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    Lesson Plan - Plotting The Par

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    Crisanto Llorente
    This daily lesson log outlines an Earth and Space science lesson for 8th grade students on typhoons and the Philippine Area of Responsibility (PAR). The objectives are for students to understand how typhoons form and move within the PAR. Activities include plotting the PAR coordinates on a map, determining if example typhoon locations are within or outside the PAR, and explaining why knowing the PAR is important for monitoring typhoons. The lesson aims to explain the PAR boundaries and how tracking typhoons relative to those boundaries helps forecast impacts and guide emergency responses.

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    © All Rights Reserved
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    Lesson Plan - Plotting The Par

    Uploaded by

    Crisanto Llorente
    1K views5 pages
    This daily lesson log outlines an Earth and Space science lesson for 8th grade students on typhoons and the Philippine Area of Responsibility (PAR). The objectives are for students to understand how typhoons form and move within the PAR. Activities include plotting the PAR coordinates on a map, determining if example typhoon locations are within or outside the PAR, and explaining why knowing the PAR is important for monitoring typhoons. The lesson aims to explain the PAR boundaries and how tracking typhoons relative to those boundaries helps forecast impacts and guide emergency responses.

    Original Title

    LESSON PLAN_PLOTTING THE PAR

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    This daily lesson log outlines an Earth and Space science lesson for 8th grade students on typhoons and the Philippine Area of Responsibility (PAR). The objectives are for students to understand how typhoons form and move within the PAR. Activities include plotting the PAR coordinates on a map, determining if example typhoon locations are within or outside the PAR, and explaining why knowing the PAR is important for monitoring typhoons. The lesson aims to explain the PAR boundaries and how tracking typhoons relative to those boundaries helps forecast impacts and guide emergency responses.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    1K views5 pages

    Lesson Plan - Plotting The Par

    Uploaded by

    Crisanto Llorente
    This daily lesson log outlines an Earth and Space science lesson for 8th grade students on typhoons and the Philippine Area of Responsibility (PAR). The objectives are for students to understand how typhoons form and move within the PAR. Activities include plotting the PAR coordinates on a map, determining if example typhoon locations are within or outside the PAR, and explaining why knowing the PAR is important for monitoring typhoons. The lesson aims to explain the PAR boundaries and how tracking typhoons relative to those boundaries helps forecast impacts and guide emergency responses.

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    © All Rights Reserved
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    You are on page 1of 5

    School Grade 8

    Level
    Teacher Learning Earth and
    DAILY LESSON Area Space
    LOG Teaching Date
    and Time for 50 minutes Quarter 2nd
    DLL#45
    I.OBJECTIVE:
    The learners demonstrate understanding of the formation of
    A. Content Standard typhoons and their movement within the PAR.

    B. Performance Standard The learner should be able to:


    1. demonstrate precautionary measures before, during, and
    after a typhoon, including following advisories, storm signals,
    and calls for evacuation given by government agencies in
    charge;
    2. participate in activities that lessen the risks brought by
    typhoons.
    C. Learning Competencies Explain how typhoons develop and how it is affected by
    landmasses and bodies of water ((S8ES-IIe-20)
    Specific Objectives: At the end of the lesson, the students should be able to:
    a. plot the Philippine area of Responsibility given its
    coordinates.
    b. determine whether a typhoon has entered the Philippine
    Area of Responsibility given the latitude and longitude of a
    tropical cyclone.
    c. explain why is it important to know whether the typhoon is
    inside or outside the PAR?

    II. CONTENT PLOTTING THE PAR (PHILIPPINE AREA OF


    RESPONSIBILITY)
    III. LEARNING RESOURCES  
    A. References  Campo, Pia C. et al. Grade 8 Science Learner’s
    Module, Pasig
    Vibal Publishing House, Inc., 2014 pp. 137-141
    B. Other Learning Resources  SLEM #5Plotting the PAR and Tracking and Monitoring
    a Tropical Cyclone by Lilia A. Gallego.Rhodorah A.
    Jamero, Maria Rizza E. Llorente
    IV. PROCEDURE  
    A. Reviewing previous lesson ELICIT.
    or presenting Activating Prior Knowledge: Ask the students to arrange in
    the new lesson. order the process on how a typhoon develops.Activating Prior

    Knowledge: Ask the students to arrange in order the process on


    how a typhoon develops.

    B. Establishing a purpose for ENGAGE.


    the lesson Picture analysis.
    Show pictures of effects of typhoon.

    1
    Questions:
    1.Ask the students to describe the picture.
    2. What can people do to avoid this scenario?
    (Note: The students should come up with an answer: “by
    knowing that a typhoon is in the Philippine Area of
    Responsibility.)
    3. How do we know that the typhoon is in the Philippine Area of
    Responsibility?
    C. Presenting ENGAGE.
    examples/instances of the Labelling
    new lesson Show a world map showing latitude and longitude, Ask the
    class to identify the Important lines on the globe.

    Latitudes are horizontal


    lines that measure distance
    north or south of
    the equator.
    Longitudes are vertical
    lines that measure east or
    west of the meridian

    D. Discussing new concepts EXPLORE.


    and practicing new skill #1 Activity: Connect the Dots
    Using the coordinates. Plot the points to determine the
    Philippine Area of
    Responsibility or
    PAR.

    E. Discussing new concepts EXPLORE.


    and practicing new skills #2 Graph Analysis
    Activity: Let Me In! Let Me Out!
    Determine whether the following given points are within or
    outside the Philippine Area of Responsibility
    Q1. If a typhoon is located at 15°N, 138°E, is it within the PAR?
    Q2. How about if the typhoon is at 19°N, 117°E, is it inside the
    PAR?
    Q3. How about if the typhoon is at 6°N 145 E, is it within the

    2
    PAR?
    Q4. Typhoon D is at 10 oN and 111 oE, Is it within or outside
    PAR?

    F. Developing Mastery EXPLAIN.


    Performing Activity 1:
    Plotting the PAR. Plot the following points on the map and tell
    whether the following coordinates within or outside the PAR. Write
    your answer on the space provided.

    1. 6°N, 121°E __________


    2. 14°N, 125°E __________
    3. 25°N, 115°E __________
    4. 5 °N, 115 °E __________
    5. 21 °N, 136 °E __________
    6. 12°N, 154°E____________
    7. 9°N, 134°E ___________
    8. 10°N, 129°E ___________
    9. 11°N, 125°E __________
    10. 3°N, 132°E ___________

    G. Finding practical ELABORATE


    applications of concepts and Reflective learning.
    skills in daily living Why is it important to know whether the typhoon is inside or
    outside the PAR?

    H. Making generalizations and ELABORATE:


    abstraction about the lesson One-sentence summary.
    What is PAR? Philippine Area of Responsibility (PAR) is
    bounded by the black lines joining the following points.
    ( 25°N- 120°E, 25°N- 135°E, 5°N- 135°E, 5°N- 115°E, 15°N-
    115°E, and 21°N- 120°E.)
    I. Evaluating Learning EVALUATE.
    Answering Post Test: Let the students answer the following
    questions.
    Pen and Paper.
    Direction: Multiple Choice. Choose the letter of the correct
    answer.
    1. What is the meaning of "PAR"?
    A. Philippine Are Ready
    B. Philippine Area of Responsibility
    C. Philippines Area of Responsibility
    D. Philippine Are you Ready

    2. If the typhoon is located 5 degrees North and 136 degrees


    east, is it within PAR?
    A. A. No B. Yes C. Maybe D. None of the choices

    3. Where do typhoons form?


    A. In a river or stream C. Over the Ocean
    3
    B. plate Boundaries D. Under the Earth

    4. Because of the large scale of winds that push tropical


    cyclone, in what direction
    does it usually take?
    A. South-East B. South-West

    V. REMARKS

    EUCALYPTUS ANONAS B ALMOND B TANGILE B


    VI. REFLECTION
    A (50) (48) (48) (47)
    A. No. of learners who  
    earned 80% in the
    evaluation

    B. No. of learners who  


    require additional
    activities for remediation.

    C. No. of learners who


    continue to require
    remediation

    D. Which of my teaching  
    strategies worked well?
    Why did this work?

    E. What difficulties did I  


    encountered which my
    principal or supervisor
    can helped me solve?

    F. What innovation or  
    localized materials did I
    use/discover which I
    wish to share with other
    teachers?

    4
    5

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