science learning activity sheets

1. Colon National High School
Colon, MAasim Sarangani Province
LEARNING ACTIVITY SHEET
QUARTER 2 WEEK 3 DAY 1
SUBJECT: SCIENCE 8
LESSON 1: UNDERSTANDING TYPHOON
COMPETENCY: Explain how typhoon develops and how it is affected by landmasses and
bodies of water (S8ES-IId, S8ES-IIe)
Activity 1: The Typhoon Genesis
Objectives: Describe a tropical cyclone
What is it
We often heard about typhoons, hurricanes, and cyclones- so what is the difference? In the
Philippines we called it ‘bagyo”.
How much do you understand about typhoons? When we are asked where does typhoon
comes from? We answered, in Baguio City, where did it originate, we answered “sa lata”, it is
because we are familiar with Baguio oil in can. It is a devastating natural phenomenon that needs
to be understood.
You experience strong winds and heavy rainfall; flooding and big sea waves, thus, we think
it immediately as “bagyo”. What is really a typhoon?
What is a typhoon? Whenever there is a strong wind and heavy rainfall, we expect it as a
typhoon or there is a typhoon coming.
Let us investigate what are typhoons made of, where they came from and how are they
formed and developed into an extraordinarily strong and destructive whirling wind.
Directions: Read the texts in the circles below. Process and answer the questions.
1. Describe what is a tropical cyclone.
a. What does “tropical” mean?
b. What does “cyclone” mean?
2. How would you describe the wind
movement in the;
a. Northern Hemisphere?
b. Southern Hemisphere?
3. What type of pressure system has a tropical
cyclone?
4. What process does a tropical cyclone undergo?
5. What requirements are needed to develop a
typhoon?

2. Colon National High School
Colon, Maasim, Sarangani Province
LEARNING ACTIVITY SHEET
QUARTER 2 WEEK 3 DAY 2
SUBJECT: SCIENCE 8
LESSON 1: UNDERSTANDING TYPHOON
COMPETENCY: Explain how typhoon develops and how it is affected by landmasses and
bodies of water (S8ES-IId, S8ES-IIe)
Activity 1: The Evolution of a Typhoon
Objectives: Explain how typhoon develops
What is it
In the previous activity, you were able to describe a tropical cyclone, this time we will try to know
how typhoon develops.
Most tropical cyclones occur in the area where the Northeasterly and Southeasterly tropical winds
convergein the ITCZ (Intertropical Convergence Zone), that circulates near the equator.
The development of a cyclone starts over the warm ocean (a surface temperature of at least 26.5℃)
with rising warm air that evaporates and starts to spin. The air then cools and condense to form a towering
cumulonimbus cloud. A low-pressure suck in air, causing extraordinarily strong winds to spin.
The development of tropical cyclone passes through the following stages of progression. STAGE 1
tropical disturbance, STAGE 2 tropical depression, STAGE 3 tropical storm, STAGE 4 typhoon
or hurricane.
The structure of a cyclone consists of the eye, eyewall and rain bands. The eye is in the center and
is very calm. The mostdangerous winds of a cyclone occur inside the eyewall.
Direction: Look at the illustrations below and explain how tropical cyclones develops by
arranging the stages from A to D.
1. Rising warm air evaporates and starts to spin
2. Intense low-pressure sucks in air, causing strong winds
3. The warm ocean heats the air above for about 26.50C
4. The air then cools and condense to form a towering cumulonimbus
cloud.
Explain how typhoons develop
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3. Colon National High School
Colon, Maasim, Sarangani Province
LEARNING ACTIVITY SHEET
QUARTER 2 WEEK 3 DAY 3
SUBJECT: SCIENCE 8
LESSON 1: UNDERSTANDING TYPHOON
COMPETENCY: Explain how typhoon develops and how it is affected by landmasses and
bodies of water (S8ES-IId, S8ES-IIe)
Activity 1: The Rise of the Tropical Cyclone
Objectives: Determine where cyclones happen.
What is it
Tropical cyclone happens in various areas of the world over warm waters. It develops over large
ocean waters with a surface temperature of at least 260C, which is about 500 km away from the
equator. Most tropical cyclones occur in the area where the Northeasterly and Southeasterly trade
winds (doldrums) meet together. This area is called ITCZ (Intertropical Convergence Zone), located at
least 400 to 450 latitude of north or south of the equator and is known for its lowest surface pressure,
where the converging air rises (causing “low-pressure” on earth’s surface), condenses and become
stronger turning into a strong tropical disturbance.
Direction: From what you have learned, answer the following questions below.
1. In which area where tropical cyclone formed and developed?
2. Where do tropical cyclones occur?
3. What is ITCZ?
4. Where is the exact location of ITCZ?
5. In which part of the earth where warm air converges to cold air that causes circulation?
Activity 2: Names of Tropical Cyclone
Objectives: Determine the names of tropical cyclones in different areas of the world.
There are six regions of the world where tropical cyclones are likely to occur. In different regions,
the storms are given different names. Use the information below to complete the boxes on the map.
We all know that typhoons are coming from the ocean or sea.
Tropical cyclone has different names in various parts of the world where it is developed. It is
called hurricane if is formed in the North Atlantic Ocean; typhoon when formed in Northwest Pacific
Ocean affecting Southeast Asia, the West Philippine Sea; severe tropical cyclone in the
Southeastern Indian and Southwest Pacific Oceans; severe cyclonic storm in the North Indian
Ocean; and tropical cyclone in Southwest Indian Ocean.
Try this simple geographic activity to name a typhoon from differentparts of the world. Fill in
the name of the cyclone as where it is developed.

4. Colon National High School
Colon, Maasim, Sarangani Province
LEARNING ACTIVITY SHEET
QUARTER 2 WEEK 3 DAY 4
SUBJECT: SCIENCE 8
LESSON 1: UNDERSTANDING TYPHOON
COMPETENCY: Explain how typhoon develops and how it is affected by landmasses and
bodies of water (S8ES-IId, S8ES-IIe)
Activity 1: The Turbulent Building Parts
Objectives: Name the parts of a tropical cyclone.
What is it
A tropical cyclone has 3 main parts. The structure of a tropical cyclone consists of the eye, the eyewall
and rain bands. The eye of the storm in in the center and is very calm. The most dangerous winds of a
hurricane occur inside the eyewall. The eyewall encloses the surrounding thunderstorms. Large bands
of clouds and precipitation spiral from the eyewall and are called spiral rain bands.
Let us take peek inside the tropical cyclone and describe it.
Eyewall
>118 kph
Outer
Rainbands
<62 kph
Inner
Rainbands 63 –
117 kph
Eye

5. Colon National High School
Colon, Maasim, Sarangani Province
LEARNING ACTIVITY SHEET
QUARTER 2 WEEK 3 DAY 5
SUBJECT: SCIENCE 8
LESSON 1: UNDERSTANDING TYPHOON
COMPETENCY: Explain how typhoon develops and how it is affected by landmasses and
bodies of water (S8ES-IId, S8ES-IIe)
Activity 1: Body Rock Typhoon
Objectives: Explains how land forms and bodies of water affect typhoon
What is it
Characterize by identifying the
characteristics of each part of the
typhoon. Below is the list of
descriptions. Write it in the diagram .
A. the center and is very calm
B. has the most dangerous winds
C. wall clouds
D. rain feeders
E. area of rainfall
F. bands of clouds and spiraling
precipitation
G. central downdraft of air
H. region of light wind, clear skies, and
descending air
I. rings of heavy rains
J. has the heaviest rainfall and highest
winds
K. has lowest atmospheric pressure
L. consist of towering thunderstorms
M. the most destructive part
N. regions of vertical movement of air
Diagram 1.1

6. The strength and weakness of a tropical cyclone is
affected by its landforms and bodies of water.
Interaction with land weaken a typhoon whenever the
winds impact them. Landforms tend to affect wind
direction and disrupt the spin of a typhoon and it gets
dissolved or weakens typhoons because of the lack of
water to supply the needed moisture in the air.
If typhoon moves over the land the supply of warm
ocean water is cut off, and the typhoon dissipates.
1. What would likely to happen if the wind hit the
mountain? Will it change direction?
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Typhoons gain energy from warm water and
lose energy from cold water. The oceans
that surrounds a region where typhoons
originate provide higher rainfall and
strength.
2. What is obtain from a warm water
that affects typhoons?
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Direction: Explain how land forms and bodies of water affect typhoon by matching the fragments of
information identifying cause and effect.
Colon National High School
Colon, Maasim, Sarangani Province
LEARNING ACTIVITY SHEET
QUARTER 2 WEEK 4 DAY 1
SUBJECT: SCIENCE 8
LESSON 1: UNDERSTANDING TYPHOON
COMPETENCY: Explain how typhoon develops and how it is affected by landmasses and
bodies of water (S8ES-IId, S8ES-IIe)
Activity 1: The Water that Surrounds Philippines
Objectives: Describe the geographic location of the Philippines which make it prone to typhoon.
What is it
Philippines is prone to typhoon because of its strategic location, it lies in the most tropical
1. Tropical cyclone starts
2. Heats makes air rises faster
3. Water vapor condenses
4. Landforms
5. Warm rising air
6. Warm water
7. Tropical cyclone weakens and die
8. Mountains ranges
9. Typhoons move over the land
10. 10. weakened typhoons
a. Supplies water vapor
b. Disrupt spin of a typhoon
c. If water is cold
d. Near the equator
e. Lack moisture in the air
f. Air starts to spin
g. Results a low pressure area
h. Affects wind direction
i. Clouds are formed
j. Warm ocean water is cut off

7. cyclone- prone waters on Earth. found in the northern and eastern hemisphere.
1. Identify bodies of land and water that surround the Philippines.
BODIES OF WATER BODIES OF LAND
EAST
WEST
SOUTH
NORTH
2. Identify the bodies of water that surround from the east and west of the
Philippines?
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3. Name two large bodies of land that surround Philippine archipelago.
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4. Describe the strategic location of the Philippines.
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5. How do these descriptions fit into the big picture why Philippines is frequently
visited by so many typhoons?
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Colon National High School
Colon, Maasim, Sarangani Province
LEARNING ACTIVITY SHEET
QUARTER 2 WEEK 4 DAY 2
SUBJECT: SCIENCE 8
LESSON 1: PHYLIPPINE AREA OF RESPONSIBILITY
COMPETENCY: Trace the path of typhoons that enter the Philippine Area of
Responsibility (PAR) using a map and tracking data (S8ES-IIf-21).
Activity 1: Plotting the Philippine Area of Responsibility (PAR)
Objectives: 1. read map, able to plot and identify areas that Belong to the PAR.
2.Given the latitude and longitude of a tropical cyclone, tell if it has entered
thePhilippine Area of Responsibility, and
3.explain what is meant when a typhoon has entered the Philippine Area of
Responsibility.

8. Procedure:
1. Locate the given latitude and longitude on the map. Latitude measures how far for north
or south is and longitude how far for east or west from the prime meridian. Plot the
following points on the map below (Figure3).
Table 2: Coordinates of the Philippine Area of Responsibility
Points Latitude Longitude
A 5°N 115°E
B 15°N 115°E
C 21°N 120°E
D 25°N 120°E
E 25°N 135°E
F 5°N 135°E
2. Connect the plotted points. The region within is the Philippine Area of Responsibility
or PAR. It is the job of PAGASA to monitor all tropical cyclones that enter this area.
Guide Question:
1. If a typhoon is located at 15°N, 138°E, is it within the PAR?
2. How about if the typhoon is at 14°N, 117°E, is it inside the PAR?
3. What does Philippine Area of responsibility mean?
4. What is meant when a typhoon entered the Philippines Area of Responsibility?
5. Is Taiwan part of the Philippine Area of Responsibility? Why?
Colon National High School
Colon, Maasim, Sarangani Province
LEARNING ACTIVITY SHEET
QUARTER 2 WEEK 4 DAY 3
SUBJECT: SCIENCE 8
LESSON 1: PHILIPPINE AREA OF RESPONSIBILITY
COMPETENCY: Trace the path of typhoons that enter the Philippine Area of
Responsibility (PAR) using a map and tracking data (S8ES-IIf-21).
Activity 1: Tracking a Tropical Cyclone
Objectives: To track the location/path of tropical cyclone or typhoon as it moves from day to

9. day;
Procedures:
1. Using the data in Table 2, plot the day-to-day location of the tropical
cyclone Yolanda on the map showing the Philippine Area of Responsibility.
2. Mark each location with a dot. You may use colored pencils/pens to
emphasize the dots.
3. Connect the dot to track the cyclone from November 6, 2013 to November
9, 2013
DATE Time Location of Eye of Tropical
Cyclone
Latitude Longitude