I.

Objective:

Interpret public storm signals

II. Learning Tasks A. Subject Matter Typhoon Signals 1. Concept Typhoon signals are raised according to the strength and speed of the wind and the time such kind of wind may be expected. Typhoon signals issued by PAGASA warns the public of the coming typhoons

Typhoon signals are interpreted as follows: Signal o. ! "eaning Signal o. # "eaning Signal o. $ "eaning Signal o. % "eaning 2. Process Skills 'bser-ing. /omparing. /ommunicating. Analy0ing . !alue "ocus Always listen to radio broadcast1 always be prepared. #. $e%erences & /oronel. /. /. et al 2!3334 Science and 5ealth + 2T64. S7 Publications Inc.. 8ue0on /ity. Phil.. p.#$$ & 9larinas. :.,. et al 2!3334 Into the ,uture : Science and 5ealth + 2T64. 7iwa Scholastic Press. Inc. "akati /ity. Phils.. pp. #$;&#$* C. Materials /lippings of weather bulletin<news maps of the Philippines Pictures & & & & & & & & 'ne blast Tropical cyclone is coming to affect your place within the next $( hours with a wind speed from $)&() kilometers per hour Two blast Tropical cyclone is coming to affect your place within the next #% hours with a wind speed from ()&!)) kilometers per hour Three blast Tropical cyclone is coming to your place within the next !* hours with the wind speed from !))&!*+ kilometers per hour ,our blast Tropical cyclone is coming to your place within the next !# hours with a wind speed of more than !*+ kilometers per hour

III. Learning Proce&ures: A. $evie'

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9et the pupils dramati0e the two situations below: a. =ou are a low pressure that originates from an ocean. 7ramati0e<act&out how you increase speed and tra-el to the land with trees or mountains as you pass by. b. =ou are a low pressure that originates from an ocean but whose speed slows down. 7ramati0e<act&out what happens as you pass by mountains. #. Motivation(Presentation Ask who among them had experienced typhoons> Are they of the same strength> Ask what other ?uestions they ha-e about the strength of typhoons and what they can do to the en-ironment. people and animals> C. Activit) Proper * "is+ #o'l Tec+ni,ue Set the standard for group acti-ities. 9et each pupil get a rolled piece of paper from the fish bowl. @ead what is written on it and fall in line in front of the wind speed posted on the walls. Aill hit within the next #% hours Aill hit within the next !# hours ,ew big trees may be uprooted
"any coconut trees may be uprooted Some old gal-ani0ed iron roofed house maybe peeled off "ost residential and institutional buildings may be se-erely damage

Aill hit the area within $( hours Aill hit within the next !* hours Small branches may break ,arms may suffer se-ere losses
Some houses of light materials maybe unroofed Aide spread disruption of electric power and communication

9et the pupils discuss by group and personified the typhoons. Ahich group is the strongest typhoons> Aeakest typhoon> Btc. 9et the CtyphoonD tell what they can cause to the en-ironment such as the people. plants. crops. ri-ers. seas. etc.

-. -iscussion an& Anal)sis Ahat damages can the wind of $)&() kph do to some plants and houses of light materials> Ahat typhoon signal is it> Ahat can the winds that ha-e speed of more than !*+ kph do to many big trees> houses and buildings> Blectricity> Ahat typhoon signal is it> 5ow does a place most likely appear if the winds tra-el more than !)) kph> Ahat might happen to coconut trees. to houses built of not so light materials> Ahat typhoon signal is raised o-er the place> Infer the time of occurrence of these typhoons.

.. /enerali0ation Ahat do typhoon signals mean>

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SIG A9

'. !
Aithin $( hours

SIG A9

'. #
Aithin at least #% hours

SIG A9
"ore than !))kph

'. $
At least !* hours

SIG A9
"ore than !*( kph

'. %
At least !# hours

up to ()kph

()&!)) kph

-AMA/.S
& Small branches may break & Some banana plants may be tilted & Some houses of light materials may be unroofed & ,ew big trees may be uprooted & "any banana plants may be downed & @ice and corn may be ad-ersely affected & Some old gal-ani0ed iron roofed may be peeled off & "any coconut trees may be destroyed & Almost all banana plants may be downed and big trees uprooted & Aidespread disruption of electrical power and communication & /oconut. rice and corn plantation may suffer se-ere losses. & "ost residential and institutional buildings may be se-erely damaged & Blectrical power and communication may be disrupted.

". Application 9et the pupils choose one typhoon signal and draw the situation in a place being battered by this typhoon with this particular storm signal. Eased on the experience you shared with the class at the start of our lesson there are instances when there was a typhoon but it ne-er rained. This happens sometimes when strong winds. So. you might ne-er know there is a pre-ailing weather disturbance. Ahat must we always do to keep us updated about the weather> Is it necessary to be aware of the weather condition> Ahy>

/. Assess1ent a. 7irections: Arite the correct typhoon signal that is interpreted below: !4 Twigs and branches of small trees may be broken due to wind speed %+ kph expected within $( hours. #4 @ice and corn crops may be hea-ily damaged because of winds tra-eling !(+ kph expected at least within !* hours. $4 9arge number of nipa houses may be unroofed caused by the winds of *+ kph expected within a day. %4 /ommunities may be hea-ily damaged due to -ery strong winds that tra-el #!) kph expected within !# hours. +4 /lasses in all le-els are suspended due to winds of !!# kph expected in less than a day.

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b. Gi-en a specific typhoon signal what should you do as a student> !. Assign1ent /ollect pictures of damages made by typhoons that hit the Philippines and be able to describe them to the class. /lassify these pictures whether these places where being hit by storm signal !. #. $ or %.

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