School PDMHS Grade Level 8
Teache CRISANTO C. CABATBAT Learning Area SCIENCE
r and
Teaching Dates
January 8-12, 2024 Quarter 2nd
Time
MY DAILY LESSON DAY: 1 DAY: 2 DAY: 3 DAY: 4
PLAN SECTION TIME
HUMILITY 3:50-4:50
KINDNESS 4:50-5:50
I.OBJECTIVES
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed additional lessons exercises and remedial activities maybe
done for developing content knowledge and competencies. These are assessed using formative assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find
significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A.Content Standards The learners demonstrate understanding of the formation of typhoons and their movement within the PAR.
B.Performance Standards The learners should be able to:
1. demonstrate precautionary measures before, during, and after a typhoon, including following advisories, storm signals, and calls for evacuation
given by government agencies in charge;
2. participate in activities that lessen the risks brought by typhoons.
Explain how typhoons develop and
Trace the path of typhoons that enter the Philippine Area of Responsibility (PAR) using a map and tracking
C. Learning how it is affected by landmasses
data.
Competencies/ Objectives and bodies of water
Write the LC code for each S8ES-IIa-20 S8ES-IIa-21 S8ES-IIa-21.2 S8ES-IIa-21.3
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG. The content can be tackled in a week or two.
II. CONTENT
Explain how landmasses and bodies of
Track the path taken by a tropical Determine whether a tropical cycle Discuss precautionary measures before,
water affect the typhoon. cyclone given its coordinates is within or outside the PAR. during and after a typhoon
List the materials to be used in different days. Valid sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-
III. LEARNING based materials. Hands-on learning promotes concept development
RESOURCES
A. References
1. Teacher’s Guide pages
2.Learner’s Material pages
3.Textbook pages
4.Additional Materials from Powerpoint presentation, chalk Powerpoint presentation, chalk Powerpoint presentation, chalk Powerpoint presentation, chalk
Learning Resource (LR) portal board, video clip board, video clip, Philippine Map, board, video clip board, video clip
Video: Landmasses and Bodies of water Activity Worksheet Worskheet, Philippine Map Images from of Aftermath of Typhoon
B.Other Learning Resources that surround the Philippines Video link: How to locate places Yolanda in Cebu
https://www.youtube.com/watch? on earth using latitude and (https://asiasociety.org/philippines/aftermat
v=5vhkgiV9_js longitude/ Coordinate System? : h-photos-cebu-wake-typhoon-yolanda)
Then and Now Images of Typhoon
https://www.youtube.com/watch
Yolanda in Tacloban
?v=phQ651aWjKU (https://www.bbc.com/news/world-asia-
29931035)
C. Routinary Activities 1. Classroom Cleanliness 2. Prayer 3. Greetings 4.Checking of Attendance
IV. PROCEDURES
ELICIT ELICIT ELICIT ELICIT
How many tropical cyclones hit the Show pictures of aftermath of a
Show the students a globe model and Philippines each year? typhoon Yolanda (Haiyan)
A.Reviewing previous lesson locate the Philippines.
or presenting the new lesson How do we locate places on
Earth using the coordinate
system?
B.Establishing a purpose for ENGAGE ENGAGE ENGAGE ENGAGE
the lesson
Does this image show a tropical cyclone inside Typhoon Haiyan: Images of then and
Let the student/s describe the location PAR? now
of the Philippines in the globe model. How to locate places on earth using
latitude and longitude/ Coordinate
System? :
https://www.youtube.com/watch?
v=phQ651aWjKU
According to the video, what is
latitude? Longitude?
C. Presenting
examples/instances of the
new lesson If you were in this place where Yolanda
hit, how would you survive and recover?
EXPLORE EXPLORE EXPLORE EXPLORE
D.Discussing new GROUP ACTIVITY ACTIVITY #10: PLOTTING THE GROUP ACTIVITY
concepts and practicing Let the students watch this video. GROUP ACTIVITY: TROPIAL CYLONE PEFORMANCE OUTPUT 2:
new skills #1 Enjoy and answer the following PLOTTING THE PAR TYPHOON INFOGRAPHIC
questions. Let the students create a TYPHOON
Video: PREPAREDNESS POSTER. Each group
https://www.youtube.com/watch? will answer a question assigned to them
v=5vhkgiV9_js during their presentation, and show their
finished poster to their classmates. They
After watching, assign one of the will be allowed to use the internet for
E. Discussing new following landmasses and bodies of further references.
concepts and practicing water that surround the Philippines to Materials: cartolina, pencil, tape,
new skills #2 each group through a draw-lots. Let coloring materials, markers
the students use the internet to explore
each.
GUAM, CHINA, TAIWAN AND
KOREA, LUZON STRAIT,
PHILIPPINE SEA, PACIFIC .
OCEAN, CELEBES SEA, INDIAN
OCEAN AND SOUTH CHINA SEA
All groups will be given
20minutes to finish the task and
prepare for their presentation. See attached file for clear copy.
F. Developing mastery EXPLAIN EXPLAIN EXPLAIN EXPLAIN
(Leads to Formative Assessment 1. Why are the landmasses and bodies Let the students plot the coordinates accordingly. Let the students answer the
3) of water surrounding the Philippines Q3. Where did Sendong form? following questions:
important to our economy? Q4. When did Sendong enter the PAR? 1. What are the DO’s and DON’Ts during a
2. Do you think these landmasses and Q5. When did Sendong leave the PAR? typhoon?
bodies of water affect our weather Q6. In what direction did Sendong move? 2. Why should you plan for a disaster like Typhoon?
3. What is the importance of disaster management in
system or even the community?
typhoons? 4. What are some important considerations for
3. Why is the Philippines prone to disaster preparedness?
5. What are the most important items to
typhoon? include in a disaster supply kit?
6. What government agencies can you ask for help
after a disaster? Is your local government prepared
for it?
G. Finding practical ELABORATE ELABORATE ELABORATE ELABORATE
applications of concepts Philippine Area of Responsibility
Typhoons require high sea surface The Philippine Archipelago which is Sendong started out in the Pacific as an area of .
and skills in daily low pressure. Because it was just a low-
temperatures (SST) to form, but once enclosed by water, lies at the western edge of 1. Tropical cyclones by themselves are
living Pacific Ocean, north of the equator and pressure area, it was not given a name. Then it already dangerous
formed a typhoon's maximum strength is
around 1,000 km from the Asia Mainland. It swelled into a tropical misery. Again it was
governed largely by the amount of energy 2. They cause hazards to those who live
not yet given a name since it was at this point
it can extract from the underlying ocean. is limited on the east by the Pacific Ocean, near hill and mountain slopes that are
outside the PAR.
In general, the warmer the SST, the more on the west by the South China Sea, on the At the point when it at last entered the PAR, it susceptible to landslides
intense the typhoon. north by the Bashi Channel and on the south had effectively fortified into a hurricane. Since 3. To those who live near the coast are
by the Sulu and Celebes Seas. It is referring it was inside the PAR by then, at that point, vulnerable to storm surges
H. Making Landmasses disrupt the spin of a typhoon to designated region in the northwestern PAGASA gave it a name—Sendong—from its 4. To those who live in low-lying areas
generalizations and Pacific where PAGASA is entrusted to pre-arranged rundown. Internationally, the are helpless against the flash floods
while bodies of water strengthen typhoon.
screen hurricane occurrences. tropical storm was called Washi.
abstractions about the Sendong brought hours of torrential rains to
lesson Mindanao. Some places received more than
200 mm of rain. On account of the
overabundance downpour, streak floods and
avalanches occurred. Almost 1,000
individuals were killed, numerous in the urban
communities of Cagayan de Oro and Iligan.
Harm to houses, streets, and extensions came
to up to 2 billion pesos.
EVALUATE EVALUATE EVALUATE EVALUATE
Checking of the activity. EXIT QUIZ: (10 POINTS) *Students’ presentation will be their
Give five learnings about Philippine Area evaluation grade.
I. Evaluating learning of Responsibility.
*Students’ presentation will
serve as their evaluation.
EXTEND: EXTEND: EXTEND: EXTEND:
GENERAL DIRECTION: Read and
analyze the situation below and In short bond paper, on the internet, search What are the precautionary measures
answer it based 5 climate instruments utilized by before, during, and after a typhoon? Study for the SUMMATIVE TEST.
J.Additional activities on the concept of typhoon. meteorologists to measure weather.
for application or Draw and give its description.
remediation
Students will be given two days to do
their task.
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your student's progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional
VI. REFLECTION supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned
80% on the formative
assessment
B. No of learners who require
additional activities for
remediation
Did the remedial lessons work?
C. No. of learners who caught
up with the lesson
D. No. of learners who
continue to require
remediation.
E. Which of my teaching
strategies worked well? Why
did this work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?
Prepared by: Checked by: Noted by: Recorded by:
CRSANTO C. CABATBAT
Renavil J. Saril Nariza Jane B. Tamundong
Teacher III Mary Grace F. Bumanlag
Master Teacher MT1/ Science Coordinator MT 1/Academic Head
