Topic/Title: Tropical Cyclone

Grade Level: Grade 8

Time Allotment: 120 minutes
Learning competencies and Objectives:

At the end of the lesson, students should be able to:

1. 1. Trace the path of typhoon that enters the Philippine Area of Responsibility
(PAR) using a map and tracking data (S8ES-IIF-21).

ELICIT (10 min.)

To elicit prior knowledge, the class will be shown different pictures/illustrations regarding
typhoon and its effect and ask them what phenomenon is being depicted in the
illustrations. (Pictures about the aftermath of typhoon will be shown) Then, the teacher
would ask the following questions.

What was the latest typhoon have you experienced?

What do you commonly experience during typhoon?

ENGAGE (10 min.)

At the start of the class/to formally start the class, a video clip of a news featuring
typhoon Karen will be shown.

News about typhoon Karen

The teacher will pose the following questions to motivate students and will require
them to answer.

1. When typhoon Karen hit your province were you directly affected?
2. What signal was raised in your area?
3. Do you think casualties/damages could have been prevented/lessen?

EXPLORE (25 min)

The teacher will give each group a copy of Philippine map for tracking typhoon and data
of typhoon Karen. They will be instructed to plot the data in the graph. With the given
data, the students will be asked to go through their map and plot it in their map.

(Phillipine map for tracking typhoon, data of typhoon Karen, public storm warning signal
guide will be given to students)
EXPLORE (15 min)

After plotting the data, the teacher will instruct the students to formulate questions where
answers can be found from the map.

Questions will be written in a metacard and will be posted on the board.

Possible Questions

1. When did the typhoon Karen enter the Philippine Area of Responsibility (PAR)?
2. When did it leave the PAR?
3. Where and when did the typhoon have its landfall?
4. What typhoon signal is Casiguran, Aurora at 2:00 pm of October 15, 2016?
5. What was the highest typhoon warning signal raised when typhoon Karen passed
the Philippine Area of Responsibility (PAR)?

EXPLAIN (30 min)

The teacher will make students explain what they have learned from the activity.

The students will explain their work and post all their questions generated from the
activity.

The teacher will further facilitate learning by making them answer the questions they have
post.

What other information/data can you draw from the graph?

ELABORATE (20 min)

The teacher will create a situation and will ask the students to solve the problem.

Typhoon Celia was spotted 110 km east of Casiguran, Aurora. In 2 hours, it will be in the
Province of Nueva Ecija, if the wind is going west with a strength of 100km/hr, where
would be the location of typhoon Celia in 5 hours.

EVALUATE (10 min)

The students will be given a chart with the track of Typhoon Lawin. They will be asked to
study the chart and answer the following questions:

1. Where did typhoon Lawin originate?

2. How long (in hours) did it take before its first landfall?
3. From its first landfall, how many hours does it took to its second landfall?
 4. Using the longitude and latitude, what was the exact location of the typhoon at
11:00 am of October 20, 2016?
(The students will be given a Philippine map with the track of typhoon Lawin for them to
study and analyze to help them answer the question.)

EXTEND

Goto http://www.pagasa.dost.gov.ph/ and look for the most destructive typhoon that
directly hit the country in the last four years and get a copy of the track chart of each
typhoon.

Each group should only select one typhoon. Coordinate with each group to avoid
duplication of typhoon.

Read news articles regarding the said typhoons and infer on the extent of damages
brought by each.

Do you think those damages could have been prevented? Why or why not?