School CAPUY INTEGRATED NATIONAL SCHOOL Grade Level GRADE 8

DAILY LESSON LOG Teacher HARLETTE A. LAGUIDAO Learning Area SCIENCE

Teaching Date and Time NOVEMBER 11-15, 2024 Quarter SECOND

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. Content Standard The learners demonstrate understanding of the The learners demonstrate understanding of the formation of typhoons and their
formation of typhoons and their movement within the movement within the PAR.
PAR.
B. Performance Standard The learners should be able to: The learners should be able to:
1. Demonstrate precautionary measures before, 3. Demonstrate precautionary measures before, during, and after a typhoon,
during, and after a typhoon, including including following advisories, storm signals, and calls for evacuation
following advisories, storm signals, and calls given by government agencies in charge.
for evacuation given by government agencies 4. Participate in activities that lessen the risks brought by typhoons.
in charge.
2. Participate in activities that lessen the risks
brought by typhoons.

C. Learning Competencies/ Explain how typhoon develops and how it is affected Trace the pathway of typhoon that enters the
Objectives. Write the LC by landmasses and bodies of water. (MELC Week 4- Philippine Area of Responsibility (PAR). (MELC
code for each 5) Week 5 S8ES-IIf-21)
1. CONTENT Understanding Typhoons Tracking a Typhoon
2. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
Pages
2. Learner’s Materials
Pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR)
portal
B. Other Learning Science Science
Resource Quarter 2 – Module 4: Quarter 2 -
Understanding Typhoons Tracking a Typhoon
Module 5:
3. PROCEDURES
A. Reviewing previous Continuation of the discussion on Typhoon… “Hunt Me Down” CATCH-UP FRIDAY
 lesson and Find and encircle the following words in the word
presenting new Facilitate a recap activity on the concepts discussed search puzzle. Words are positioned vertically, Quiz Bee
lesson about typhoon and how does it form through a graded horizontally, and diagonally. Lesson Intervention
recitation. Board work Activity

Randomly ask students questions.

B. Establishing a Present the objectives of the lesson.

purpose for the
lesson
C. Presenting Connect and Reflect Connect and Reflect
examples/instances
of the lesson When a tropical cyclone enters the PAR, the Super typhoon Yolanda is considered as one of the
PAGASA will announce Public Storm Warning most powerful typhoons ever recorded in the history
Signals (PSWS). The lifting or assigning of a PSWS of the Philippines. It hit the country on November 8,
in a certain place usually happens before the 2013. Despite the early precautionary warnings
corresponding atmospheric conditions exist over the issued by PAGASA as to where and when the
locality. This is because the aim of the signal is to typhoon would make its landfall, many did not heed
warn the people of the approaching danger that the to it. According to the World Vision Organization,
tropical cyclone may bring. It is important to this super typhoon killed over 6,000 people and left
remember that the appropriate interval of the range of 1,800 people missing. How does PAGASA predict
the wind speeds for every signal is only valid when the pathway of typhoon? Do Activity 2 to find out.
PAGASA puts to affect the signal number for the first
time. “When to Expect”
Using your knowledge on speed, study and complete
the missing information in the table below, then
answer the questions that follow.
 Questions:
1. At what time did typhoon Renee move the fastest?
2. In which date did typhoon Renee make its first
landfall?
3. Why is tracking a tropical cyclone important?
D. Discussing new
concepts and “Public Storm Warning Signals” “Dissecting a Typhoon”
practicing new skills
#1
E. Discussing new
concepts and “What to do Before, During and After a Typhoon” “Tracking a Typhoon”
practicing new skills “Emergency Kit” “Forecasting a Typhoon”
#2
F. Developing mastery “Track My Trail” “Dissecting a Typhoon”
(lead to formative Directions: Shown below are the paths of 3 tropical
assessment) cyclones that entered PAR. Tropical Storm Jolina in Study the details in Figures 1 and 2. Answer the
August 2017, Typhoon Ompong in September 2018, questions that follow. Write your answers on a
and Tropical Storm Jenny in August 2019 separate sheet of paper.
respectively. The tracks were plotted by PAGASA.
Study the map and answer the questions.

Questions:
1. Which location in the typhoon has the highest air
pressure?
2. What part of the typhoon can cause heavy damage?
 3. What is the relationship between typhoon’s wind
speed and distance from
the eye?

G. Finding practical “Fill your Emergency Kit” What I Can Do

application of
concepts and skills in Directions: List down the different things that should Tracking Tropical Strom (TS) Sendong
daily living be included in an emergency kit. Choose from among
the listed materials below. Write your answers on the Directions: Plot on the map in Figure 5 the location
lines of the bag. and pathway of TS Sendong using the latitude and
longitude (lat-long) locator in the table below.
Questions:
1. Where did tropical storm Sendong start to
form?
 2. When did tropical storm Sendong enter the
PAR?
3. When did tropical storm Sendong leave the
PAR?
4. In what direction did tropical storm Sendong
move?
5. Was your province hit by tropical storm
Sendong?
H. Making “What’s the Link” “What I Have Learned”
generalization and Directions: Study carefully the picture shown below. Directions: Fill in the blanks with the correct term to
abstractions about With what you see, write your thoughts about the complete the
the lesson effects of a typhoon to the community. Check on statements. Write your answers on a separate sheet of
the rubric to guide you in crafting. Use a separate paper.
sheet of paper for your essay. 1. Tracking the movement of a _________ the
moment it is formed, is very essential because if the
track forecast is incorrect, wind speed, rainfall and
storm surge threats will also be incorrect.
2. Ocean waters must reach a minimum temperature
of _________ in order for a tropical cyclone to
develop.
3. A large-scale wind moving in a particular direction
over the ocean pushes the tropical cyclones to move
in _________ direction.
4. When tropical cyclones reach land, they ________
because they are cut off from the water supply.
5. In the eye of a tropical cyclone, wind speed is
_________.
I. Evaluating learning “What I Have Learned” Post Assessment
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.
J. Additional activities “Analyze Me”
for application or Directions: Study the weather bulletin in Table 3.
remediation Answer the following questions that follow. Write
your answers on a separate sheet of paper.

Questions:
1. Where was the location of tropical storm Vinta on
December 21, 2017?
2. What was the strength of the tropical storm?
3. After 48 hours, where was the tropical storm
located?
4. What was the speed of the tropical storm?
5. Enumerate at least 5 places that were affected by
the tropical storm.
4. REMARKS
5. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
acquired 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 this work?
F. What difficulties did
I encountered which
my principal can
help me solve?
G. What innovation or
localized materials
did I used/discover
which I wish to share
with other teachers?

Prepared by: Noted by:

HARLETTE A. LAGUIDAO LAARNI L. BUSTAMANTE

Subject Teacher Teacher in Charge