 destruction.

How about tropical cyclone? A tropical cyclone is

a natural
phenomenon that
nobody can stop.

How landmasses and bodies of water affects typhoon? (answers may vary)

I. Evaluating learning
What’s the Link

Directions: Study carefully the picture shown below.

With what you see, write your thoughts about typhoon.
Check on the rubric to guide you in crafting. Use
answer sheet that being provided.

_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________

J. Additional Activities Draw on a bond paper proper measures to mitigate or

for Application or lessen the effects of typhoon in a community.
Remediation

V. REMARKS
A. No. of Learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for Remediation
C. Did the remedial
lessons work? No. of
learners who have caught
up with the lesson
D. No. of learners who
continue to require
remediation
Prepared by:
John Mark F. Semillano

Rubric:

4 points 3 points 2 points 1 point

Very informative, Somewhat Some information is No new information
well-organized and Informative, new but poorly is presented, poorly
the main idea is organized and the organized and the organized and main
related to the picture. main is idea is main idea is not idea is far from the
somehow related to related to the picture. picture depicted.
the picture.