Tracking A Tropical Cyclone

School Grade Level GRADE 8
Teacher Learning SCIENCE

Area
Teaching Dates Week 4 day 3 and 4 Quarter SECOND
and Time
1. OBJECTIVES
A. Content Standards
Demonstrate understanding of formation of typhoons and their movement within
the Philippine Area of Responsibility
B. Performance Standards
Demonstrate precautionary measures before, during, and after a typhoon,
including following advisories, storm signals, and call for evacuation given by
government agencies in charge.
C. Learning Competencies/Objectives (Write the LC code for each)

S8ES-IIf-21
2. CONTENT
Understanding Typhoon: Activity 2 Tracking a Tropical Cyclone.
3. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages - pages 97 - 99
2. Learner’s Materials pages – Pages 142 - 144
3. Textbook pages –
4. Additional Materials from Learning Resource (LR) portal
B. Other Learning Resources:
4. PROCEDURES (May vary. It depends upon the teacher. This is a flexible part.
Put time allotment in each step)
(The ff. are just Teacher’s Activity Students’/Pupils’ Activity
examples)
A. Reviewing Mood setting, checking of Students will get ¼ sheet of
previous lesson attendance. Give a short quiz about paper for a short quiz.
or presenting the previous lesson.
the new lesson 1-3. What are the 3 stages of the
formation of a tropical cyclone?
4. Where did a tropical cyclone form?
5. What is the surface temperature of
the vicinity where a tropical cyclone is
formed?
6. If a typhoon is located at 6℃ N,
129℃ E, is it within the PAR?
7. In what direction do tropical
cyclones move?
8. If a Typhoon is located at 15℃ N,
138 ℃ E, Is it within the PAR?
9. The bureau that is responsible in
monitoring the weather disturbances
in the Philippines is known as?
10. A tropical cyclone is known in the
Philippines as __________.
(10 mins)
B. Establishing Trace the path of a typhoon to know

a purpose for where and when it’s started to where
the lesson and when it ends.
C. Presenting The teacher will distribute the output

examples/ of the students form activity no. 1
instances of the Plotting the PAR because it will be
new lesson used for the activity no. 2 Tracking a
tropical cyclone.
D. Discussing The teacher will give all the Students will perform the
new concepts instructions about the activity. activity individually. They will
and practicing Students will perform activity 2 follow the procedures in the
new skills #1 Tracking a tropical cyclone. This activity sheets.
activity will be done individually.
Teacher will distribute the activity
sheets. The procedures and
questions are based on the learners
Manual (pages 142-143).
E. Discussing In the activity proper, the teacher will Students will perform the
new concepts facilitate while the students are doing activity no. 2 using the
and practicing the activity. The teacher will roam plotted PAR, they will have
new skills #2 around to make sure the students are to follow the instruction in the
doing the activity properly or if there activity sheets.
are any questions and clarifications
the students can immediately ask.
F. Developing The Teacher will conduct follow up

mastery (Leads discussion based on the questions in
to Formative the activity 2.
Assessment 3)
 Why is it that in Philippine The students answer to the
Area of Responsibility, the questions may vary.
eastern part has the widest
scope? (refer to figure 6)
Figure 6. Track of Tropical Typhoon
Sendong Sendong formed in the
 Where did Sendong form? Pacific Ocean.
Sendong enter the PAR on

 When did Sendong enter the December 15, 2011
PAR?
Sendong left the PAR on
 When did Sendong leave the December 18, 2011
PAR?
Sendong moved in a
 In what direction did Sendong western direction.
move?
(10 mins)
G. Finding It is necessary to know the Philippine

practical Area of Responsibility so we will be
applications of aware every time a tropical cyclone
concepts and enters our premises, so that the
skills in daily PAGASA will give us the early
living warning to give us enough time to
prepare and be ready especially the
area where the tropical cyclone is
heading.
H. Making Before sending crossed into the PAR,

generalizations it had already become a tropical
and abstractions storm. When Sendong hits Mindanao
about the lesson it weakened because it was cut off
from the sea, and when it reached
Sulu Sea it intensified again but when
it encountered cold air beyond
Palawan, Sendong finally died out.
I. Evaluating The output of the students in the After the activity proper the
learning activity 2 will serve as their student will submit their
evaluation. Teacher will collect the work.
activity sheets
J. Additional
activities for
application or
remediation
5. REMARKS
6. REFLECTION
A. No.of learners who earned 80% in the
evaluation
B. No.of learners who require additional
activities for remediation
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 work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?
Energy of a Tropical Cyclone
 In an average afternoon thunderstorm, the energy released amounts to about 20-kiloton
atomic bombs.
 A minimal typhoon carrying winds of 120 kph has an energy almost equivalent to
exploding 500,000 atomic bombs per day or about 6 atomic bombs per second.
Movement and Speed of a tropical cyclone
 TCs tend to move under the influence of the Trade Winds known technically as Steering
Flows that originate from Strong High Pressure Areas that surround the TC, and carry it
along like a cork floating in the river stream.”
 In the Philippine Sea, TCs tend to move on a general westnorthwest (WNW) direction
with an average speed of 19-20 kph.
- Fast-moving TCs: 22 to 45 kph.
- Slow-moving TCs: 7 to 15 kph
- Stationary or Quasi-Stationary TCs: < 7 kph (0-6 kph
Parts of a Typhoon
1. OUTER RAINBANDS
- Severe Thunderstorms, Light to Moderate On and Off Rainfall with winds not
exceeding 62 kph occurring occasionally.
2. INNER RAINBANDS
- Moderate to Heavy Rainfall with increasing winds of 63 to 117 kph occurring frequently.
3. EYEWALL
- Heavy to Extreme Rainfall with violent winds of greater than 118 kph occurring
intermittently or continuously.
4. THE “EYE”
- The calm part of a Typhoon, with sometimes light winds of up to 20 kph.
- Lowest Atmospheric Pressure.
- The Sky may be Cloudy or Clear.
- Average “eye” diameter is about 30 km across.
HORIZONTAL VIEW OF A TYPHOON

Tracking A Tropical Cyclone

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School Grade Level GRADE 8

Teacher Learning SCIENCE

C. Learning Competencies/Objectives (Write the LC code for each)

B. Establishing Trace the path of a typhoon to know

C. Presenting The teacher will distribute the output

F. Developing The Teacher will conduct follow up

Sendong enter the PAR on

G. Finding It is necessary to know the Philippine

H. Making Before sending crossed into the PAR,

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