K to 12 School SAN RAFAEL NHS Grade Level Grade 8

DAILY LESSON LOG Teacher GERALD E. BACULNA Learning Area Science

Teaching Dates and Time AUGUST 19,2019; 10:00-12:00, 2:00-3:00 Quarter First/ WEEK 9

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES 1. Explain how landforms and bodies of water affect typhoons

2. Understand how typhoons that enter the Philippine Area of Responsibility are tracked using tracking chart.
A. Content Standards The learners demonstrate an understanding of the formation of typhoons and their movement within the PAR.
Demonstrate precautionary measures before during, and after a HOLIDAY
B. Performance Standard typhoon, including following advisories, storm signals, and calls for
evacuation given by government agencies in charge.
C. Learning Explain how typhoons develop; Infer why Philippines is prone Traced the path of typhoons
Competencies/Write the to typhoons; that enter the PAR using map
LC code for each S8ES-IId-18 and tracking data.

S8ES-IId-19

The formation of typhoon and The formation of typhoon and The formation of typhoon and The formation of typhoon and
II. CONTENT their movement within the PAR their movement within the PAR their movement within the PAR their movement within the
PAR
III. LEARNING
RESOURCES
A. References

1. Teacher’s Guide pages

2. Learner’s Material Science LM pp. 37-39 Science LM pp. 37-39 pp. 139-146 pp. 139-146
pages
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES

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A. Reviewing previous
lesson/motivation or
presenting the new lesson
B. Establishing a purpose
for the lesson
C. Presenting
examples/instances for the
new lesson
D. Discussing new
concepts and practicing
new skills #1
. prone to typhoons?
E. Discussing new concepts
and practicing new skills #
2
F. Developing mastery
(Leads to Formative
Assessment 3)
G. Finding practical
applications of concepts
and skills in daily living
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What to do before an earthquake,
During and after an earthquake?
1. Explain how landforms and
bodies of water affect typhoons
2. Understand how typhoons that
enter the Philippine Area of
Responsibility are tracked using
tracking chart.
Show a movie to the class
entitled INTO THE STORM.
1. 1. How do typhoons
develop?
2. Why is the Philippines
What to do before an
earthquake, During and after an
earthquake?
1. Explain how landforms and
bodies of water affect typhoons
2. Understand how typhoons
that enter the Philippine Area of
Responsibility are tracked using
tracking chart.
Show a movie to the class
entitled INTO THE
STORM.
1. How do typhoons
develop?
2. Why is the Philippines
prone to typhoons?
Discuss categories of tropical
cyclone.
Where does typhoons
originate?
Recall the situation how you
and your family reacted to
typhoon. Reflect on your
reactions, is there
something that could be
improved in your reaction?
How do typhoons develop?
What are categories of a
tropical cyclone?
1. Read map,
2. Given the latitude and
longitude of a tropical
cyclone, tell if it has entered
the Philippine Area of
Responsibility, and
3. Explain what is meant
when a typhoon has entered
the Philippine Area of
Responsibility.
Discuss the procedure
Activity 1 Plotting the PAR.
Activity on Plotting the PAR.
Answer Questions 1 and 2 in
the activity.
PAR means?
How can you tell that a typhoon
entered the PAR?
Recall the situation how
you and your family
reacted to typhoon.
Reflect on your reactions,
is there something that
1. Determine if your location
is in the path of a tropical
cyclone, given the latitude
and longitude position and
2. Explain why PAGASA
regularly monitors when a
tropical cyclone is within
PAR.
.
Discussion of the procedure
Activity tracking a tropical
cyclone.
Answers questions 3-6
Discuss answer to questions 3-
6
Ask the students of their
experiences during a
typhoon, Let them share
their experiences to the
class.
 could be improved in your
reaction?

H. Making generalizations A cyclone is an area of low Can you now tell when a . 1. Why is there a need to
and abstractions about the pressure containing rising warm cyclone entered the PAR? track typhoons?
lesson air with winds spiraling into the How? 2. What important details are
center. An anticyclone is an obtained from a tracking map?
area of high pressure containing 3. What precautions must you
dry, cold air with winds observe in order to stay safe
spiraling out from the center. In during typhoon?
tropical areas, hurricanes are
called typhoons. The center of
the typhoon is the eye of the
typhoon which is usually a
calm center. The location of the
Philippines in the Pacific Ring
of Fire makes it prone to
typhoons.
I. Evaluating Learning 1. Describe a strong Where did tropical cyclones Assign the class to design
typhoon that has hit the form? activities they think should be
What can you say about the done to lessen the harmful
Philippines
temperature of the bodies of effects of typhoons.
2. What were its effects on water in the vicinity of the
the people and the Philippines?
environment In what direction tropical
3. What do you think cyclones moves
should be done to reduce
the damage caused by
typhoons?
J. Additional activities for
application for
remediation
V. REMARKS Adjustment discussion will follow after the movie. (next day discussion)
VI. 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%.

C. Did the remedial lessons

work? No. of learners
who have caught up with
the lesson.

D. No. of learners who

continue to require
remediation

E. Which of my teaching
strategies worked well?
Why did these 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?

Mary Genevive A. Berezo

Principal II
Gerald E. Baculna
SST-I

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