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A SEMI- DETAILED LESSON PLAN IN SCIENCE 8

Second Quarter
Date: September 19, 2018

I. Objectives
A. Content Standards:
Demonstrate and 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:
At the end of the lesson, the students should be able to:
1. Enumerate the different typhoon categories. S8ES-IId-18
2. Describe each typhoon category. S8ES-IId-18

II. Subject Matter


Types of Typhoon

III. Learning Resources


A. Materials
Learners Module, DLP, Cartolina, Pentel Pen, Chalk, Blackboard, PC
B. Internet
https://www.academia.edu/31688050/Period_of_Lesson_3_Days_LESSON_PLAN_IN_SCIENCE_V_TO
PIC_TROPICAL_CYCLONES
IV. Procedures
A. Preparation
- Classroom Management
- Prayer
- Greetings
- Checking of Attendance
- Checking of Assignment
B. Motivation
- The teacher will ask: “What is a cyclone? Then show pictures then try to ask more questions.”
C. Reviewing Previous Lesson
- The teacher will ask: “What did we discuss last meeting?”
- “Very good. We discussed about the interior of the earth.”
D. Establishing a Purpose for the Lesson
Movement and Direction of a cyclone
Materials:
Basin with water
Talcum/baby powder
Stick
Procedure:
1. Get a basin and fill it with water.
2. Sprinkle some baby / talcum powder on the water.
3. Place a stick at the center of the basin, then move it counter clockwise.
4. Remove the stick. Observe what happens?

Questions:
1. What did you observe?
2. How did the water move?
3. How did you relate this with the motion of wind in a tropical cyclone?

E. Presenting Examples/Instances of the New Lesson


Identifying / describing the different kinds of Cyclone

Materials: world map showing occurrences of tropical cyclone


Do These:
1. Study the situations in the given weather report showing the occurrences of the tropical
cyclones at different times of the year in different places.
2. Enter your observation in a table like this:

Movement of Period of
Place Name
Air Occurrence
F. Discussing New Concepts and Practicing New Skills
3. Study the classification of tropical cyclones by international Agreement.

TROPICAL CYCLONES INTENSITY


Tropical Depression Wind up to 63 km /hr.
Tropical Storm Winds up to 64-118 km./hr
Typhoon Winds more than 118 km./hr.

Answer these:
1. What are cyclones?
2. What are the different kinds of cyclones?
3. Describe each kind.
4. Describe the condition in the environment before, during and after a cyclone.

A cyclone is a big mass of strong winds and rain moving in counterclockwise direction in the Northern
Hemisphere. A cyclone may hit an area of stormy weather.
All tropical cyclones originate on the western sides of the oceans in the doldrums. After forming in the
doldrums, the cyclones move Western ward and away from the equator.
Around the world, tropical storms are called by different names. They come at different times of the year
in different places. For example, in our country, the tropical cyclones are called “bagyo”. They occur from
Sept. to November.
By international Agreement, tropical cyclones are classified according to intensity. The weakest is called
the tropical depression while the strongest is typhoon.
Tropical cyclones harm the movement. They bring heavy rains and strong winds. After a strong tropical
cyclone (typhoon), lives and properties are destroyed. Some people and animals are killed because of floods.
Others are killed by falling objects. Crops are destroyed by winds and floods.
Properties such as house and school buildings are destroyed. In addition, roads, dams and transportation
means are destroyed by the tropical cyclones.
Winds in the Northern Hemisphere spiral counterclockwise into the center of a cyclone.
Conditions of the Environment Before, During and After Cyclones
 there is a drop in air pressure
 there are tall clouds
Before
 air is colder and dry
 the weather looks good
 strong winds around
 heavy rains
During
 calm within the eye of the storm
 big waves in the sea
 speed of wind decreases
 rains
After  flooding
 damaged plants and structures
 outbreak of diseases

G. Activity
- The teacher will group the students into 5 groups. Each group will be given a
picture. The task is to identify what tropical cyclone category their picture
represents. The group will explain in front.

H. Generalization
- A cyclone is a big whirling mass of strong winds and rain moving in counterclockwise direction in
the Northern Hemisphere.
- It is classified as tropical depression, tropical storm and typhoon.

I. Evaluation
Direction: Encircle the letter that has the correct answer.
1. A typhoon has a maximum wind of ________?
a. less than 63 kph near the center
b. from 63 to 118 kph near the center
c. greater than 118 kph near the center
d. greater than 200 kph near the center

2. A tropical storm may develop into a typhoon when _____________.


a. the wind accelerates
b. the wind decelerates
c. the wind changes direction
d. the wind stops blowing

3. The strength of the tropical cyclone depends on the ____________.


a. minimum speed of winds near the center
b. maximum speed of wind near the center
c. the cloudiness near the center
d. none of the above

4. It is a big mass of winds and rain whirling about a center of a low pressure called eye.
a. tropical c. cool winds
b. light winds d. gentle winds

5. Great differences in pressure gradient between a mass of cold air and a warm air causes.
a. strong winds c. cool winds
b. light winds d. gentle winds

(Key answer: c, a, b, a, a)

V. Assignment

Explain in a paragraph how a tropical cyclone occurs.


List down precautionary measures before, during and after typhoon.

VI. Remarks
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VII. Reflection

A. No. of learners who earned 80% in the evaluation


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B. No. of learners who require additional activities for remediation who scored below 80%
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C. Did the remedial lessons work? No. of learners who have caught up with the lesson
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D. No. of learners who continue to require remediation
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E. Which of my teaching strategies worked well? Why did these work?
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F. What difficulties did I encounter which my principal or supervisor can help me solve?
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G. What innovation or localized materials did I use or discover which I wish to share with other teachers?
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