DAILY LESSON PLAN

SY: 2019-2020

Grade Level Grade 8 Quarter Second

Semester 1 hour Region NCR
Learning Area Earth Science Teaching Date October 1-2 , 2019

I. OBJECTIVES
The learners demonstrate an understanding of the:
1. Relationship between faults and earthquakes;
A. Content Standards
2. Formation of typhoons and their movement within the PAR;
3. Characterisitcs of comets, meteors, and asteroids.
The learners shall be able to:
1. Participate in decision making on where to build structures based on
knowledge of the location of active faults in the community;
2. Make an emergency plan and prepare an emergency kit for use at home
B. Performance and in school;
Standards 3. Demonstrate precautionary measures before, during, and after a typhoon,
including following advisories, storm signals, and calls for evacuation given
by government agencies in charge; and
4. Discuss whether or not beliefs and practices about comets and meteors
have scientific basis.
The learners should be able to:
5. Explain how typhoons develop (S8ES-IId18)
5.1 Characterize a typhoon (S8ES-IId18.5.1)
C. Learning 5.2 Differentiate a typhoon, cyclone and hurricane (S8ES-IId18.5.2)
Competencies/
Specific Objectives At the end of the session, the learners are expected to:
1. Characterize a typhoon;
2. Identify the anatomy of typhoon;
3. Differentiate a typhoon, cyclone and hurricane; and
4. Practice ways of preventing the danger in our lives during the typhoon.
II. CONTENT Understanding Typhoons
A. Topic Typhoons
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Science 8 Teacher’s Guide pp. 22-23
pages
2. Learner’s Manual Science 8 Learner’s Material pp. 137- 139
pages
3. Textbook pages
4. Additional Materials
from Learning https://www.youtube.com/watch?v=J2__Bk4dVS0
Resource (LR) portal
B. Other Learning
Resources
IV. PROCEDURES
Activating Prior Knowledge
- Guess the Word
Let the students guess the word related to the new lesson & ask them to give the
meaning based on their understanding.
A. Reviewing previous W N
lesson or presenting B A Y
the new lesson (Elicit)
T P O N
P R
Y O A D

Show several pictures like radio, television, newspaper, and siren signals.

B. Establishing a purpose  How do you think these objects help people? (Elicit responses until the word
for the lesson typhoon is mentioned. )
(Engage)
  Unlocking of difficulties
C. Presenting examples /  Student’s report
instances of the new  Open-forum/ Discussion
lesson (Engage)  Group activity (anatomy of typhoon)
Each group is assigned to discuss one of the parts of typhoon.
D. Discussing new  Powerpoint presentation
concepts and  Presentation of the activity/ discussion
practicing new skills  Checking of the activity
(Explore)  Recording of score/s
Enabling questions:
E. Developing mastery 1. What is typhoon?
( leads to formative 2. What is the differentiate between typhoon, cyclone & hurricane?
assessment) (Explain) 3. Idenify the anatomy of typhoon.
4. What precautions must observe in order to stay safe during typhoon?
F. Finding practical  Video viewing
applications of  Even though typhoon is very destructive, and we did not see any good
concepts and skills in side, there is one specific thing that we see goodness in typhoon. What is
daily living. that?
(Elaborate)
 Complete the phrase.
I have learned that ___________________________.

Typhoon
- Is used only in the northwestern part of the Pacific Ocean
- In terms of meteorology, a typhoon is a tropical cyclone, i.e. a low pressure
system developed over tropical seas. As to the origin of the term "typhoon"
itself, some say it is from the Cantonese term for "big wind"; yet there is
also evidence that it was derived from the Taiwanese term "wind sifter".
This is because the pronunciation of the word "sifter" (tai) is identical to that
of the word "typhoon". However, no matter where the term came from, it
describes a severe storm developed over tropical seas.

Anatomy of a Typhoon
Eye- is a region of mostly calm weather
at the center of strong tropical cyclones.
The eye of a storm is a roughly circular
area, typically 30–65 kilometres (19–40
mi) in diameter
G. Making generalizations
and abstractions about
Eyewall- a ring of towering
the lesson (Elaborate) thunderstorms where the most severe
weather and highest winds occur.
Rainband- is an area of rainfall where all
the clouds and precipitation are stretched
out in a long line or band.[1] Rainbands can
be stratiform or convective. They are
caused by differences in temperature.

Cyclone
- Develop in the Indian Ocean
- Tropical storms originating in the Indian Ocean are called cyclonic storms,
which in essence is what a typhoon is.
Hurricane
- Is the term used in the northeastern part of the Pacific Ocean and in the
northern part of the Atlantic Ocean
- The word hurricane Came from the Mayan culture of Central America. The
Mayans called their storm god “Hunraken”.
- Tropical storms originating in the Atlantic Ocean are called hurricanes, the
term is derived from the Indian (American aboriginal) name of the god of
bad weather
 Rubrics in Participation/ Group Activities
 Each member of the group will be graded by the leader using this rubric
Points Indicators
5 Shows eagerness & cooperation to do the
task, participation actively, do great help to
the group
4 Shows eagerness & cooperation to do the
task, good followers only
3 Participated but late, with teacher’s
supervision
H. Evaluating learning
(Evaluate) 2 Activity was done but does not show
eagerness to participate or cooperate
1 No interest in participating the activites

 Formative Assessment
 1. Where do hurricanes/ typhoons form?
a. in a river or stream c. Over the ocean
b. at plate boundaries d. Under the earth
2. Another name for a typhoon in the Atlantic Ocean
a. tornado c. Tsunami
b. hurricane d. Blizzard
3. What is the difference between typhoons and hurricanes?
a. wind speed c. Amount of rain fall
b. strength of winds d. Place they originate
4. How is the weather in the eye of a hurricane?
a. calm c. Intense
b. violent and windy d. Sunny
5. Where do the word “typhoon” came from?
a. from the Hakka dialect phrase “tai foon”
b. from the Mandarin “tai feng”
c. no history
d. both A and B
I. Additional activities for Research on typhoon which was caused loss of life and caused damages in
application or infrastructure and agriculture. Identify the classification of the strength of typhoon.
remediation (Extend)
V. REMARKS

VI. REFLECTION

A. No. of learners who earned 80% on the

formative assessment
B. No. of learners who require additional activities
for remediation
C. Did the Remedial lesson 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 work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation of localized materials did I
use/discover which I wish to share with other
teachers?

# of learners within the # of learner’s needing % of learners who

Grade/ Section Total # of learners mastery level remediation/ mastered the lesson
reinforcement
8-
8-
8-
8-