School San Simon High Grade Level 8
School
Teacher Angelita A. Meneses Learning Area Science
Grade 8 Daily Lesson Date and Time December 5, Quarter 2 (Earth
Log 2022/1:00-1:50 pm Science)
I. OBJECTIVES Demonstrate how typhoons are formed in the ocean.
A. Content Standards Demonstrate an understanding of the formation of
typhoons and their movement within the PAR
B. Performance Standards Demonstrate precautionary measures before, during, and
after a typhoon including following advisories, storm
signals and calls for evacuation given by government
agencies in charge
C. Learning Competencies / Explain how typhoons develop.
Objectives S8ES-IId-18
Write the LC code for each
II. CONTENT Module 2: UNDERSTANDING TYPHOONS
Lesson 10: UNDERSTANDING TYPHOONS (Introduction)
III. LEARNING RESOURCES
A. References
1. Teacher's Guide Pages LG pages 22-23
2. Learner's Materials Pages LM page 137-139
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson or Crossword Puzzle
presenting the new lesson Direction: Recall the previous lesson on earthquake and
answer the given questions complete the crossword by
filling in a word that fits each clue.
Across
1.A sudden or violent shaking oof the surface of the
earth.
3. Description of intensity scale III
4. It is break in the earth’s crust
6. The government agency that principally mandated to
mitigate disaster that arises from earthquake, tsunami
and volcanic eruption.
9. The place where place slip, or fault movement happens
Down
2. energy released by an earthquake
5. A sudden push by underwater fault
7. Instrument that measures the intensity of an
earthquake
8. The spot directly above the focus on the surface of the
earth
10. Is the measure of human reaction to the ground
movement such as cracks and landslide
11. The origin of an earthquake
B. Establishing a purpose for the Video Analysis
Lesson The teacher will show a video to the students
[Link]
C. Presenting examples / Key questions:
instances of the new lesson
a. What was the video all about?
b. What do we commonly experience during
typhoons?
c. So what do you think is our lesson for today?
D. Discussing new concepts and Do the Performance Activity page 139 Learner’s
practicing new skills #1
Module
[Link]
TORNADO IN A BOTTLE
Objective: At the of the performance students will be
able to identify the different parts of a tropical cyclone.
Guide Question:
1. What are the parts in the tornado bottle
represent in a real tornado or tropical cyclone?
E. Discussing new concepts and Using the foldables discuss to the students the
practicing new skills #2
different parts of a typhoon
F. Developing mastery Watch the video presentation on the different
(Leads to Formative
typhoon categories given by PAGASA (Study and
Assessment)
analyze for further discussion)
G. Finding practical applications
of concepts and skills in daily
living
A Typhoon or tropical cyclone is a system of
H. Making generalizations and
abstractions about the lesson
thunderstorms that are moving around a center.
Tropical cyclones of different intensity are given
different names. Tropical cyclones are classified in
accordance with the World Meteorological
Organization's recommendation by their maximum
sustained wind speeds near the center. As the wind
intensify or weaken, the category is upgraded or
downgraded accordingly.
I. Evaluating Learning Part A
Direction: Complete the table below.
Typhoon Category
Category Maximum Wind Speed
kilometres per hour
(kph)
39 to 61
Tropical Storm
89-117
Typhoon
185 or higher
Part B
Direction: Identify the parts of a Tropical Cyclone
J. Additional activities for Answer the enrichment activity using your photocopy
application or remediation
of your strategic Intervention Materials on page 4
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the 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?
Prepared By:
ANGELITA A. MENESES
Science Teacher
