School Zambales National HS Grade Level Grade 8

GRADES 1 to 12
Daily Lesson Log Teacher Joan M. Detubio Learning Area Science
Teaching Date Second (Earth
Quarter
and Time Science)
DAY: MONDAY

I. OBJECTIVES

The learners demonstrate understanding of the formation of typhoons

A. Content Standards
and their movement within the PAR
The learners should be able to demonstrate precautionary measures
before, during, and after a typhoon, including following advisories,
B. Performance Standards
storm signals, and calls for evacuation given by the government
agencies in charge
C. Explain how typhoon develops and how it is affected by landmasses
and bodies of water

Learning Competencies / Objectives After going through this module, you are expected to:
Write the LC code for each
1. describe Coriolis effect
2. infer why Philippines is prone to typhoons
3. identify the beneficial effect of typhoons
Module 2: Understanding Typhoons
CORIOLIS EFFECT
II. CONTENT
REASONS WHY THE PHILIPPINES IS PRONE TO TYPHOONS
BENEFICIAL EFFECTS OF TYPHOONS
III. LEARNING RESOURCES

A. References
1. Teacher's Guide Pages pp. 89-92
2. Learner's Materials Pages pp. 137-139
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
Guided Learning Activity Kit: Understanding Typhoons: Quarter 2-
Week 5 (Second Quarter- pp.6-10)
B. Other Learning Resource
https://www.youtube.com/watch?v=1Y1Qi821n-s

IV. PROCEDURES

Recall the definition of the tropical cyclone and identify different names
depending on where they form.
Reviewing previous lesson or Identify the tropical cyclone categories
presenting the new lesson Present the parts of a tropical cyclone
A.

Present a short clip about the Coriolis effect

Coriolis Effect a phenomenon that causes the water and

air to curve as they travel across or above the Earth’s surface

Northern Hemisphere: Southern Hemisphere:

deflected to the right deflected to the left
(counter-clockwise) (clockwise)
B. Establishing a purpose for the Lesson

Presenting examples / instances of the

C. new lesson Identify reasons why the Philippines is prone to typhoons:
1.The Philippines has lots of warm ocean waters. It has tropical , warm
seawaters that virtually surrounds its landmasses about 20 visit the
Philippines.
2.The Philippines has low-lying coasts. Low-lying coasts are common
 along the edges of most of the country’s landmasses.
3.Filipinos have deforested the mountains and plains. Deforestation

Four effects of tropical cyclones according to PAGASA-DOST:

1. storm surge, an abnormal rise of seawater due to
Discussing new concepts and
tropical cyclone, and coastal flooding
practicing
2. strong and high winds
new skills #1
3. extreme rainfall and inland flooding
D. 4. eyewall rotation and mini-swirls (tornadoes)

E. Beneficial Effects of Typhoons:

1. Bring precipitation. Rainfall increases groundwater and the water
levels of dams that provide drinking water, irrigation water and power
generation.
2. Rains mean water for plants. About 50% of our water supply comes
Discussing new concepts and
from rainfall brought by typhoons.
practicing
3. Decreases the level of pollutants.
new skills #2
4. Typhoons help maintain the global health balance by moving warm,
moist tropical air to the middle latitudes and polar regions
5. The storm surge and winds of typhoons may be destructive to
human-made structures, but they also stir up waters of coastal
estuaries which are typically important fish breeding place.
Arrange the following as to the correct sequence of tropical cyclone
formation.
a. The Coriolis effect causes the winds to rotate.
b. When water gets as hot as 26.5 degree Celsius (°C) or higher, warm
moist
ocean air rises and condenses to form clouds.
c. As wind rotates a column of low pressure develops at the center
Developing mastery
F. forming
(Leads to Formative Assessment 3)
the eye.
d. Warm ocean water provides energy for the tropical cyclone and
causes more evaporation making the air humid and more cloud
formation.
e. As pressure in the eye decreases, the speed of the wind around it
increases. The process continues causing a tropical cyclone to form.
1. ____ 2. ____ 3. ____ 4. ____ 5. ____
The development of weather patterns, such as cyclones and trade
G. Finding practical applications of winds, are examples of the impact of the Coriolis effect.
concepts Makes air travel possible by deflecting winds to one side or another of a
and skills in daily living moving aeroplane and it also helps to drive ocean currents around the
planet.
Coriolis effect. noun. the result of Earth's rotation on weather patterns
Making generalizations and
H. and ocean currents. The Coriolis effect makes storms swirl clockwise in
abstractions
the Southern hemisphere and counterclockwise in the Northern
about the lesson
Hemisphere.
A. Direction: Write TRUE if the statement is correct and FALSE if the
statement is incorrect.
__________1. Coriolis Force is needed to create the spin in a typhoon.
__________2. Tropical Cyclone needs a sea surface with temperature
higher than 26.5° C to form.
I. Evaluating Learning __________3. The winds spiral in the clockwise direction in the
northern hemisphere.
__________4. If a tropical cyclone reaches a maximum wind speed of
62 to 88 kph it is classified as typhoon.
__________5. Tropical Cyclones have thermal origin, and they develop
over tropical seas.

J. Additional activities for application or

remediation

V. REMARKS

VI. REFLECTION

No. of learners who earned 80% in the

A.
evaluation
B. No. of learners who require additional
activities for remediation who scored
below 80%
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
E. Which of my teaching strategies worked
 well? Why did these worked?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did
I
Use or discover which I wish to share with
other teachers?