DETAILED LESSON PLAN IN SCIENCE 8

Public Storm Warning Signals (PSWS)

February 02, 2022
Grade 8- Blueberry

I. OBJECTIVES:
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/ Objectives:

(Write the LC code for each)
- Explain how land masses and bodies of water affect typhoons
(S8ES-IId-21)
D. Specific Objectives:
At the end of the lesson, the students are expected to:
a. Explain the effects of the winds, given a certain storm warning signal.
b. Illustrate situations based on a specific public storm warning signal
c. Appreciate the importance of heeding or listening to weather news.
d.
II. CONTENT
A. Topic: Module 2: Understanding Typhoons
B. Lesson 16: Describing the effects of the winds, given a certain Public Storm
Warning Signal
III. LEARNING RESOURCES
A. REFERENCES: Learners Material Science8 Second Quarter pp. 148-151

Internet

B. MATERIALS: Visual aid, book, chalkboard, powerpoint presentation

C. SCIENCE PROCESSES:
Observing, Describing, Identifying, Inferring, Classifying

IV. LEARNING ACTIVITIES (PROCEDURE)

Teacher’s Activity Student’s Activity
 A. PRELIMINARY ACTIVITIES
1. Daily Routine
a. Opening Prayer:
“I would like to request Ria to please lead the
prayer.” Dear Lord and Father of All…. Amen.”

b. Greetings:

“Good morning class!” “Good morning Ma’am Quillao! Good

morning classmates!”

“You may now take your seats.” “Thank you, ma’am”

c. Securing of Cleanliness

“Before you take your sits, kindly pick up the (The students will do so).
pieces of garbage under your chairs and then
arrange your chairs properly.”

d. Checking of attendance:

“Who is absent today? In the first row? How (Leaders will list the names of absents
about in this and give them to the teacher.)
Row?” In the last row?

e. Setting of Standards:

“What does a good student do when someone is Listen, cooperate, and participate
speaking in front?” ma’am.

“Very good! Can I expect that from you class?”

Yes, ma’am.

f. Review:

“What was our topic yesterday?”

“Our topic yesterday was about the

“What are the effects of typhoon?” effects of typhoon.”

(Students will give various answers like;

*Typhoon can destroy buildings and

 houses
*Typhoons can also affect the natural
environment, and cause harm to trees
and other vegetation, including crops
that communities may rely on for
sustenance or trade, or both.)
“Very well said! What are the things you need
to prepare in case there is a typhoon?”
(Students will give various answers like;
*In case there is a typhoon we need to
prepare our First Aid kits, Extra
batteries for flashlights and mobile
phones, Store food, Packed clothes in
case of evacuation and a clean and safe
drinking water.)
“Very Good!”

Unlocking of difficulties

“Before we proceed to our next topic let me

check first if you are familiar with some terms
that I will post on the board.”

(Teacher will post ‘Kph’)

(Student will raise his hand; “Kph stands
for Kilometers per hour.)
“Correct!”

(Teacher will post PAGASA)

(Student will raise his hand; “PAGASA
stands for Philippine Atmospheric,
Geophysical and Astronomical Service
Administration.”)
“Excellent!”

g. Motivation

“Do you always watch the news or listen to a

“Yes ma’am!”
radio broadcast whenever there’s a typhoon?”

“Great, if that so, I assume that you’ve heard of

Public Storm Warning Signals?”
“Yes ma’am!”
“So what are the Public Storm Warning “Public Storm Warning Signals are
Signals?” raised to warn the public of incoming
weather disturbances.”

“The PSWS are; PSWS number one,

PSWS number two, PSWS number
three, PSWS number four and PSWS
number five.”

“Very good! Now I will show you pictures of

places affected by different typhoons, I want
you to describe what you see in the picture and
try to guess the signal that was raised. Are you “Yes ma’am!”
ready?”

(teacher will show this picture)

(Student will raise a hand and say;

“On the picture, some trees were

uprooted from the ground also lots of
leaves are scattered. It looks like the
wind during that time was really strong
but I’m guessing that the PSWS for that
place is Signal 1.”)

(Teacher will reveal if the guess of the student

is correct.)

“Great job! this place is in Cagayan. Their

place was affected with typhoon Lawin.”

(Teacher will show the second picture.)

(Student will raise his hand and say;

“On the picture there are banana tress
uprooted on the ground. I think it’s in
PSWS # 2.”)
 (Student will raise his hand and say;
“Correct! This picture shows the PSWS number “Based on the picture some light posts
2 of typhoon Lando in a particular area in the are down and there are uprooted trees.
Philippines.” I’m guessing that it’s in PSWS # 3.”)

(Teacher will show the next picture)

(Student will raise his hand and say;

“Based on the picture there are a lot of
damages like even houses made of
concrete are seriously damaged. It’s in
“Great observation and you are correct! Now I PSWS # 4.”)
will show you another picture.”

(Students are listening)

“The place looks very devastating, there

“Very good! this photo shows the damage that are no houses seen on the picture and
was made by Typhoon Yolanda in Tacloban all of the trees are uprooted. I guess it’s
City. It is the strongest typhoon that hit the in signal number five.”
Philippines.”

(Teacher will show the last picture.)

 Our lesson for today is all about PSWS.

“Correct! So far Philippines has not yet

experienced a typhoon signal number five.”

h. Presentation

Now, based on our activity, can you guess what

will be our lesson for today, class?

“Very Good! Our lesson for today is all about

Describing the Effects of the winds, given a
certain Public Storm Warning Signal.”

(Teacher will post this chart on the board.)

STORM LEAD WINDS IMPACTS

SIGNA TIME (kph) OF THE
L NO. (hours) WIND
No damage
1 36 30-60 to very light
damage
Light to
2 24 60-100 moderate
damage
Moderate to
100- (Students will analyze the chart.)
3 18 heavy
185
damage
Heavy to
185- “Public Storm Warning Signals warn us
4 12 very heavy
220 on how strong the typhoon that will
damage
come in a specific place.”
Very heavy
more
to
5 12 than “It indicates that winds of 30-60 kph is
widespread
220 expected in that area and Irregular rains
damage
“Look at the chart posted on the board, try to may be expected in at least 36 hours.”
analyze the data presented.”
“No damage to very light damage.”
“Why do we have Public Storm Warning
Signals?”

“Very good! when PAGASA raised PSWS no.

1 in an area, what does it indicate?” “If signal number two is raised it
indicates Winds of greater than 60 kph
and up to 100 kph may be expected in at
least 24 hours.”
“Very good! what would be the impact of the
wind?”

“Light to moderate damage to the

exposed communities, it means Some
“How about when PSWS number two is raised? coconut trees may tilt; some of them
What does it indicate?” may break, few big trees may be
uprooted, many banana plants may be
downed and old galvanized iron roofing
may be peeled off. “

“Correct! What would be the impact of the

wind?” “Winds of greater than 100 kph up to
185 kph may be expected in at least 18
hours.”

“Many coconut trees may be broken or

destroyed.
Almost all banana plants may be
downed and a large number of trees may
be uprooted.
“Very well said! How about in PSWS number Rice and corn crops may suffer heavy
three? What does it indicate?” losses.
Majority of light material houses may be
unroofed or destroyed. There may be
considerable damage to structures of
“Very good! What is the impact of the wind?” light to medium construction.
There may be widespread disruption of
electrical power and communication
services.
In general, moderate to heavy damage
may be experienced, particularly in the
agricultural and industrial sectors.”

“In signal number four the typhoon has

a very strong winds of more than 185
kph may be expected in at least 12
 hours. It is different from the first three
typhoons because it has a stronger wind
impact.”

“Coconut plantations may suffer

extensive damage, many large trees may
“Very well said! In an instance, PSWS number be uprooted,
four is raised what does it indicate? Is it most residential and institutional
different from the first three signals?” buildings of mixed construction may be
severely damaged,
electrical power distribution and
communication services may be
severely disrupted and
damage to affected communities can be
very heavy.”
“Excellent! What is its wind impact?”

“The signal number five implies that

winds is more than 220 kph and maybe
expected in 12 hours.”

“The wind impact is very heavy to

widespread damage. It can make a
whole community homeless because
“Great explanation! As what I have said earlier houses even made in stones will be
PAGASA has modified the storm signals and gravely destroyed.”
added PSWS number five. When signal number
five is raise in an area what does it imply?”

“How does the wind impact?”

“That is correct!”
i. Application
Yes ma’am.
(The students will be grouped and will be
making a poster about Public Storm Warning
Signals)

“Class, we are going to perform a group

activity. So I will group you into 5 groups.
Since you have already your groupings in
science, go now to your respective groups.
For each group, select your group leader.
Group leaders, please come here in front. Yes ma’am.
I will discuss with you what will be your
activity for today. Do you understand?”

“I have here rolled papers. Inside these rolled

papers are PSWS 1, 2, 3,4 and 5. Leaders will
be the one to pick and the chosen signals of
each group will be the central idea of your
poster. You’re going to give us information
about and warnings in your chosen PSWS. Put
also the right things to do on how to be
prepared. Do you understand?”

“Do your activity in a long bond paper. The

layout is portrait.”

“I will rate your output based on these rubrics.”

(The teacher will post the rubrics and explain

it).
 None ma’am.

(The students are doing their activity).

Any questions?

(Group 1 will present their output).

“You may now start your activity. You have 15
minutes to finish that.”

(The teacher is supervising the students during

(Group 2 will present their output).
the activity).

(After 15 minutes)

Time is up! May I have now your outputs.”

(Group 3 will present their output).
Now, please present your outputs. Let’s start
with group 1.
(Group 4 will present their output).
Very good Group 1!. Here is your rating…

Next, group 2 please present your

output. (Group 5 will present their output).

Excellent Group 2! Here is your rating…

Now, let’s proceed to Group 3 (Everybody claps)

That’s fabulous Group 3. Here is your rating…

How about the work of Group 4?

“We have five Public Storm Warning
Excellent, Group 4! Here’s your rating… Signals.”

Last but not the least, we have Group 5 “The PAGASA has created the Storm
Signal System because our country is
Well done Group 5! Here’s your rating often visited by typhoons and in order
for us to be aware of what preparations
Okay class, let’s give everyone a thunderous we’re going to do. The Storm Signal
clap for a job well done. System will help us.”

j.Generalization

“How many Public Warning Storm Signals do

we have?” “In times of typhoons it is always
important for us to watch or listen on
news and because of technologies, it is
“Very good. So based on our discussion we
have Five Storm Signals. Why do you think much easier for us to get informed
PAGASA has created the Storm Signal because we can access on weather news,
System?” read articles about typhoons that are
about to come and it helps us to be more
prepared and avoid serious damages that
a typhoon may cause us.”

k. Valuing

“We are now living in a generation where it is

easy for us to access information. Relating with
our topic, how can technologies help us in times
of typhoons?”

“Very good! Now on a piece of paper answer

this.”

V. EVALUATION
In a ½ sheet of paper, write the missing data on
the chart.

STOR LEAD WINDS IMPACT

M TIME (kph) S
SIGNA (HOUR OF THE
L NO. S) WIND
 No
damage
1 36 to very
light
damge

24 60-100
Moderat
e to
3 heavy
damage

4 185-220

Very
heavy to
12 widesprea
d damage

VI. ASSIGNMENT

Do research on real-life typhoon stories that

struck and devastated our country (Philippines).
Select one incident that you would like to focus
on. Write 1-2 paragraphs following the guide
questions below:

1. When and where did it happen?

2. What PSWS is raised?
3. What was the damage?

Prepared by:

MEANGEL TALOTALO QUILLAO

Practice Teacher