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494708078 Detailed Lesson Plan Science 8

Bachelor of Secondary Education Major in Physical Science (Southern Luzon State

University)

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Lantungan National High

School Grade 8
Detailed Lesson Plan
Baby Jane Q. Anay Science
February 19, 2021 Second Quarter (Earth
Science)

I. OBJECTIVES 1. Describe a typhoon.

2. Determine how landforms and bodies of water affect typhoons
within the Philippine Area of Responsibility (PAR).
3. Understand why the Philippines is prone to typhoons.

The learners demonstrate an understanding of:

A. Content Standards 1. The formation of typhoons and their movement within the PAR.

1. Demonstrate precautionary measures before, during, and after a

2. Performance typhoon, including following advisories, storm signals, and calls
Standards for evacuation given by government agencies in charge.
2. Participate in activities that lessen the risks brought by typhoons

3. Learning 1. Infer why the Philippines is prone to typhoons.

Competencies 2. Trace the path of typhoons that enter the Philippine Area of
Responsibility (PAR) using a map and tracking data.

II. CONTENT MODULE 4:

UNDERSTANDING TYPHOON: Activity 1 Plotting the PAR

III. LEARNING
RESOURCES

A. References

1. Teacher’s Guide S8ES-IId-19 -21

a. Learner’s
Materials Page a. Science 8 Learner’s Module. Campo, Pia C., et al. 2013. pp. 143-
b. Textbook Pages 144.

b. Science 8 Learner’s Module. Campo, Pia C., et al. 2013. pp. 142-
144.

c. Science 8 Learner’s Module. Campo, Pia C., et al. 2013. pp. 139-
142.

2. Additional Materials
from Learning - Photos and Pictures from the Internet
Resource (LR) Portal - Laptop/PC, TV, speaker , Learner’s Module, Book and YouTube
and Other Learning links for video presentations
Resources
Link:
https://www.youtube.com/watch?v=rhPFBFmFhKE

3. Skills to be Develop Comprehension, Critical Thinking Skills and Analysis

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4. Values Integration Collaboration, Cooperation, Teamwork and Appreciation

A. Preliminaries
IV. PROCEDURES a. Daily Routine :
- Prayer
- Greetings
- Arrangement of Chairs
- Cleanliness of the Classroom
- Checking of Attendance
- Checking of Assignments

A. Reviewing Previous Teacher’s Activity Students’ Activity Assessment

Lessons or Presenting the
New Lesson (Elicit) - “Before we proceed
to the topic we will
have today; let us have
a review first with
regards to yesterday’s
lesson. Divergent
Yes, anyone who - “Yesterday, we Questioning
wants to volunteer on discussed about
what was our last Earthquakes. Its interior
discussion yesterday? and exterior parts
Yes, Bing? including the studies
behind this
phenomenon”.

-“Thank you Bing,

very well said.”

-“What else? Are there

any other answers?. If
none, so let’s
proceed.”

B. Establishing a Purpose
for the Lesson
- Motivation (Engage) - “Before we will - Possible pictures
continue with our formed:
new topic this
morning, I have here 1. Typhoon
picture puzzles for
you. Are you familiar
with Picture
Puzzles?”
Inquiry – Based
“Very good, how Strategy, Group
about when we will Assessment and
put something to it. Open-ended
It’s something a Questioning
twist. A twist where
you will be grouped
as you are playing or
joining a certain quiz
bowl. A quiz bowl
that is somehow
complex. Are you

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excited?” 2. Effects of Typhoon

(The teacher gives

instructions to
students on what are
they going to do and
of course, for them to
understand the
activity clearly, the
teacher gives her
example to the class.) 3. Causes of Typhoon

Note: Pictures are

scattered and pasted
below their chairs.
These are numbered
from 1-3 since they
will be forming 3
groups. Together
with these pictures
are the lead keywords
in attaining their new
topic. After solving
the puzzle, one
representative from
their group will come
forward to share what
are their insights
about the picture
they’ve formed.

-The group who can

solve the picture
puzzle earlier will get
additional of 5 pts.

C. Presenting
Examples/Instances of
the New Lesson (Explain)
- “Now that you already have
an idea based on the pictures
you’ve tried to solve. Those
keywords you’ve just
encounter are the ones we are
going to discuss this morning
for your new topic. We have: Open- ended
Questions/ Socratic
Understanding of Typhoon,
specifically it’s Questioning and
a. Meaning Inquiry-Based
b. Effects of Typhoon Strategy
c. Causes of Typhoon
d. Measures we should take
to be marked as safe during
this phenomenon.
e. Plotting with PAR

- Teacher will then do discuss

the 5 focus points to the -Student’s will just
students with the different listen and respond
given examples. to the teacher’s

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question according
-Open-ended questions will to the discussion.
also be asked whether they
listened to the teacher’s
discussion.

Possible Questions:

1. What is a typhoon?

2 . What causes a typhoon to

change its direction from
time to time?

3 . Why is that the

Philippines experienced so
much typhoon in a year?

4 . What measures should a

person do before, during and
after having a typhoon?

Overview of the Discussion:

1. A typhoon is a mature
tropical cyclone that develops
between 180° and 100°E in
the Northern Hemisphere.
This region is referred to as
the Northwestern Pacific
Basin, and is the most active
tropical cyclone basin on
Earth, accounting for almost
one-third of the world's
annual tropical cyclones.

2. Tropical cyclone, also

called typhoon or hurricane,
an intense circular storm that
originates over warm tropical
oceans and is characterized
by low atmospheric
pressure, high winds, and
heavy rain. Drawing energy
from the sea surface and
maintaining its strength as
long as it remains over
warm water, a tropical
cyclone generates winds that
exceed 119 km (74 miles) per
hour. In extreme cases winds
may exceed 240 km (150
miles) per hour, and gusts
may surpass 320 km (200
miles) per hour.
Accompanying these strong
winds are torrential rains and
a devastating phenomenon
known as the storm surge, an
elevation of the sea surface
that can reach 6 metres (20
feet) above normal levels.
Such a combination of high

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winds and water makes

cyclones a serious hazard for
coastal areas in tropical and
subtropical areas of the
world. Every year during the
late summer months (July–
September in the Northern
Hemisphere and January–
March in the Southern
Hemisphere), cyclones strike
regions as far apart as
the Gulf Coast of North
America, north western
Australia, and eastern India
and Bangladesh.

3. Philippines is nearly hit

with an average of 20
typhoons in a year because it
is located at the most active

basin unlike the other

countries of continent.

4. Always be;

A – All eyes
L- Level up your senses
E- Extra care
R- Report what’s wrong
T- Take your time!

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D. Discussing New A.
Concepts and Practicing
New Skills (Elaborate) - Note: For this activity, the teacher will use -One
instructional materials for demonstration. student
- Activity 1. (Getting to will come
Know the New If still have a time left, video will be in front to
Lesson) presented about the 10 most destructive perform
typhoons that hits Philippines. the short
activity. Open- ended
Materials: This will Questions/
- Small basin help them Socratic
- Water identify Questioning
the three and Inquiry-
The teacher will ask one student to put water parts of Based
on the basin and spin it as quick as he/she can. the
Strategy
typhoon.
For this activity, the teacher will try to
introduce the three main parts of the typhoon. -The rest Group
a. Rain Bands – these are curve bands of will Discussion
clouds that causes strong winds and observe
rain that may also lead of having a and
tornado. answers
the
b. Eye - it will be observed during the teacher’s
spinning. The one that can be found in question
the center. The quite and calm like about the
movement but it’s very destructive. said
activity.
c. Eye wall – these are the rings of strong
thunderstorms, wind and rain and
causes change of the windspeed.

- Activity 2 . B.
(Developing Mastery
through Formative -Teacher will instruct the learners to roleplay
Assessment) the typhoon situations following this rubric.

Possible Situations:

a. Before Typhoon
b. During Typhoon
c. After Typhoon

Rubric:

Groupwork
Activity and
Assessment

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E. Finding Practical The teacher will prepare track

Applications of Concept or path of a tropical cyclone. - Learners will plot
and Skills in Daily Living Example: whether the
(Evaluate) typhoon is inside
1. Assessment of the PAR.
Knowledge through Formative
Oral Recitation) Assessment

Possible plotting numbers: Possible Answers:

a. 280°N
a. NO
116°E
b. NO
b. 19°N
c. YES
117°E
c. 14°N
122°E

F. Additional Activities for

Application or
Remediation (Extension)

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Possible Question: Possible Answer: Open- ended

Questions/ Socratic
1. -Why is it necessary -It is necessary to
Questioning and
that an Advisory form know the
PAGASA will be Philippine Area of Inquiry-Based
disseminated at a Responsibility so Strategy
certain lead time? we will be aware
every time a
tropical cyclone
enters our
premises, so that
the PAGASA will
give us the early
warning to give us
enough time to
prepare and be
ready especially the
area where the
tropical cyclone is
heading.

G. Assignment

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V. REMARKS

VI. REFLECTION

Prepared by: BABY JANE Q. ANAY

Teacher I

Checked by: CARMEN D. COLON

HT-I

Noted by: DIOSDADO C. EPANTO JR,

Principal I

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