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Tracking A Tropical Cyclone
Tracking A Tropical Cyclone
B. Performance Standards
Demonstrate precautionary measures before, during, and after a typhoon,
including following advisories, storm signals, and call for evacuation given by
government agencies in charge.
3. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages - pages 97 - 99
2. Learner’s Materials pages – Pages 142 - 144
3. Textbook pages –
4. Additional Materials from Learning Resource (LR) portal
B. Other Learning Resources:
4. PROCEDURES (May vary. It depends upon the teacher. This is a flexible part.
Put time allotment in each step)
(The ff. are just Teacher’s Activity Students’/Pupils’ Activity
examples)
A. Reviewing Mood setting, checking of Students will get ¼ sheet of
previous lesson attendance. Give a short quiz about paper for a short quiz.
or presenting the previous lesson.
the new lesson 1-3. What are the 3 stages of the
formation of a tropical cyclone?
4. Where did a tropical cyclone form?
5. What is the surface temperature of
the vicinity where a tropical cyclone is
formed?
6. If a typhoon is located at 6℃ N,
129℃ E, is it within the PAR?
7. In what direction do tropical
cyclones move?
8. If a Typhoon is located at 15℃ N,
138 ℃ E, Is it within the PAR?
9. The bureau that is responsible in
monitoring the weather disturbances
in the Philippines is known as?
10. A tropical cyclone is known in the
Philippines as __________.
(10 mins)
D. Discussing The teacher will give all the Students will perform the
new concepts instructions about the activity. activity individually. They will
and practicing Students will perform activity 2 follow the procedures in the
new skills #1 Tracking a tropical cyclone. This activity sheets.
activity will be done individually.
Teacher will distribute the activity
sheets. The procedures and
questions are based on the learners
Manual (pages 142-143).
E. Discussing In the activity proper, the teacher will Students will perform the
new concepts facilitate while the students are doing activity no. 2 using the
and practicing the activity. The teacher will roam plotted PAR, they will have
new skills #2 around to make sure the students are to follow the instruction in the
doing the activity properly or if there activity sheets.
are any questions and clarifications
the students can immediately ask.
(10 mins)
TCs tend to move under the influence of the Trade Winds known technically as Steering
Flows that originate from Strong High Pressure Areas that surround the TC, and carry it
along like a cork floating in the river stream.”
In the Philippine Sea, TCs tend to move on a general westnorthwest (WNW) direction
with an average speed of 19-20 kph.
- Fast-moving TCs: 22 to 45 kph.
- Slow-moving TCs: 7 to 15 kph
- Stationary or Quasi-Stationary TCs: < 7 kph (0-6 kph
Parts of a Typhoon
1. OUTER RAINBANDS
- Severe Thunderstorms, Light to Moderate On and Off Rainfall with winds not
exceeding 62 kph occurring occasionally.
2. INNER RAINBANDS
- Moderate to Heavy Rainfall with increasing winds of 63 to 117 kph occurring frequently.
3. EYEWALL
- Heavy to Extreme Rainfall with violent winds of greater than 118 kph occurring
intermittently or continuously.
4. THE “EYE”
- The calm part of a Typhoon, with sometimes light winds of up to 20 kph.
- Lowest Atmospheric Pressure.
- The Sky may be Cloudy or Clear.
- Average “eye” diameter is about 30 km across.
HORIZONTAL VIEW OF A TYPHOON