8

Science
Quarter 2 – Module 4:
Understanding
Typhoons

CO_Q2_Science 8_ Module 4
Science – Grade 8
Alternative Delivery Mode
Quarter 2 – Module 4: Understanding Typhoons
First Edition, 2020

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ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Authors: Mary Grace G. Delima, Cecilia A. Superio

Editor: Daisy Marie Ligutom
Reviewers: Bernabe Linog, Jonivil L. Vidal, Marilytte N. Ensomo,
Rene G. Ebol,
Illustrator: Rosa Mia L. Pontillo
Layout Artists: Celeste Faith R. Almanon and Jay S. Ayap,
Ma. Jayvee A. Garapan
Management Team: Francis Cesar B. Bringas
Isidro M. Biol, Jr.
Maripaz F. Magno
Josephine Chonie M. Obseᾖares,
Gregoria T. Su
Marvilyn C. Francia
Jay S. Ayap
Nonita C. Patalinghug

Printed in the Philippines by ________________________

Department of Education – CARAGA REGION

Office Address : Teacher Development Center
J.P. Rosales Avenue, Butuan City, Philippines 8600
Telephone : (085) 342-8207/ (085) 342-5969
E-mail Address: : caraga@deped.gov.ph
 8

Science
Quarter 2 – Module 4:
Understanding
Typhoons
Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners,
can continue your studies and learn while at home. Activities, questions,
directions, exercises, and discussions are carefully stated for you to understand
each lesson.

Each SLM is composed of different parts. Each part shall guide you step-
by-step as you discover and understand the lesson prepared for you.

Pre-tests are provided to measure your prior knowledge on lessons in each

SLM. This will tell you if you need to proceed on completing this module or if you
need to ask your facilitator or your teacher’s assistance for better understanding
of the lesson. At the end of each module, you need to answer the post-test to
self-check your learning. Answer keys are provided for each activity and test. We
trust that you will be honest in using these.

In addition to the material in the main text, Notes to the Teacher are also
provided to our facilitators and parents for strategies and reminders on how they
can best help you on your home-based learning.

Please use this module with care. Do not put unnecessary marks on any
part of this SLM. Use a separate sheet of paper in answering the exercises and
tests. And read the instructions carefully before performing each task.

If you have any questions in using this SLM or any difficulty in answering
the tasks in this module, do not hesitate to consult your teacher or facilitator.

Thank you.
 What I Need to Know

This module was designed and written with you in mind. It is here to help
you master the nature of typhoons. The scope of this module permits it to be
used in many different learning situations. The language used recognizes the
diverse vocabulary level of students. The lessons are arranged to follow the
standard sequence of the course. But the order in which you read them can be
changed to correspond with the textbook you are now using.

After going through this module, you are expected to:

Explain how typhoon develops and how it is affected by landforms and
bodies of water. (MELC Week 4-5)

1
1 CO_Q2_Science 8_ Module 4
 What I Know

Directions: Choose the letter of the correct answer. Write your answers on a
separate sheet of paper.

1. Where do typhoons form?

A. Lakes
B. Oceans
C. Rivers
D. Streams

2. Which weather disturbance develops in the northwest Pacific Ocean?

A. Blizzard
B. Tornado
C. Tropical Cyclone
D. Tsunami

3. What is the other term for tropical cyclone?

A. Earthquake
B. Tsunami
C. Typhoon
D. Wildfire

4. What Public Storm Warning Signal (PSWS) has a wind speed of 160 kph?
A. 1
B. 2
C. 3
D. 4

5. Where do typhoons that hit the Philippines mostly originate?

A. Indian Ocean
B. Pacific Ocean
C. South China Sea
D. West Philippine Sea

6. What does ITCZ mean?

A. Intertropical Convergence Zone
B. Intratropical Converging Zone
C. Intertropical Converging Zone
D. Intratropical Convergence Zone

7. Which tropical cyclone has a wind speed greater than 200 kph?
A. Super typhoon
B. Typhoon
C. Tropical storm
D. Tropical depression

2 CO_Q2_Science 8_ Module 4
8. How would you describe the condition within the typhoon’s eye?
A. Calm
B. Intense
C. Sunny
D. Violent

9. Which agency takes charge of giving information about incoming typhoon?

A. Department of Environment and Natural Resources (DENR)
B. Philippine Institute of Volcanology and Seismology (PHIVOLCS)
C. National Disaster Risk Reduction and Management Council
(NDRRMC)
D. Philippine Atmospheric, Geophysical and Astronomical Services
Administration (PAGASA)

10.What will you do if a typhoon will hit your place?

A. store bread and milk
B. hide in a room without windows
C. watch TV and share on Facebook
D. leave the area and proceed to the evacuation center

11.What causes tropical cyclone to spin?

A. rotation of the earth
B. revolution of the earth
C. gravitational pull of the sun
D. gravitational pull of the moon

12.What is the cyclonic circulation of tropical cyclone if it is located in the

southern hemisphere?
A. Clockwise
B. Upward rotation
C. Counterclockwise
D. Downward rotation

13.Which statement tells about storm surge?

A. It is a rise in sea level due to global warming.
B. It is the rising of the sea level due to the friction between surface
water and wind.
C. It is a destructive wave due to underwater earthquake that occurs
along the seacoast.
D. It is an abnormal rise of sea water due to tropical cyclone that
occurs along the coast.

14.Which item should NOT be included in an emergency kit?

A. cellphone
B. pocketknife
C. beauty product
D. transistor radio
15.Which statement does NOT describe the windward side of a mountain?

3 CO_Q2_Science 8_ Module 4
 A. It has abundant life forms.
B. It receives a lot of precipitation.
C. It has lots of vegetation due to abundance of precipitation.
D. It has less vegetation because the moist in the air is accumulated in
the leeward side.

Lesso
How Typhoons
n 1 Develop?
Being in the tropics, the Philippines is visited by typhoons almost every
year. These typhoons are also referred to as tropical cyclones. Some of these
typhoons leave minimal damages but a number have already been listed in
history as devastating. Not a single part of our country is exempted from these
forces of nature.
A lot of individuals mostly use the word “typhoon” and are seemingly
unaware of the term “tropical cyclone.” In this module, you will understand that
a typhoon is just one category of a tropical cyclone.
According to Philippine Atmospheric Geophysical and Astronomical
Services Administration (PAGASA), there were 13 tropical cyclones that entered
the Philippine Area of Responsibility (PAR) in 2019.
Do you know that the Philippines is prone to tropical cyclones? It is
because of its geographical location which generally produce heavy rains,
flooding of large areas, strong winds which result in heavy casualties to human
life, and destructions to crops and properties. That is why, it is very important to
have sufficient knowledge on tropical cyclones for our benefit. The picture below
shows how typhoon can greatly affect our lives.

https://www.thenational.ae/world/asia/the-10-deadliest-typhoons-in-the-philippines-1.287593

https://www.thenational.ae/world/asia/the-10-deadliest-typhoons-in-the-philippines-
1.287593

4 CO_Q2_Science 8_ Module 4
 What’s In

Activity 1. Decode Them Right

Directions: Complete the crossword puzzle below by writing one letter in each
box. Words are inter-crossed in vertical (down) and horizontal
(across) positions. Clues are given below the puzzle.

Note to the Teacher

Provide extra copies
of this activity for
students’ use.

Across Down

1. It is a tropical cyclone category that 2. Philippine Area of Responsibility

has a wind speed of 68 to 88 kph.
3. It is a system of thunderstorm
6. The national agency dedicated to that moves in a circular motion.
provide flood and typhoon warnings,
public weather forecasts, and 4. Public Storm Warning Signal
advisories.
5. It is a tropical cyclone category
8. It is a bag containing equipment, that has a wind speed of 118 to
supplies, and medication needed. 220 kph.

9. The term used in the Philippines that 7. It is a localized condition over a

is equivalent to typhoon. particular place.

10. It is a violent wind that has a

circular movement in the West
Atlantic Ocean.

5 CO_Q2_Science 8_ Module 4
 What’s New

When a weather disturbance enters the Philippine Area of Responsibility

(PAR), PAGASA, the national agency dedicated to providing flood and typhoon
warnings, public weather forecasts and advisories, begins to monitor it. Do you
know which area is covered by the PAR? Do the following activities to find out.

Activity 2. Let’s Plot The PAR

A. Directions: Plot the following points (Table 1) on the map (Figure 1).
Connect
the plotted points to identify the regions within the PAR.

Table 1. Lat-Long Position of PAR

Points Latitude, Longitude

a 5°N,115°E

b 15°N, 115°E
c 21°N, 120°E
d 25°N, 120°E

e 25°N, 135°E

f 5°N, 135°E

Source: Campo et al. Science-Grade 8 Learner’s Module (Philippines: FEP Printing Corporation,
2016), 140.

6 CO_Q2_Science 8_ Module 4
 Figure 1. Map of the Philippines and its vicinity

Source: Campo et al. Science-Grade 8 Learner’s Module (Philippines: FEP Printing

Corporation, 2016), 141.
Illustrated by: Rosa Mia L. Pontillo

Note to the Teacher

Provide extra copies of this activity for students’
use.

B. Directions: Answer the following questions with Yes or No. Write your
answers on a separate sheet of paper.

Questions:
1. If the typhoon is located at 17 °N, 138 °E, is it within PAR? _____________
2. If the typhoon is at 19 °N, 115 °E, is it within PAR? _____________
3. If the typhoon is at 18 °N, 125 °E location, is it within PAR? _____________
4. If the typhoon is located at 8 °N, 130 °E, is it within PAR? _____________

7 CO_Q2_Science 8_ Module 4
 What is It

We already know what to expect when a typhoon comes. We get many

rains and strong winds. You may not have noticed it, but the winds in every
typhoon move in an exceedingly circular direction. Take a look at Figure 2.

Figure 2. Super typhoon Yolanda as seen from above. At the

middle is the “eye” of the typhoon
(Image by DOST PAGASA https://tinyurl.com/yxjkwfyp)

The picture (figure 2) shows a satellite image of super typhoon Yolanda

that hit the Philippines on November 8, 2013. Do you see the clouds in a spiral
arrangement? They are being blown by winds in a counterclockwise direction.
The tropical depression, tropical storm, severe tropical storm, typhoon, and
super typhoon are categories of tropical cyclones (see Table 2). In simple term, a
tropical cyclone is a system of thunderstorms moving in a circular direction. As
the winds strengthen or weaken, the category is upgraded or downgraded
accordingly.

8 CO_Q2_Science 8_ Module 4
Table 2. Classification of Tropical Cyclone with its Corresponding Wind Speed

Maximum sustained winds in

Tropical Cyclone Category
kilometer per hour (kph)
Tropical Depression (TD) up to 61
Tropical Storm (TS) 62 to 88
Severe Tropical Storm (STS) 89 to 117
Typhoon (TY) 118 to 220
Super Typhoon (STY) exceeding 220
Source:http://bagong.pagasa.dost.gov.ph./information/about-tropical-cyclone

The term “typhoon” is common in the northwestern part of the Pacific.

Within the northeastern part of the Pacific Ocean and also in the northern part of
the Atlantic Ocean, the equivalent term of typhoon is “hurricane.” In the
Philippines, we call all categories of tropical cyclone as “bagyo,” may it be a
tropical depression, tropical storm, severe tropical storm, typhoon or super
typhoon. When a tropical cyclone enters the PAR, the PAGASA will announce
Public Storm Warning Signals (PSWS). The lifting or assigning of a PSWS in a
certain place usually happens before the corresponding atmospheric conditions
exist over the locality. This is because the aim of the signal is to warn the people
of the approaching danger that the tropical cyclone may bring. It is important to
remember that the appropriate interval of the range of the wind speeds for every
signal is only valid when PAGASA puts to effect the signal number for the first
time.

Table 3. Revised Public Storm Warning Signals

PSWS Lead Time Wind Speed Impacts of the Wind
(hrs) (kph)
1 36 30 - 60 no damage to very light damage
2 24 61 - 120 light to moderate damage
3 18 121 - 170 moderate to heavy damage

4 12 171 - 220 heavy to very heavy damage

very heavy to widespread
5 12 more than 220
damage
Source http://bagong.pagasa.dost.gov.ph/learning-tools/public-storm-warning-signal

A tropical cyclone is a natural phenomenon that nobody can stop. We can

only prepare for its arrival through the communications coming from PAGASA.
Weather forecasts on television, on newspapers and over the radio may assist in
the dissemination of these information for the public to know. It is important as
well, to have a sufficient knowledge about these weather conditions for us to be
ready and be safe should one hit our place. What should we do in times of grave
danger like this? Read some tips on the next page.

9 CO_Q2_Science 8_ Module 4
Table 4. What to Do During a Typhoon
PSWS 1 PSWS 2 PSWS 3 PSWS 4 PSWS 5
1. Listen to 1. Special 1. Keep your 1. Stay in 1. Stay in
your radio for attention radio on and safe houses safe houses
more should be listen to the or or
information given to the latest news evacuation evacuation
about weather latest position, about centers centers
disturbance. the direction, typhoon.
and speed 2. All travels 2. All
2. Check the movement as 2. Everybody and outdoor travels and
ability of the the cyclone is advised to activities outdoor
house to may intensify stay in safe should be activities
withstand and move and strong cancelled. should be
strong winds towards the houses. cancelled.
and locality. 3. Keep
strengthen it if 3. Evacuate listening to
necessary. 2. The general from low-lying your radio to
public, areas to the latest
3. The people especially higher news about
are advised to people grounds. the typhoon.
monitor the travelling by
latest severe sea and air are 4. Stay away
weather cautioned to from coasts
Bulletin issued avoid and
by PAGASA unnecessary riverbanks.
every six risks.
hours. In the 5. Watch out
meantime, 3. Protect for the
business may properties passage of the
be carried out before signals "EYE" of the
as usual are upgraded. typhoon.
except when
flood occurs. 4. Board up
windows or put
storm shutters
in place and
securely fasten
it. Stay at
home.
Source: http://mmda.gov.ph/20.faq/288-disaster-awareness-faq.html

Tropical cyclone is considered as one of the most destructive natural

disasters that affects the lives of many people and causes tremendous loss of
properties.
Listed below are the effects of tropical cyclone that can leave a significant
mark on the lives of people.
1. Strong winds (squalls). The surface wind increases in magnitude and is
maintained over a time interval of several minutes to half an hour. The
increase in wind speed may occur abruptly or slowly. These changes in near
landfall can lead to loss of lives and large damage to properties.

10 CO_Q2_Science 8_ Module 4
2. Tornadoes. These are produced by tropical cyclone characterized by a
violent and destructive whirling wind accompanied by a funnel-shaped
cloud. A weak tornado has a wind speed of about 64-116 kph.

3. Rainfall and Flooding. Rainfall associated with tropical cyclone is both

beneficial and harmful. Rains contribute to the water needs of the areas
traversed by the tropical cyclone. The rains are harmful when the amount is
way too large as to cause flooding.

4. Storm surge. This is an abnormal rise of water due to tropical cyclone and it
is an oceanic event. These devastating surges occur along coasts with low-
lying terrain.
Source:http://bagong.pagasa.dost.gov.ph/information/about-tropical-cyclone

After an emergency, we may need to survive on our own for several days.
We should have our own emergency kit that will last us for at least 72 hours. An
emergency kit is a collection of basic items that a household should have in the
event of an emergency like a typhoon. Most of the things included in the kit are
inexpensive and easy to find and could save your life. Make sure your
emergency kit has the following items:

 water (one gallon per person per • personal hygiene items

day for at least three days, for • important documents
drinking and sanitation) • 15-meter rope
 food (at least a three-day supply of • extra clothes
non-perishable food) • pocketknife
 cellular phone with charger and • first aid kit
power bank • matches
 transistor radio and batteries • blanket
 whistle (to signal for help) • money
 flashlight and batteries • lighter
 waterproof bag • watch

11 CO_Q2_Science 8_ Module 4
 What’s More

Activity 3. Track My Trail

Directions: Shown below are the paths of 3 tropical cyclones that entered PAR.
Tropical Storm Jolina in August 2017, Typhoon Ompong in
September 2018, and Tropical Storm Jenny in August 2019
respectively. The tracks were plotted by PAGASA. Study the map and
answer the questions. Write your answers on a separate sheet of
paper.

12 CO_Q2_Science 8_ Module 4
 Figure 2. Paths of Selected Tropical Cyclones that have Entered PAR in the Past Years

Questions:

1. Where did the 3 tropical cyclones form?

___________________________________________________________________________

2. In what direction did the tropical cyclones move?

___________________________________________________________________________

3. Which is the strongest among the three tropical cyclones?

___________________________________________________________________________

4. What factor/s contributed to the strength of the typhoon?

___________________________________________________________________________

5. Why is the Philippines prone to tropical cyclone?

___________________________________________________________________________

Rubric
4 points 3 points 2 points 1 point
Main idea is clear
Main idea is clear Main idea is clear
and well-
and supported but not supported Main idea is not
supported with 2
with 1 detailed with detailed clear.
detailed
information. information.
information.

13 CO_Q2_Science 8_ Module 4
 What I Have Learned

Directions: Fill in the blanks with the correct terms to complete the statements.
Write your answers on a separate sheet of paper.

1. ________ are classified as hurricane and typhoon depending on the area

where they are currently located.
2. Hurricane develops in the ________ of the Pacific Ocean.
3. There are 5 categories of tropical cyclones namely tropical depression,
tropical storm, severe tropical storm, ________, and super typhoon.
4. ________ is a national agency assigned to give warning signal over locality
who will be affected by a tropical cyclone.
5. ________ may include but not limited to water, food, cellular phone with
charger and power bank, transistor radio and batteries, whistle, flashlight
personal hygiene items, and important documents.

14 CO_Q2_Science 8_ Module 4
 What I Can Do

Activity 4. What’s the Link

Directions: Study carefully the picture shown below. With what you see, write
your thoughts about the effects of a typhoon to the community.
Check on the rubric to guide you in crafting. Use a separate sheet of
paper for your essay.

Figure 3. Effects of Typhoon to the Community.

Source:https://www.google.com/search?
q=effects+of+typhoon+in+the+philippines&rlz=1C1CHBD_enPH903PH903&sxsrf=ALeKk02a7f77PDmnSXLze00LTdJ3gsSCPw:1598930148209&sour
ce=lnms&tbm=isch&sa=X&ved=2ahUKEwiAkoT8_sbrAhWPvpQKHaSeByoQ_AUoAXoECA4QAw&biw=1366&bih=657#imgrc=7M0Q0NTHbNRFDM

Rubric
4 points 3 points 2 points 1 point
Very informative, Somewhat Some information No new
well-organized informative, is new but poorly information is
and the main idea organized and the organized and the presented, poorly
is related to the main is idea is main idea is not organized and
picture. somehow related related to the main idea is far
to the picture. picture. from the picture
depicted.

15 CO_Q2_Science 8_ Module 4
 Additional Activity

Activity 5. Fill Your Emergency Kit

Directions: List down the different things that should be included in an
emergency kit. Choose from among the listed materials below. Write
your answers on the lines of the bag.

water flashlight extra batteries

beauty products first aid kit whistle
transistor radio blanket food
pocketknife comforter family pictures
books electric fan clothes

Source:https://pixabay.com/vectors/suitcase-bag-travel-baggage-306879/#

Note to the Teacher

Provide extra copies of this activity for students’
use.

16 CO_Q2_Science 8_ Module 4
Lesson How Landforms and Bodies of Water
Affect Typhoons within the Philippine
2 Area of Responsibility (PAR)?

In Grade 7, you have learned concepts that helped you understand about
why the wind blows, why monsoons occur, and what is Intertropical Convergence
Zone (ITCZ). All of these are associated with understanding the concept of
typhoon. In this lesson, we begin by asking, how do landforms and bodies of
water affect typhoon?

What’s In

In the previous lesson, you have learned the different categories of

tropical cyclone like super typhoon, typhoon, severe tropical storm, tropical
storm, and tropical depression. Let us see how far you have learned by doing the
activity below.

Activity 1. Mix and Match

Directions: Match the definition in column A to the words in column B. Choose

the letter of the correct answer. Write your answers on a separate sheet
of paper.

Column A Column B

1. A rapidly rotating storm system characterized A. landfall

by low pressure-center, strong winds, and
B. typhoon
spiral arrangement of thunderstorm.
2. A term referring to tropical cyclone in the C. emergency kit
northwestern part of the Pacific Ocean.
3. It refers to a tropical cyclone that arrives over D. hurricane
land.
4. A term referring to tropical cyclone in the E. PAGASA
northeastern part of the Pacific Ocean and
F. bagyo
Northern part of Atlantic.
5. A box or bag containing the equipment, G. tropical cyclone
supplies, and medications needed during
emergencies.

17 CO_Q2_Science 8_ Module 4
 What’s New

Bodies of water like the oceans have a great influence on the weather of
continental masses. How do landforms and bodies of water affect the formation
of typhoons? Do the activity below to find out.

Activity 2. Fill Me Up

Directions: Fill in the correct processes of how landforms and bodies of water
affect typhoon. Choose the letter of the correct processes by writing
the letter. Write your answers on a separate sheet of paper.

Landform Body of Water

A. Air cools as it continues to D. Humid air is rising making

rise. the clouds of the storm.
B. Humidity condenses into E. Winds flow outward above
heavy rain. the storm, allowing the air
C. Warm, humid air travels into below to rise.
the land. F. Light winds outside typhoon
steer it and let it grow.
Source: https://www.slideserve.com/willem/typhoons

B. Body of Water

A. Landform

Illustrated by: Rosa Mia L. Pontillo

Figure 1. (A) Landform and (B) Body of Water Affect the Formation of Tropical Cyclone

18 CO_Q2_Science 8_ Module 4
 What is It

A tropical cyclone can only form over oceans of the world except in the
South Atlantic Ocean and the Southeastern Pacific due to its lower air
temperature. Oceans in the tropics, and landforms in nearby countries can affect
the formation of typhoons.

Landforms
Landforms affect wind directions, and therefore disrupt the spin of a
typhoon. Typhoon weakens because of lack of water to supply the needed
moisture in the air. When this happens, the air temperature drops; as the water
vapor cools, fog forms, and rain may fall on the windward side of the mountain.
When the same atmosphere descends on the other side of the mountain, it
brings a minimal amount of water vapor. A “rain shadow” or dry climate
develops on the leeward side of the mountain.
Figure 2 shows the windward side which has more vegetation compared
on the leeward side. This is because of the amount of precipitation the windward
side receives. When air goes up into the mountain, it loses its moisture and only
dry air proceeds to the leeward side making that side produce less vegetation.

Illustrated by: Rosa Mia L. Pontillo

Figure 2: The Surface Features of a Mountain

Landforms like tall mountain ranges act as an obstacle to traveling air

masses, forcing them to rise over the peaks. A typhoon is likely to dissolve or
decrease its wind speed when it passes over a mountain or a mountain range.
The cold air on top of a mountain prevents the building up of a typhoon, which
needs warmer air.

19 CO_Q2_Science 8_ Module 4
Bodies of Water
The bodies of water help in the formation and development of a typhoon.
In order for a typhoon to develop, it needs the abundance of warm water, high
humidity, optimal location, ocean water with a temperature of 26.5˚C, spanning
from the surface up to the depth of at least 50 meters (160 ft), and low vertical
wind shear. Warm bodies of water are the main factors in the formation of a
typhoon. The air in bodies of water is warm due to the evaporation of water. This
warm air builds up or increases the wind speed of a typhoon. Typhoon gains
energy from warm ocean water and loses it over cold water.

Figure 3. Spiraling of Water in the Ocean Forming Tropical Cyclone

Illustrated by: Rosa Mia L. Pontillo

As shown in Figure 3, the warm, moist air over the ocean moves up and
away leaving lesser air near the surface. You already learned in Grade 7 that
warm air rises, causing an area of lower air pressure. Air from the surroundings
with higher air pressure pushes in to the low-pressure area. As the warm air
continues to rise, the surrounding air spins in to take its place. As the warmed,
moist air rises and cools off, the water in the air condensates and forms clouds.
The whole system of clouds and winds spins together and grows.
Do you know that storms that form north of the equator spin counter clockwise
and storms south of the equator spin clockwise? This is because of the Earth's
rotation on its axis.

20 CO_Q2_Science 8_ Module 4
 What’s More

Activity 3. What’s the Missing Link

Directions: Fill in the blanks. Choose the words from the box below. Write your
answers on a separate sheet of paper.

26.5 ˚C circulation warm counterclockwise

37.5 ˚C disturb water mountain ranges
40.5 ˚C cold weakens tropical cyclone wind
air ocean landforms

Warm bodies of water, with at least surface temperature of __(1) , is the

main factor in the formation of a (2) . The warm air above the surface of the
(3) builds and tends to rise up. The surrounding (4) is forced to move
in the direction where the air is rising until it creates a cyclonic (5) that
results in tropical cyclone. On the other hand, landforms like a (6) , act as
an obstacle to traveling air masses forcing them to rise over the peaks and tend
to affect (7) direction and therefore, (8) the spin of a tropical cyclone.
Tropical cyclone (9)_ or even die out because of lack of (10) supply.

What I Have Learned

Directions: Fill in the blanks with the correct terms to complete the statements.
Write your answers on a separate sheet of paper.

1. Landforms like tall _________ act as an obstacle to traveling air masses,

forcing them to rise over the peaks.

2. A _________ is likely to dissolve or decrease its wind speed when it passes

over a mountain or a mountain range.

3. Bodies of water like _________, is the main factor in the formation of

typhoon.

4. The air in bodies of water is _________ due to the evaporation of water.

5. Warm air builds up or increases the _________ of a tropical cyclone.

21 CO_Q2_Science 8_ Module 4
 What I Can Do

Activity 4. My Windy Reflection

Directions: Write a reflection on a separate sheet of paper about the situation
below.

When a typhoon visits your place, it brings a lot of damages depending

on its strength. As a student, what can you do to protect yourself and your
family from this natural disaster?

Rubric

4 points 3 points 2 points 1 point

Main idea is clear Main idea is clear Main idea is clear Main idea is not
and well-supported and supported but not clear.
with 3-4 detailed with 1-2 detailed supported with
information. information. detailed
information.

Assessment

Directions: Choose the letter of the correct answer. Write your answers on a
separate sheet of paper.
1. What is the name of the tropical cyclone formed in the northwestern part
of the Pacific Ocean?
A. Hurricane
B. Tornado
C. Tsunami
D. Typhoon

2. In what year did super typhoon Yolanda hit the Philippines?

A. 2011
B. 2012
C. 2013
D. 2014

22 CO_Q2_Science 8_ Module 4
3. In what direction does a tropical cyclone usually move?
A. Northeast
B. Northwest
C. Southeast
D. Southwest

4. What is the wind speed of severe tropical storm?

A. 62 – 88 kph
B. 89 – 117 kph
C. 118 – 220 kph
D. more than 220

5. During a typhoon, Public Storm Warning Signal (PSWS) is issued over the
affected area. What is the impact of the wind when PSWS signal is 4?
A. No to light damage
B. Light to moderate damage
C. Moderate to heavy damage
D. Heavy to very heavy damage

6. What should be done after a typhoon?

A. Store sufficient amount of food.
B. Always ready with the emergency kit.
C. Keep monitoring the typhoon’s movement.
D. Boil water before drinking as it may be contaminated.

7. Tropical cyclones are not formed on which part of the Pacific Ocean?
A. Northeastern
B. Northwestern
C. Southeastern
D. Southwestern

8. What happens to a typhoon when it makes a landfall?

A. gets weaker
B. stays longer
C. moves faster
D. gets stronger

9. How do landforms affect typhoon?

A. no effect at all
B. increase wind direction
C. serve as a fuel to travelling air masses making typhoon stronger
D. serve as an obstacle for travelling air masses making typhoon
weaker

23 CO_Q2_Science 8_ Module 4
10.Which statement is INCORRECT?
A. Warm bodies of ocean water are the main source in the formation of
typhoon.
B. Warm bodies of ocean water build up increasing the wind speed of
typhoon.
C. Air from surrounding areas with lower air pressure pushes to the
high-pressure area.
D. Tropical cyclone does not form in the South Atlantic Ocean due to its
lower temperature.

11.Which is NOT a factor in the formation of a typhoon?

A. high humidity
B. warm river water
C. warm ocean water
D. optimal location of typhoon

12.Which set of weather conditions characterizes the eye of tropical cyclone?

A. light winds, no clouds, no rains, and high temperatures
B. heavy winds, no clouds, no rains, and high temperatures
C. light winds, large clouds, heavy rains, and low temperatures
D. heavy winds, large clouds, heavy rains, and low temperatures

13.Which will occur as results of tropical cyclone?

A. strong wind, light rainfall, tornado, and tsunami
B. strong wind, heavy rainfall, flood, and storm surge
C. strong wind, heavy rainfall, storm surge, and earthquake
D. strong wind, light rainfall, pyroclastic flow, and earthquake

14.Which best describes leeward side?

A. Leeward side has abundant life forms.
B. Leeward side receives a lot of precipitation.
C. Leeward side has plenty of vegetation due to abundance of
precipitation.
D. Leeward side has less vegetation because moist in the air is
accumulated in the windward side.

15.What is the difference among cyclones, hurricanes, and typhoons?

A. Typhoons are faster than cyclones but slower than hurricanes.
B. Cyclones are bigger than hurricanes but smaller than typhoons.
C. Hurricanes are stronger than cyclones but weaker than typhoons.
D. Cyclones, hurricanes, and typhoons occur in different
geographical areas.

24 CO_Q2_Science 8_ Module 4
 Additional Activity

Activity 5: Draw Me Out

Rubric
4 points 3 points 2 points 1point
Drawing captures Drawing includes Drawing has little Drawing has no
substantial limited connection to the connection to the
information about information about topic. topic.
the topic. the topic.

Directions: Draw on a bond paper proper measures to mitigate or lessen the

effects of typhoon in a community.

25 CO_Q2_Science 8_ Module 4
 Answer Key

Lesson 1:

What’s New
What I Know What's In
1. B 9. D 1. tropical storm
2. C 10. D 2. PAR
3. C 11. A 3. tropical cyclone
4. C 12. C 4. PSWS
5. B 13. D 5. typhoon
6. A 14. C 6. PAGASA
7. A 15. D 7. weather
8. A 8. emergency kit
9. bagyo
1 No
10. hurricane
2 No
3 Yes
4 Yes

What’s More What I Can Do

What I have Learned
Possible answers but not
1. Pacific Ocean limited to:
1. tropical cyclone
2. Northwest 2. northeastern  Cause flashfloods
Direction 3. ocean  Destroys properties
3. Ompong 4. categories  Loss of lives
4. Ompong  Put down trees
5. PAGASA
5. Ocean/bodies of  Loss of electricity
6. emergency kit  Health problems
water 7. emergency kit  panic

Additional Activities
1. water
2. transistor radio
3. pocket knife
4. flashlight
5. first aid kit
6. blanket
7. extra batteries
8. whistle
9. food
10. clothes

Lesson 2:

26 CO_Q2_Science 8_ Module 4
 What’s New What’s More
What's In
1. G 1. 26.5˚C
1. C
2. B 2. tropical cyclone
2. A 3. ocean
3. A
3. – 4. air
4. D 5. circulation
4. B
5. C 6. mountain/ranges
5. – 7. wind
6. D 8. disturb
7. E 9. weakens
8. – 10. water
9. F

What I have What I Can Do Additional

Learned Possible answers but not Activities
limited to: Possible answers but not
limited to:
 Create information
1. mountain range dissemination  Planting of trees
2. tropical cyclone through pamphlets  Disposing of
3. warm bodies and brochure garbage properly
4. speed  Make PowerPoint  Taking care of
presentation help nature
explain to family  Less air pollution
members and  Less usage of
relatives carbon dioxide
 Share on Facebook
and other social
media accounts
about the danger of
typhoon

Assessment
1. D 10. C
2. C 11. B
3. B 12. A
4. B 13. B
5. D 14. D
6. D 15. D
7. C
8. A
9. D

27 CO_Q2_Science 8_ Module 4
References
Book Source
Campo, Pia, et al. Science-Grade 8 Learner’s Module Philippines: FEP Printing
Corporation, 2016.
Online Sources

A table on revised Public Storm Warning Signal

http://bagong.pagasa.dost.gov.ph/learning-tools/public-storm-warning-signal

An image in tracking the pathway of a typhoon Jenny

https://tinyurl.com/y3pc2rxb

An image in tracking the pathway of tropical storm Jolina

https://tinyurl.com/y37dmeky

An image in tracking the pathway of typhoon Ompong

https://tinyurl.com/y54aoq56

An image of super typhoon Yolanda at signal No. 5. https://tinyurl.com/yxjkwfyp

An image on effects of typhoon https://www.thenational.ae/world/asia/the-10-

deadliest-typhoons-in-the-philippines-1.287593

An image on how hurricane formed https://spaceplace.nasa.gov/hurricanes/en/

An image showing the effects of typhoon to the community

https://tinyurl.com/y5xbtdvn

An information about the disaster awareness http://mmda.gov.ph/20.faq/288-

disaster-awareness-faq.html

An information about tropical cyclone

http://bagong.pagasa.dost.gov.ph/information/about-tropical-cyclone

Reference for Emergency and Disaster by NOAH Strategic Communication

Intervention (NOAH StratComm) Project & Science and Technology
Information Institute (STII) http://stii.dost.gov.ph/images/images/RED-
Book.pdf

28 CO_Q2_Science 8_ Module 4
For inquiries or feedback, please write or call:

Department of Education - Bureau of Learning Resources (DepEd-BLR)

Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

Email Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph