This document is a daily lesson log for a Grade 8 science class. It outlines the objectives, content, procedures and reflections for lessons on understanding typhoons. The objectives are for students to explain how typhoons develop and are affected by landmasses and water, and trace typhoon paths using maps and data. The content covers the formation and movement of typhoons in the Philippine Area of Responsibility. Procedures include discussing conditions for typhoon formation, plotting typhoon locations on a map, recalling impacts of past typhoons, and assessing students' understanding. Reflections address student performance and opportunities for improvement.

1. GRADE 8
DAILY LESSON LOG
School: QUEZON NATIONAL HIGH SCHOOL Grade Level: 8
Teacher: DONNE LISANDRO T. BASANES Learning Area: SCIENCE
Teaching Dates and Time:
DECEMBER 11-15, 2023
12:15-1:05 POMELO
1:55-2:45 SAPODILLA
3:00-3:50 MUNTINGIA
4:40-5:30 STARAPPLE
5:30-6:20 ORANGE
Quarter: SECOND (Week 6)
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Content Standard The learner demonstrates an understanding of the formation of typhoons and their movement within PAR.
B. Performance Standard The learners should be able to:
 demonstrate precautionary measures before, during, and after typhoon, including following advisories, storm signals, and calls for
evacuation given by government agencies in charge.
 Participate in activities that lessen the risks brought by typhoons.
C. Learning Competencies (MELC)
/Objectives
The learners should be able to:
 explain how typhoons develop.
S8ES-IId-18; MELC14
 explain how landmasses and bodies of water affect typhoons. S8ES-IIe-20; MELC 15
 trace the path of typhoons that enter the Philippine Area of Responsibility (PAR) using a map and tracking data. S8ES-IIf-21; MELC 16
II. CONTENT/Objectives UNDERSTANDING
TYPHOONS
Weekly Assessment 5
UNDERSTANDING
TYPHOONS
Lesson: Philippine Area of
Responsibility
Objectives:
After performing this
activity, you should be able
to:
1. Read map;
2. Given the latitude
and longitude of a
tropical cyclone,
tell if it has entered
the Philippine Area
of Responsibility;
and
UNDERSTANDING
TYPHOONS
Lesson: Philippine Area of
Responsibility
Objectives:
After performing this
activity, you should be
able to:
1. Read map;
2. Given the latitude
and longitude of
a tropical cyclone,
tell if it has
entered the
Philippine Area of
DECEMBER 14, 2023 –
STUDENTS’ CHRISTMAS
PARTY
DECEMBER 15, 2023 –
INSTITUTIONAL
CHRISTMAS PARTY

2. 3. Explain what is
meant when a
typhoon has
entered the
Philippine Area of
Responsibility.
Responsibility;
and
3. Explain what is
meant when a
typhoon has
entered the
Philippine Area of
Responsibility.
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. pp. pp.
2. Learner’s Materials pages pp. 25- 27 (PIVOT) pp. 25- 27 (PIVOT pp. 25- 27 (PIVOT
3. Textbook pages pp. 140-143 pp. 140-143 pp. 140-143
4. Additional Materials from
Learning Resource (LR) Portal
B. Other Learning Resources
IV. PROCEDURES
1. Reviewing previous lesson or
presenting the new lesson
Before taking the weekly
assessment, learners will be
allowed to go over with their
notes for 10 minutes.
Let learners answer the
questions below:
 What conditions
favor the formation
of typhoons?
 Why is the
Philippines prone
to typhoons?
Let learners answer the
questions below:
 What conditions
favor the
formation of
typhoons?
 Why is the
Philippines prone
to typhoons?
2. Establishing a purpose for the
lesson
Remind learners about the
rules in answering the
weekly assessment.
Ask Learners:
1. What do we mean
by PAR?
2. What does it mean
when a typhoon
enters PAR?
1. What weather
bureau monitors
Ask Learners:
2. What do we
mean by PAR?
3. What does it
mean when a
typhoon enters
PAR?
4. What weather
bureau monitors

3. the typhoon once it
is inside the PAR?
the typhoon once
it is inside the
PAR?
3. Presenting Examples/Instances of
new lesson
Restate among learners the
value of reflecting and
monitoring their progress to
be informed of their future
learning goals.
Distribute photocopies of
Figure 2. Map of the
Philippines and vicinity.
Plot the following points on
the map (Figure 2).
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
Distribute photocopies of
Figure 2. Map of the
Philippines and vicinity.
Plot the following points
on the map (Figure 2).
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
1. Discussing new concepts and
practicing new skills #1
Let learners perform activity
1. Plotting the Philippine
Area of Responsibility (PAR)
using the photocopy of the
of the map, coordinates, a
pencil and a ruler.
Let learners perform
activity 1. Plotting the
Philippine Area of
Responsibility (PAR) using
the photocopy of the of
the map, coordinates, a
pencil and a ruler.

4. Discussion to the guide
questions in Activity 1.
1. If a typhoon is
located at 15°N,
138°E, is it within
the PAR?
2. How about if the
typhoon is at 19°N,
117°E, is it inside
the PAR?
Discussion to the guide
questions in Activity 1.
1. If a typhoon is
located at 15°N,
138°E, is it within
the PAR?
2. How about if the
typhoon is at
19°N, 117°E, is it
inside the PAR?
3. Discussing new concepts and
practicing new skills #2
Let the learners recall the
devastation that occurred
after tropical storm Glenda
passes through Quezon
province in July 16, 2014.
Let the learners recall the
devastation that occurred
after tropical storm
Glenda passes through
Quezon province in July
16, 2014.
3. Developing mastery
(Leads to Formative Assessment)
Pencil and paper test. Learners will study carefully
the tracks (paths) of four
tropical cyclones that
entered the PAR in the past
years. The tracks were
plotted by PAGASA. Study
the maps and answer the
following
questions:
Discussion to the guide
questions:
Learners will study
carefully the tracks (paths)
of four tropical cyclones
that entered the PAR in
the past years. The tracks
were plotted by PAGASA.
Study the maps and
answer the following
questions:
Discussion to the guide
questions:

5. 1. Where did the
tropical cyclones
form? On land or in
the ocean?
2. What can you say
about the
temperature of the
bodies of water in
the vicinity of the
Philippines? Is the
water warm or
cold?
3. In what direction
did the tropical
cyclones move?
4. Which part of the
Philippines was hit
by the four tropical
cyclones?
5. In the case of
Agaton, Yoyong,
and Huaning,
where did they die
out? Near land or
in the middle of the
ocean?
1. Where did the
tropical cyclones
form? On land or
in the ocean?
2. What can you say
about the
temperature of
the bodies of
water in the
vicinity of the
Philippines? Is the
water warm or
cold?
3. In what direction
did the tropical
cyclones move?
4. Which part of the
Philippines was
hit by the four
tropical cyclones?
5. In the case of
Agaton, Yoyong,
and Huaning,
where did they
die out? Near
land or in the
middle of the
ocean?
4. Finding practical applications of
concepts and skills in daily living
Checking of paper and
processing of the correct
answer by the teacher and
the learners.
Tropical cyclones need
water vapor in order to
form.
1. Which is a better
source of water
vapor, landmasses
or oceans?
2. Where do you think
would evaporation
be greatest, near
the equator or
Tropical cyclones need
water vapor in order to
form.
1. Which is a better
source of water
vapor,
landmasses or
oceans?
2. Where do you
think would
evaporation be
greatest, near the

6. away from the
equator?
equator or away
from the
equator?
5. Making generalization and
abstractions about the lesson
Tropical cyclones require
warm ocean waters to be
able to develop. According
to scientists, the
temperature of ocean water
must be 26.5°C or greater.
Given this information, do
you think typhoons can form
in latitudes away from the
equator? Why or why not?
Tropical cyclones require
warm ocean waters to be
able to develop. According
to scientists, the
temperature of ocean
water must be 26.5°C or
greater. Given this
information, do you think
typhoons can form in
latitudes away from the
equator? Why or why not?
6. Evaluating Learning
1. Based on pictures
above, what do you
think is happening
to the strength of
the typhoon if it is
still at sea? While
entering the terrain
or exceeding it on
the ground?
Explain your
answers.
1. Based on pictures
above, what do
you think is
happening to the
strength of the
typhoon if it is
still at sea? While
entering the
terrain or
exceeding it on
the ground?
Explain your
answers.

7. Prepared by:
DONNE LISANDRO T. BASANES
TEACHER I
Checked by: Noted by Approved by:
LORLITO T. MALABORBOR ARIEL R. VIÑAS JESSIE V. VASQUEZ
Master Teacher I -Science Dept. SSHT VI – Science Dept. Principal IV
7. Additional activities for
application and remediation
V. Remarks carry over 2-day allotment
VI. REFLECTIONS
A. No. of learners who earned 80%
on the formative assessment
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 this work?
F. What difficulties did I
encountered 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?