Republic of the Philippines

Department of Education
Region 02(Cagayan Valley)
Schools Division Office of Isabela
300508-CAGASAT NATIONAL HIGH SCHOOL
MAIN
Gayong, Cordon, Isabela 3312
 [email protected]

Contextualized
Material in Science 8

TEACHER SUPPORT
MATERIAL (TSM)
SCIENCE 8

1|Page
 Republic of the Philippines
Department of Education
Region 02(Cagayan Valley)
Schools Division Office of Isabela
300508-CAGASAT NATIONAL HIGH SCHOOL
MAIN
Gayong, Cordon, Isabela 3312
 [email protected]

SPINNING DANGER

TEACHER SUPPORT MATERIAL

SCIENCE 8
LEARNER’S MATERIAL

Prepared by:

PAMELA M. GANIO
Teacher III
09561148714

2|Page
I. RATIONALE
Infamous for their destructive powers, typhoons can generate winds of more than 75
miles per hour and cause major flooding through their intense rainfall and storm surges.
Their effects range from structural damage to trees, watercraft, and buildings to both
immediate and long-term impacts on human life and livelihood.

II. LESSON CONCEPT

A typhoon is a mature tropical cyclone that develops between 180° and 100°E in the
Northern Hemisphere. This region is referred to as the Northwestern Pacific Basin, and
is the most active tropical cyclone basin on Earth, accounting for almost one-third of
the world's annual tropical cyclones.

The parts of a typhoon: 1. Eye -- This is the center. It is the calm part of the storm.
2. Eye Wall -- This part is around the eye. This part has the strongest winds and rains.
The winds may blow 200 miles per hour. 3. Rain Bands -- These are the clouds that
spin out and make the storm bigger.

3|Page
 A typhoon forms when winds blow into areas of the ocean where the water is
warm. These winds collect moisture and rise, while colder air moves in below. This
creates pressure, which causes the winds to move very quickly. The winds rotate, or
spin, around a center called an eye.

1. Typhoons start off as 2. The thunderstorms convert the 3. All the heat and air flow
tropical thunderstorms. The moisture into heat. The heat causes toward the eye creating the
strong winds pull in more air to flow to the centre of the typhoon.
moisture from the oceans. storm causing evaporation.

In order to be classified as a typhoon, a tropical storm must reach winds of at least 33

meters per second (74 miles per hour) and be located in the Northwest Pacific Ocean.
Typhoons are major storms that affect everything they come in contact with, from boats
to agriculture to human beings.

CTTO

CTTO
CTTO

Just like what happened in Cagayan and Isabela, people can be killed, injured, or
lost during typhoons. Flooding can cause people to drown, houses to be completely

4|Page
destroyed, property to be swept away, and farms to lose all of their crops to the winds
and relentless rains. Mudslides and power outages are common. Food shortages, lack of
access to good medical care and medical supplies, and limited access to major roads
and cities can further complicate the problems caused by a typhoon.

CTTO
CTTO CTTO CTTO
CTTO

III. DESCRIPTION OF THE LEARNING MATERIAL

This Teacher Support Material is composed of two simple activities that gradually
lead the learners to realize how typhoons develop and the dangers they bring.

ACTIVITY ACTIVITY TITLE TASKS

NUMBER
1 Why do you love Describe the formation of typhoon
Philippines, typhoons? near the Philippines.
2 Typhoon…What have you Describe the effects of typhoon in
done? people’s lives.

IV. LEARNING COMPETENCIES

Explain how typhoon develops and how it is affected by landmasses and bodies of

water (S8ES-IId-19)

V. LEARNING OBJECTIVES

This Teacher Support Material aims to:

A. inform learners how typhoons are formed; and

B. familiarize learners on the effects of typhoons in people’s lives.

VI. SUBJECT MATTER

Understanding Typhoons

5|Page
VII. TIME ALLOTMENT
1 Session
At least 20 minutes per activity

VIII. TARGET AUDIENCE

Grade 8

IX. RESOURCE LISTS

Activity Sheet 1. Why do you love Philippines, typhoons?
Activity Sheet 2. Typhoon…What have you done?

Activity 1 Why do you love Philippines, Typhoons?

Objective:
Locate the PAR or Philippine Area of Responsibility; and
Explain why Philippines is often hit by typhoons.

Materials:
 Map of the Philippines
 Activity Sheet
 Pencil or pen

Procedure:
1. Locate and observe the PAR or Philippine Area of Responsibility.

2. Look closely on the image of the PAR and the Philippines above.
3. Take note of what surrounds the Philippines.

6|Page
Questions:
1. Describe the location of the Philippines.
Answer: The Philippines is located in the western part of the Pacific Ocean near the
equator. It is surrounded by warm water of the Pacific.
2. What are the factors in the formation of tropical cyclones like typhoons?
Answer: The factors that contribute to the formation of typhoons are: large bodies of
water, warm temperature, and large-scale winds.
3. Why does Philippines often hit by typhoons?
Answer: The Philippines is near the equator, surrounded by large warm bodies of water
where massive cloud formation can happen.

Activity 2 Typhoon… What have you done?

Objective:
Describe the effects of typhoons in people’s lives.
Materials:
 Art materials – coloring materials, clay soil, newspapers
 Bond paper
 Pen or pencil

Procedure:
1. Show or describe the effects of typhoons in people’s lives based from your
experiences.
2. Choose any one (1 only) of the following tasks about the effects of typhoons
that suits your interest:
a. Draw a scene of “before” and “after” of a particular place;
b. Make a clay soil or mud model of the aftermath then take a picture of it;
c. Compose a song or a poem describing the devastation;
d. Make a slogan or a poster;
e. Perform a dance that describes a typhoon; or
f. Make a pic-collage out of newspaper cutouts showing the effects of
typhoons.

Scoring Rubric:

7|Page
 is

ASSESSMENT 1. Loop-a-Word.

Find for the concepts about tropical cyclone as listed below.

8|Page
ASSESSMENT 2. Multiple Choice
Underline the letter of the correct answer.
1. What agency takes charge of giving information about the coming of a typhoon?
a. NDRRMC
b. PHIVOLCS
c. PAGASA
d. DOST

2. Which of the following DOES NOT contribute to the formation of typhoon?

a. warm water
b. large bodies of water
c. heated moist air
d. cold surroundings

3. Which part of the typhoon is most destructive?

a. eye
b. eye wall
c. rain bands

9|Page
 d. wind stream

4. Which of the following is NOT caused by typhoon?

a. Destruction of marine ecosystem.

b. Death of humans and other animals through drowning.
c. Flooding of low-lying areas.
d. Storm surge.

5. Which of the following typhoon situations has the least impact in the life of
human beings?

a. Death of love ones.

b. Death of farm animals.
c. Destruction of crops.
d. Dirty and muddy houses.

REFERENCES

https://cnnphilippines.com/news/2020/11/14/Ulysses-death-count-.html

https://www.onenews.ph/in-photos-widespread-flooding-in-cagayan-isabela-rizal-marikina-
city-as-typhoon-ulysses-battered-the-country

https://www.rappler.com/nation/weather/updates-news-typhoon-ulysses-philippines-2020

https://en.wikipedia.org/wiki/Typhoon_Vamco

https://reliefweb.int/report/philippines/philippines-typhoon-vamco-ulysses-and-super-typhoon-
goni-rolly-snapshot-14

https://www.slideshare.net/LouieJaneEleccion/typhoons-grade-8

https://sciencing.com/effects-typhoons-6060279.html

https://www.theglobeandmail.com/news/world/explainer-how-are-typhoons-formed/
article15373372/

10 | P a g e