Republic of the Philippines

Department of Education
National Capital Region
Division of City Schools – Valenzuela
SITERO FRANCISCO MEMORIAL NATIONAL HIGH SCHOOL

DAILY LESSON LOG IN SCIENCE 8

Name of Teacher ARIES N.MILLANES

Date November 13-15,2024

Grade Level and Section/s 8 – ALBAY 1:40 – 2:25

8 – IFUGAO 2:25 – 3:10 Wednesday– Friday
Teaching Date and Time
8 – CAMIGUIN 3:25 – 4:10 November 13-
8 – DAVAO 4:50 – 5:35 15,2024
8 – ZAMBALES 5:35 – 6:10

Quarter: 2
Week: 15
MELC: Trace the path of typhoons that enter the Philippine Area of Responsibility (PAR) using a map and
tracking data. (S8ES-IIe-21)
Content Standard: The learners demonstrate understanding of the formation of typhoons and their movement
within the PAR.
Performance Standard: The learners should be able to:
1. demonstrate precautionary measures before, during, and after a typhoon, including following
advisories, storm signals, and calls for evacuation given by government agencies in charge;
2. participate in activities that lessen the risks brought by typhoons.

DAY OBJECTIVE/S TOPIC/S CLASSROOM-BASED ACTIVITIES

3 At the end of the Tropical Preliminaries:

lesson, the learners Cyclone: Observe the following classroom routine prior to the
are expected to: Philippine Area delivery of the lesson:
a.) Determine of • Prayer
whether a Responsibility • Checking Attendance
tropical • Observing health protocols
cyclone is • Giving of Reminders/Instructions
within or • Quick “kamustahan”
outside the
A. Elicit
PAR.
Checking Assignments
Cognitive
Review Activity
b.) Determine the
Why is PAGASA tracking the movement of typhoons in the
location of a
PAR?
tropical
B. Engage
cyclone and
Video Presentation: Philippine Area of Responsibility (PAR)
assess whether
https://www.youtube.com/watch?v=wxFTftOEiDI
it falls within or
outside the C. Explore
Philippine Area Do Activity: “Track Me Down!" on SLM pages 21-23 and
of answer the guide questions.
Responsibility
(PAR), D. Explain
Psychomotor Sendong started out in the Pacific as an area of low
c.) Cultivate a pressure. Because it was just a low-pressure area, it was
sense of not given a name. Then it intensified into a tropical
responsibility depression. Again it was not yet given a name because it
and awareness was still outside the PAR.
regarding the When it finally entered the PAR, it had already
potential strengthened into a tropical storm. Since it was within the
impact of PAR by then, PAGASA gave it a name—Sendong—from its
tropical prepared list. Internationally, the tropical storm was called
cyclones within Washi.
the designated Sendong brought hours of torrential rains to Mindanao.
PAR Some places received more than 200 mm of rain. Because
Affective of the excess rain, flash floods and landslides took place.
Nearly a thousand people were killed, many in the cities of
Cagayan de Oro and Iligan. Damage to houses, roads, and
bridges reached up to 2 billion pesos.
After the Sendong disaster, who would have thought
 Republic of the Philippines
Department of Education
National Capital Region
Division of City Schools – Valenzuela
SITERO FRANCISCO MEMORIAL NATIONAL HIGH SCHOOL

that another tropical cyclone would again hit Mindanao the

following year. Tropical cyclone Pablo (international name,
Bopha) was so strong it was categorized as a supertyphoon.
Clearly, we need to learn about tropical cyclones in order to
survive.
E. Elaborate
What are you going to do if a powerful typhoon comes to
your area?
F. Evaluate
Directions: Write the letter of the correct answer before each
number.
___ 1. What is the meaning of "PAR"?
A. Philippines Are Ready
B. Philippines Area of Response
C. Philippines Are you Ready kids!
D. Philippine Area of Responsibility
___ 2. In what large body of water do typhoons most
commonly form when it enters the PAR?
A. Arctic Ocean C. Pacific Ocean
B. Indian Ocean D. Atlantic Ocean
___ 3. Which area in the Philippines is less visited by
typhoon?
A. Bicol C. Northern Luzon
B. Mindanao D. Eastern Visayas
_______ 4. Which coordinates determine that typhoon is
within the PAR?
A. 15⁰N,132 E C. 20 ⁰N,142E
B. 15⁰N,140 E D. 20 ⁰N,145 E
_______ 5. What is the path of typhoon as it moves across the
Philippines?
A. East to West across the country, heading North.
B. West to East across the country, heading North.
C. South to East across the country, heading North.
D. South to West across the country, heading North
G. Extend
Bring a weather data report taken from the newspaper.
4 At the end of the Tropical Preliminaries:
lesson, the learners Cyclone Observe the following classroom routine prior to the
are expected to: delivery of the lesson:
a.) Describe how • Prayer
tropical • Checking Attendance
cyclone is • Observing health protocols
tracked and • Giving of Reminders/Instructions
discuss why • Quick “kamustahan”
there is a need
A. Elicit
for PAGASA to
Checking Assignments
regularly
Review Activity
monitor
Why is it important to plot the path taken by a tropical
tropical
cyclone?
cyclones near
B. Engage
the PAR.
What do you think is inside the tropical cyclone?
Cognitive
b.) Demonstrate
effective
communication
skills by
delivering a
well-organized
and clear
presentation
on how tropical C. Explore
cyclones are PICTURE ANALYSIS: Explain what the picture tells about?
tracked.
Psychomotor
c.) Appreciate the
importance of
PAGASA's
regular
monitoring of
tropical
 Republic of the Philippines
Department of Education
National Capital Region
Division of City Schools – Valenzuela
SITERO FRANCISCO MEMORIAL NATIONAL HIGH SCHOOL

cyclones near D. Explain

the PAR, The lowest air pressure is at the eye of a tropical
recognizing the cyclone. In fact, all tropical cyclones have low air pressure
potential at the center. This is the reason why the air in the
threats to surroundings move toward the eye. Recall in Grade 7 that
safety and air moves toward low-pressure areas.
infrastructure. You also learned that at the eye of a tropical cyclone,
Affective wind speed is low. But in the dense clouds surrounding the
eye, at the eyewall itself, the wind speed is great. When
newspapers report that a tropical cyclone has sustained
winds of 200 km/hour, for instance, they are referring to the
winds at the eyewall.
When the eye of a tropical cyclone passes over a
certain place, it is the winds at the eyewall that wreak a lot
of damage. As it approaches, one side of the eyewall brings
strong winds blowing in one direction. Then comes the eye
with its somewhat calm weather. As it leaves, the other side
of the eyewall brings strong winds again, but this time in the
opposite direction
E. Elaborate
Why do we need to be prepared before the typhoon?
F. Evaluate
Directions: Choose the letter of the correct answer.
1. Which of the following is the best description of a tropical
storm/cyclone?
a. A high-pressure system characterized by strong winds
and drought.
b. A low-pressure system characterized by strong winds
and heavy rainfall.
c. high-pressure system characterized by strong winds
and tornadoes.
d. A low-pressure system characterized by strong winds
and drought.
2. What is the minimum temperature at which the ocean
must be for a tropical storm/cyclone to form?
a. 24-25°C c.28-29°C
b. 26-27°C d. 0-31°C
3. Which of the following describes the ideal conditions for a
tropical storm/cyclone to form?
a. Cool oceans, at the Equator, high wind shear, where
winds converge
b.Warm oceans, between 5° and 30° latitude, high wind
shear, where winds converge
c. Warm oceans, between 5° and 30° latitude, low wind
shear, where winds converge
d.Warm oceans, between 5° and 30° latitude, low wind
shear, where winds diverge
4. Which of the following has the highest wind speed?
a. Tropical cyclones c. Tropical storms
b. Tropical depressions d. Super typhoons
5. Which of the following has the lowest wind speed?
a. Tropical cyclones c.Tropical storms
b. Tropical depressions d.Super typhoons
G. Extend
Make research on the different PSWS
5 At the end of the Tropical Preliminaries:
lesson, the learners Cyclone: Observe the following classroom routine prior to the
are expected to: Precautionary delivery of the lesson:
a.) Discuss measures • Prayer
precautionary before, during, • Checking Attendance
measures and after a • Observing health protocols
before, during, typhoon. • Giving of Reminders/Instructions
and after a • Quick “kamustahan”
typhoon.
A. Elicit
Cognitive
Checking Assignments
b.) Demonstrate
Review Activity
practical skills
Explain what weather factors tell weathermen that a certain
by
location is at the eye of a tropical cyclone.
participating
B. Engage
in a hands-on
When a tropical cyclone enters the PAR and its way toward
 Republic of the Philippines
Department of Education
National Capital Region
Division of City Schools – Valenzuela
SITERO FRANCISCO MEMORIAL NATIONAL HIGH SCHOOL

simulation or land, warning signals are issued. Do you know what the
role-play signals mean?
exercise,
C. Explore
effectively
Video Presentation: Disaster Watch: Public Storm Warning
showcasing
Signals https://www.youtube.com/watch?v=EOmz2VjOE9k
precautionary
D. Explain
measures
When a tropical cyclone enters the PAR and it is on its
before, during,
way toward land, warning signals are issued. Public Storm
and after a
Warning Signals (PSWS) are used by PAGASA to warn people
typhoon.
about the approaching weather disturbance. In the revised
Psychomotor
PSWS, the warning signals are as follows:
c.) Develop
awareness
and
responsibility
for personal
and
community
safety,
expressing Filipinos are known for being resilient in the face of storms.
empathy for Typhoon preparedness should be the Filipinos’ way of life to
those affected minimize the impact of disasters on lives and properties. To
by typhoons. be fully prepared for tropical cyclones, you should also put
Affective together an emergency kit. You will never know when you
need it.
E. Elaborate
Why do we need to be aware of the typhoon signals in our
area?
F. Evaluate
Directions: Using the table below give three precautionary
measures that you can do before, during, and after a
typhoon.

G. Extend
Look for the meaning of the following acronyms:
1. DRRM
2. DRMMC
3. PDRRMC
4. SDRRMC

Prepared by: Checked by:

MA.ELOISA M.BUENAVISTA JESUSA D. DEL ROSARIO

Master Teacher I Head Teacher III

Noted by:

CHRISTOPHER J. DELINO
PRINCIPAL IV