Lesson Plan in Science 8 ( Q2 - W5

(Day 3)

Earth Science (Palawan State University)

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 Republic of the
Philippines
Department of
Education Region IV –
MIMAROPA
Division of Puerto
Princesa PALAWAN
NATIONAL SCHOOL
City of Puerto
Princesa

Semi - Detailed Lesson Plan in Science

8 Second Quarter

Teacher: Ana Rose S. Pagdato II Topic/ Understanding Typhoon

title
Grade Level: 8 Quarter: 2nd Quarter
Learning
Time 1 hour Science (Earth and
Area:
Allotment: Space)
Dat December 14 - 15, 2022 (6:00 AM – 12:15 AM)
e:
I. OBJECTIVES

A. Content Demonstrate an understanding of the formation of typhoons and

Standard their movement within the PAR
B. 1. Demonstrate precautionary measures before, during, and
after a typhoon, including following advisories, storm signals,
Performa and calls for evacuation given by government agencies in
charge
nce
2. Participate in activities that lessen the risks brought by typhoons
Standards

C. Learning Explain how typhoon develops and how it is affected by landmasses

and bodies of water
Competencie
S8ES-IId-18
s

D. Objectives The learners should be able to:

A. Describe how typhoons develop

B. Explain how landmasses and bodies of water
affect typhoons
C. Appreciate and relate the possible effects of typhoon in
daily lives.
D. Perform varied activities in understanding typhoon
II. CONTENT Understanding Typhoon
What is a Typhoon
III. CONCEPTS:

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 Unlocking of Difficulties:
Weather occurs in the troposphere. In this layer, air is constantly
moving. The temperature just above the ground is hotter than
the temperature high above
Meteorologist (a weather scientist) to explore and discover how
typhoons develop and how landmasses and bodies of water
affect typhoon.
PAGASA- Philippine Atmospheric, Geophysical and
Astronomical Services Administration- An agency of the
government that monitors typhoon.

A. References

1. Teacher’s guide

2.
Learner’s Module pp. 137 - 139
Learner’s
material
4.
Actual Presentation of the Materials of activity
Additional
materials
Plan 1.
LCD Projector, white screen (manila paper as an alternative) laptop
B. Other Learning and extension socket
Resources Plan 2.
Concept strips, diagram,
Note: there were two sets of materials suggested just in case there
is no source of electricity available for the power point presentation.
IV. PROCEDURES Teacher’s Activity Student’s
Activity/Materials

Preliminary Greetings Good morning, Ma’am

Ana Rose. Good morning
Activity (15 Good morning, students! classmates.
minutes)
How are you today?
We are doing okay
ma’am.
Prayer
Okay, let us all stand and pray.
Student: Let us pray
May I ask Ms./Mr. to lead
Amen.
the prayer.
Energizer
(The students will sing.)
Now, let us sing a song.
“Science is Fun”

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 (The students pick up
Please pick up pieces of papers and
the pieces of papers and
arrange your chairs properly before
arranges their chair
you sit.
properly)

Checking of Attendance

Setting of Classroom Rules

Before we start our lesson, let us Sit Properly

first recall our classroom rules. Listen to the teacher

Participate in the class
Who can give me the first rule? Respect one another
Correct!

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Elicit Before we start in our discussion, let’s
(5 minutes) play a game. The learners will puzzle
The teacher will divide students into 4 the pieces of picture,
groups and each group will be given a analyze the puzzled
puzzle piece. The group that will form picture and post it on the
the image first in the puzzle pieces and board.
can post it on the board will be the
winner.
Group Activity 1: Guess
WHAT? (Picture Puzzle
Analysis) Objectives:
Infer concepts from the picture
Directions:
1. Puzzle the pictures
2. Study the pictures.
3. Give words or concepts
puzzled/represented by the picture.
Write the words in the cartolina
paper.
4. Post the Group work on the board.
Note: Group 1-Picture 1; Group 2-
Picture 2 Group 3 - Picture3; Group 4 -
Picture

Picture 1 Picture 2

Picture 3 Picture 4

C. Engage The teacher will show a video coverage The learners will watch a
of different devastating typhoons that hit video coverage of
(10
Philippines. different devastating
minutes) typhoons that hit
Link:
Philippines.
1. How do you feel after watching
the video? (Varied answers from the
students)
2. What are your experiences about
typhoon?
3. What are typhoons that you
experienced?
D. Explore The teacher will present a video about a The learners will watch a
typhoon formation. a video about a typhoon
(15
formation.
Paired Activities
minutes)
Objectives:
The learners will do the
1. Describe a Typhoon
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 activity using the video
2. Arrange the events for clip they have.
typhoon formation in
chronological order.
3. Match the classification of the
following tropical cyclone in Column B
to its corresponding characteristic in
Column A.
Activity 2: What is a Learners possible
answer:
Typhoon? Guide Questions:
Typhoons may bring
1. What will be experienced when
strong winds and heavy
there is a typhoon?
rains resulting in
flooding, great damage
to crops, houses and
buildings, and death
due to accidents.

2. What characterizes a typhoon? A typhoon is a giant,

rotating storm that
brings wind, rain, and
destruction.
3. Where do typhoons originates?
Typhoons occur or
originates in the
Activity 3: What’s Inside the Typhoon Western Pacific Ocean

Directions: Identify each part of a typhoon which is

provided in the bank.

Answers:
1. EYE
2. EYE WALL

3. INNER RAINBANDS

4. OUTER RAINBANDS

BANK

EYE WHIRLPOOL EYE WALL

INNER RAINBANDS OUTER RAINBANDS

Activity 4: Let’s Organize!

Directions: Arrange the following
events for typhoon formation in
chronological order. Write the
numbers 1-5 on the blanks provided. Correct Answers:
A. Air is ejected at the top of A. 4
the system and falls around the edges
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 before getting sucked back into the
system, heating further creating a
chain reaction intensifying the wind
speeds. This is now called a tropical B. 5
depression.
B. When the winds in the
rotating storm reach 39 mph, the storm
is called a “tropical storm.” And when
the wind speeds reach 74 mph, the C. 3
storm is officially a “tropical cyclone,”
or hurricane.
C. Trade winds and the
Coriolis force cause the system to
spin. Storms that form north of the D. 2
equator spin counterclockwise.
Storms south of the equator spin
clockwise.
D. Air from the surrounding E. 1
areas sucked in, warms and rises,
creating a continuous up flow of warm
wet air leading to heavy clouds and
rain.
E. Warm wet air rises as a
result of being less dense than the
surrounding air.

E. Explain Checking of activity and Post (PowerPoint

(10 minutes) Activity Discussion Presentation)

The teacher will present first a trivia TRIVIA!

before the discussion
PAGASA adopted the
new classification after
the super typhoon
YOLANDA. Before there
was no super typhoon
classification.

Tropical Cyclone
- The term used to refer to any
system of clouds and
thunderstorms

that rotates and originates over

tropical waters.
Hurricane

- It is the term used for

tropical cyclones in the
Atlantic and northeast

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 Pacific Ocean
Cyclone

-It is the term used for

tropical cyclones in
the South Pacific and Indian
Ocean Typhoon

- It is the term used for tropical

cyclones in the Western
Pacific

Parts of a Typhoon

F. Elaborate
(5
minutes)

G. Evaluate Multiple
(5
Choice
minutes)
Directions:

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Evaluate
V. REMARKS

VI. REFLECTION
No. of learners who learned 80% on the formative assessment
No. of learners who require additional activities for remediation
Did the remedial lesson work? No. of learners who caught up with the lesson
No. of learners who continue to require remediation
Which of my teaching strategies worked? And why did this work?
What difficulties did I encounter which my principal or supervisor can help me solve?
What innovation or localized materials did I use/discover which I wish to share with
another teacher.
Prepared by: Checked and reviewed by:

ANA ROSE S. PAGDATO II ELEANOR L. DIVEDOR

Teacher I Master Teacher I - Science

Noted by:

MARY JEAN P. NARTE

Head Teacher VI - Science Department

Recommending Approval:

ARIEL G. ARGONSOLA
Assistant Principal - JHS

Approved:

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EDUARDO G. SANTOS, PhD
Principal IV

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