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  • DLP Science 8 Wk3D2 2nd QTR

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    Lianne Marie Cabangin
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    This daily lesson plan is for an 8th grade science class on typhoons. The objectives are for students to understand typhoon formation and movement, and demonstrate safety precautions. The lesson will review typhoon development, trace a typhoon's path from ocean to Philippines, analyze pictures of typhoons, study typhoon categories and damage levels, read about the worst Philippine typhoons, and assess student learning through a short activity. The PAR (Philippine Area of Responsibility) will also be discussed for forecasting typhoons relevant to the Philippines.

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    This daily lesson plan is for an 8th grade science class on typhoons. The objectives are for students to understand typhoon formation and movement, and demonstrate safety precautions. The lesson will review typhoon development, trace a typhoon's path from ocean to Philippines, analyze pictures of typhoons, study typhoon categories and damage levels, read about the worst Philippine typhoons, and assess student learning through a short activity. The PAR (Philippine Area of Responsibility) will also be discussed for forecasting typhoons relevant to the Philippines.

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    49 views2 pages

    DLP Science 8 Wk3D2 2nd QTR

    Uploaded by

    Lianne Marie Cabangin
    This daily lesson plan is for an 8th grade science class on typhoons. The objectives are for students to understand typhoon formation and movement, and demonstrate safety precautions. The lesson will review typhoon development, trace a typhoon's path from ocean to Philippines, analyze pictures of typhoons, study typhoon categories and damage levels, read about the worst Philippine typhoons, and assess student learning through a short activity. The PAR (Philippine Area of Responsibility) will also be discussed for forecasting typhoons relevant to the Philippines.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Flag for inappropriate content
    Download as docx, pdf, or txt
    of 2

    GRADE 1 TO 12 School Ramon Avancena High School Grade Level 8

    DAILY LESSON PLAN


    DLP No. 12 Teacher Lianne Marie C. Salazar Learning Area Science

    Teaching Dates November 22, 2022/Tuesday Quarter 2nd

    Day:
    I. OBJECTIVES
    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:
    a. demonstrate precautionary measures before, during, and after a typhoon, including
    following advisories, storm signals, and calls for evacuation given by government
    agencies in charge
    b. participate in activities that lessen the risks brought by typhoons
    C. Learning Competencies/Objectives Write the LC At the end of the lesson student should be able to:
    code for each a. Review how a tropical storm develops.
    b. Trace the path of a typhoon from the ocean where it originates as it passes to the
    Philippines.

    II. CONTENT Module 4: Understanding Typhoon

    III. LEARNING RESOURCES


    A. References
    1. Teacher’s Guide pages: Science Teacher Guide pp. 24-26
    2. Learner’s Material Pages: Science Learners Guide pp. 138-142
    3. Textbook pages:
    4. Additional Materials from Learning Resources (LR)
    portal

    B. Other Learning Resources:


    IV. PROCEDURE
    A. Reviewing previous lesson or presenting the new What conditions favors the formation of typhoon?
    lesson
    B. Establishing a purpose or presenting the new lesson Picture Analysis

    C. Presenting examples / instances of new lesson After analyzing the picture Elicit from the students their ideas about the following.
    1. The rotation of the typhoon
    2. The direction it is heading
    3. The magnitude of its rain clouds
    4.
    D. Discussing new concepts and practicing new skill #1 Look for table 1. Tropical Cyclone Categories on LM page 139. (Study and analyze for further
    discussion)
    E. Discussing new concepts and practicing new skills
    #2

    F. Developing mastery (Leads to Formative 1. What are the different typhoon categories and their relationship to their speed
    Assessment 3) and extent of damage?
    2. When do you consider that a typhoon will enter or affect the Philippines?
    G. Finding practical applications of concepts and skills Read the news article taken from the internet and give your reactions.
    of daily living Source:
    http://www.typhoon2000.ph/stormstats/12WorstPhilippineTyphoons.ht ml
    H. Making Generalizations and abstractions about The term typhoon is used only in the northwestern part of the Pacific Ocean. Categories are
    lesson determined in terms of wind speed, thus a tropical depression have a wind speed of 64 kph;
    tropical storm-
    118kph; typhoon-200kph; and super typhoon at 200 kph and more.
    I. Evaluating Learning Directions: Supply the missing words in the following statements

    1. The word typhoon is only used in countries western side of _.


    2. While in northern part of the Atlantic Ocean it is called .
    3. A Philippine name for the typhoon could only be used once the typhoon
    the country.
    4. The speed of a super typhoon is about
    5. A tropical storm wind speed is around

    Ans.
    1. Pacific Ocean; 2. Hurricanes; 3. Enters; 4. Greater than 200kph; 5. 118kph
    J. Additional activities for application or remediation Why is it important to consider the Philippine Area of Responsibility or PAR in forecasting
    weather?
    V. Remarks
    IV. Reflection
    Sections 8-1 8-2 8-3 8-4 8-5
    A. No. of learners who earned 80% on a formative
    assessment

    B. No. of learners who require additional activities for


    remediation

    C. Did the remedial lesson work? 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 these works?
    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 teacher

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