Sci8 Q2 Unit Diagram-LP

KING’S OF LAGUBANG
Barangay Lagubang, Sen. Ninoy Aquino

Sultan Kudarat, 9800
UNIT CURRICULUM MAP

UNIT TITLE: Earth and Space
Department: Junior High School Academic Year: 2024-2025

Subject: Science 8 Prepared by: Crizel Jane M. Baliwan
Quarter: 2 Checked by: Jay Lonni O. Silva
Topic/Quart CONTENT POWER/ INSTITUTIONAL

UNIT TOPIC TG/EU/EQ SUPPORTING ASSESSMENT ACTIVITIES RESOURCES CORE VALUES
er STANDARDS
COMPETENCIES
The learners
demonstrate an ACQUISITION
understanding of: Transfer Goal: A1. (Added
The learner, on their own
and in the long run, will be competency)
1. the relationship able to use scientific Identify the Layers of
between faults knowledge, guided by FORMATIVE
structure of the The Earth
and earthquakes kindness and godliness, to ASSESSMEN Labeling Truthfulness
Earth's layers Worksheet
2. the formation make informed and T
1.Earthquake of typhoons and compassionate decisions, (crust, mantle, | PDF
s and Faults their movement taking responsible actions outer core, inner
2.Understand within the PAR that promote safety and
core)
ing Typhoons 3. characteristics
preparedness in natural
1 disaster-prone areas. They Earthquake
3.Other of comets,
members of will also learn to s-
meteors, and thoughtfully and
the Solar Worksheet
asteroids respectfully evaluate A2. (Added
System information and beliefs
| Printable
competency) Formative Labeling
PERFORMANCE about celestial phenomena, and
Identify types of Assessment illustration
STANDAEDS fostering an understanding Distance
that aligns with both faults
Learning |
The learners shall be scientific inquiry and moral
integrity. Teaching
able to:
1. participate in Resources
decision making on
where to build A3. differentiate
structures based on the 2.1 epicenter

knowledge of the
location of active faults
of an earthquake Labeling, Self-
in the community from its focus; Formative compare and Learning
2. make an emergency 2.2 intensity of Assessment contrast, Module
plan and prepare an
emergency kit for use an earthquake (SLM)
at home and in school from its activity
3. demonstrate worksheet
magnitude; 2.3
precautionary measures
before, during, and active and
after a typhoon, inactive faults;
including following
advisories, storm Self-
A4. (Added
signals, and calls for Learning
evacuation given by Competency)
Matching and Module
government agencies in Identify Formative
charge. labeling (SLM)
different Types Assessment
4. participate in illustration activity
activities that lessen the of seismic
risks brought by
worksheet
wave
typhoons
5. discuss whether or Self-
not beliefs and A5. (Added
practices about comets Learning
Competency) Formative Vocabulary
and meteors have Module
scientific basis Define key Assessment Exercise
(SLM),
weather term
Chatgpt
A6. (Added
Competency)
Identify factors
that contribute to
the formation of
typhoon.
MAKE MEANING
M1. Using Formative Fault Model
models or Assessment Simulation Self-
illustrations, Learning
explain how Module
movements (SLM)
along faults activity
generate worksheet
earthquakes;
M2. explain
how https://yout
earthquake u.be/7c-
waves provide Video m0-
information Analysis FICio?si=k
about the RP9r_LjuM
interior of the tbsxUx
earth
M3.
demonstrate
how
underwater
earthquakes
generate
tsunamis;
TRANSFER
T1.
demonstrate
how
underwater
earthquakes
generate
tsunamis;
UNIT DIAGRAM
The learners shall be able to:
The learner, on their own and in the long TRANSFER 1. participate in decision making on where to build structures
based on knowledge of the location of active faults in the
community
run, will be able to use scientific 2. make an emergency plan and prepare an emergency kit for
use at home and in school
knowledge, guided by kindness and 3. demonstrate precautionary measures before, during, and
godliness, to make informed and Performance Task after a typhoon, including following advisories, storm signals,
and calls for evacuation given by government agencies in
compassionate decisions, taking TStandard charge.
responsible actions that promote safety 4. participate in activities that lessen the risks brought by
typhoons
and preparedness in natural disaster-prone
1. Earthquake-Resilient
areas.
Community Planning.
2. Typhoon Preparedness
Plan
PERFORMANCE STANDARD
TRANSFER GOAL
UNIT TOPIC: Essential Understandings

A1.Identify the structure of the Earth’s 1. Faults play a crucial role in earthquake
layers (crust, mantle, outer core, inner Earth and Space occurrences; knowing their locations can help
mitigate risks associated with earthquakes.
core). A2.Identify types of faults. A3. 2. Typhoons form under specific conditions and move
differentiate the 2.1 epicenter of an predictably within the Philippine Area of
earthquake from its focus; 2.2 intensity Responsibility (PAR), allowing for preparedness and
The learners demonstrate an response measures to minimize risks.
of an earthquake from its magnitude; 2.3 understanding of:
active and inactive faults; A4.Identify 1. the relationship between Essential Questions
different Types of seismic wave. faults and earthquakes. 1. How does understanding the location of faults help
us make safer decisions about where to build
A5.Define key weather term. A6. 2. the formation of typhoons
structures?
Identify factors that contribute to the and their movement within 2. What are the key factors that affect typhoon
formation of typhoon. the PAR. formation and movement, and how can this
knowledge help us prepare for these events?
Content Standard
MAKE MEANING
ACQUISITION
LEARNING PLAN
Topic: Earthquakes and Faults Week: 1-2

Department: Junior High School Academic Year: 2024-2025
Subject: Science 8 Prepared by: Crizel Jane M. Baliwan
Quarter: 2 Checked by: Jay Lonni O. Silva
EXPLORE
TOPIC: Earthquakes and Faults Topic Introduction
1.1 Active and inactive faults
Understanding the foundational principles of earthquakes and faults is essential for grasping how internal Earth forces shape our
1.2 How movements along faults generate planet’s surface and lead to various natural events. These content standards provide a framework for students to explore key
earthquakes concepts in seismic activity, types of faults, and their effects on communities. By studying these topics, students gain a deeper
1.3 How earthquakes generate tsunamis awareness of Earth's dynamic nature and the importance of earthquake preparedness and safety.
1.4 Earthquake focus and epicenter
1.5 Earthquake intensity and magnitude Map of Conceptual Change: Initial – Final Chart
1.6 Earthquake preparedness Answer the following questions based on your understanding, Answer only the Initial part.
1.7 How earthquake waves provide information
about the interior of the Earth Initial Revised Final
1. How does
understanding the
CONTENT STANDARD:
The learners demonstrate an understanding of: the location of faults
help us make safer
relationship between faults and earthquakes.
decisions about
where to build
PERFORMANCE STANDARD:
structures?
The learners shall be able to: 1. participate in decision
making on where to build structures based on knowledge
of the location of active faults in the community 2. make
an emergency plan and prepare an emergency kit for use
at home and in school.
LEARNING COMPETENCY
FIRM-UP (ACQUISITION)
(as stated in Curriculum Map)
A1. (Added competency) Activity 1: Layers of Earth
Identify the structure of the Earth’s layers (crust, Introduction: Our planet Earth is constructed of several layers.
mantle, outer core, inner core) Instruction: Match the layer to their definitions.
Learning Target
 I can identify the different layers of the Earth,
including the crust, mantle, outer core, and inner core.
Success Criteria
I am able to:
 I can name each of the Earth’s layers in the correct
order from the outermost to the innermost layer.
Question to Answer: How are the layers of the Earth different from each other?
Learning Resources/Materials/Handout/Worksheet: Layers of The Earth Worksheet | PDF

A2. (Added competency) Activity 2: A Visual Guide to different types of faults.

Identify types of faults.
Introduction: Faults are fractures in Earth’s crust where blocks of rock have moved relative to each other. This movement
Learning Target creates different types of faults based on the direction of the rock’s movement.
I can identify main types of faults, including normal, reverse, Instruction: Label each diagram with the correct fault type (normal, reverse, or strike-slip).
and strike-slip faults.
Success Criteria
I am able to
 name the main types of faults: normal, reverse, and
strike-slip
 identify visual representations or diagrams of normal,
reverse, and strike-slip faults.
Question to Answer: What natural event is triggered by the movement of faults?

Learning Resources/Materials/Handout/Worksheet: Earthquakes - Worksheet | Printable and Distance
Learning | Teaching Resources
A3. Activity 3.1: Label Me

differentiate the 3.1 epicenter of an earthquake from Introduction: In this activity, you will label the parts of an earthquake diagram, identifying the focus and
its focus; 3.2 intensity of an earthquake from its epicenter. This will help you understand where an earthquake begins underground and how it impacts the
magnitude; 3.3 active and inactive faults; surface above.
Instruction: Label the figure by choosing the correct word from the box below. Write your answer in the
space provided
Learning Target
1. I can differentiate the epicenter of an earthquake from
its focus.
2. I can distinguish the intensity of an earthquake from its Intensity Faults Focus Epicenter
magnitude.
3. I can differentiate between active and inactive faults.
1. ________________ 2. _______________ 3. ___________________
Success Criteria
I am able to
 identify the epicenter and focus in a diagram of an
earthquake.
 identify the differences between intensity and
magnitude of an earthquake..
 accurately describe the characteristics of active and
Cross section of faults
inactive faults. Illustrated by: Angelo Zaldy C. Francia
Questions to Answer:
1. Based on the activity, what is the difference between the epicenter and the focus?
Activity 3.2. Compare and Contrast Us

Introduction: In this activity, you will use a Venn diagram to compare and contrast intensity and magnitude of an earthquake.
This will help you understand how these measurements differ and what each one tells us about an earthquake's impact and energy.
Instruction: Using a Venn diagram, compare and contrast the intensity and magnitude of an Earthquake. Write your answer on a
separate sheet of paper.
Intensity Magnitude
Why do we need to know both the intensity and magnitude of an earthquake?
Activity 3.3. Fish be with You

Introduction: In this activity, you’ll learn how to differentiate between faults that are likely to cause earthquakes and
those that are not.
Instruction: Use a fish diagram to describe active and inactive faults. By selecting the correct descriptions from the
word box.
Question to Answer: Why is it important to know the difference between active and inactive faults?
A4. (Added Competency) Activity 4. Let’s Match it.

Identify different Types of seismic wave Introduction: In this activity, you’ll learn how seismic waves travel through the Earth during an earthquake. This will help you
understand how each type of seismic wave affects the ground differently.
Learning Target: Instruction: Match the following types of seismic waves with their corresponding types of motion.
can identify the different types of seismic waves and describe
their motion. 1. primary waves A. side-by-side horizontal
2. secondary waves B. circular motion
Success Criteria: 3. surface waves C. up and down
I am able to: D. push and pull
1. correctly match each type of seismic wave with its
corresponding type of motion. Activity 4.1. Identify Types of Seismic Wave

2. identify each type of seismic wave from an illustration Instruction: Identify each illustration as to what types of waves. Write your answers on a separate sheet of paper. (Hint: arrows
and describe its motion using the correct terms. indicate its movement.)
Illustrated by: Victor Genesis O. Odtohan
Question to Answer: How do the movements of seismic waves affect the Earth's surface during an earthquake
LEARNING COMPETENCY
(as stated in Curriculum Map) DEEPEN (MAKE MEANING)
M1. Using models or illustrations, explain how Activity 5: Exploring movements along faults (C-E-R Activity)
movements along faults generate earthquakes Introduction: In this hands-on activity will help you understand the different fault types and how their movements
generate earthquakes
Instruction:
 fault model template will be provided by the teacher paste onto cardboard to make it stiff and easy to handle.
Learning Competency:  Cut out the model along the dashed lines and fold the model along the indicated lines to ensure all parts fit
 I can explain how movements along faults properly.
generate earthquakes using models or illustrations.  The model consists of two pieces, assemble the two pieces as shown in the diagram. The dashed lines represent
a fault. Label one piece "Block A" and the other piece "Block B."
Success Criteria:
I am able to:
1. identify and classify different types of faults
based on observed movements in the model.
2. describe the effects of fault movements on rock
layers and surface features.
3. justify my fault identification by providing
evidence and reasoning based on model
observations.
Fault model Template
For each question, use the Claim-Evidence-Reasoning (C-E-R) format to answer:
1. Let block B slide halfway down the fault.

Claim: Identify the type of fault based on the movement of Block B.
Evidence: Describe what you observed in terms of rock layers and river displacement.
Reasoning: Explain why the fault type you identified is correct, based on the movement
displacement observed.
2. Return block B to its original position, then move block B halfway up along the fault.
Claim: Identify the type of fault based on the movement of Block B.
Evidence: Describe what you observed in terms of rock layers and river displacement.
Reasoning: Explain why the fault type you identified is correct, based on the movement
displacement observed.
M2. Explain how earthquake waves provide Activity 6. Exploring Earth’s Interior Through Earthquake Waves
information about the interior of the earth. Introduction: In this activity, you will learn how earthquake waves help scientists understand the structure of the
Earth. By observing how seismic waves travel through different layers, you’ll discover how they provide important
clues about what’s inside our planet.
Instructions:
Learning Competency: 1. Watch the video that explains how seismic waves move through the Earth’s layers.
 I can explain how seismic waves provide
information about the Earth’s interior, focusing
on how they move through solid and liquid
layers.
Success Criteria:
I am able to:
 identify how seismic waves behave differently
in the Earth’s mantle and core.
 explain the relationship between seismic
wave behavior and the Earth’s structure using https://youtu.be/7c-m0-FICio?si=kRP9r_LjuMtbsxUx
the C-E-R format.
 provide clear evidence from the video to 2. Take notes on how the waves behave differently in the solid and liquid parts of the Earth.
support their claims and reasoning. 3. Answer the questions based on the video to describe how seismic waves give us information about Earth’s
interior.
Students use the Claim-Evidence-Reasoning (C-E-R) format to answer questions about what they learned from the
video:
Claim: What do the seismic waves tell us about the Earth’s interior?
Evidence: Use details from the video, like how waves travel through the mantle and core.
Reasoning: Explain why the waves act this way based on the Earth’s structure.
M3. demonstrate how underwater earthquakes Activity 7: Tsunami in a Pan

generate tsunamis; Introduction: In this activity, you will explore how underwater earthquakes generate tsunamis. By simulating tectonic
movements in water, you will observe how sudden shifts in the seafloor can lead to the formation of large waves that
resemble tsunamis, helping you understand the impact of these natural events on coastal areas.
Learning Target:
Understand how tectonic movements during Materials:
underwater earthquakes cause tsunamis.  Shallow rectangular pan

 Water
Success Criteria:  Small wooden block (to simulate tectonic plates)
I am able to:  Sand (optional, to show seabed)
 explain the relationship between underwater Instructions:
earthquakes and tsunami formation. 1. Fill the pan with a thin layer of water to represent the ocean.
 describe how tectonic plate movements 2. Place sand on the bottom for a seabed effect (optional).
create waves similar to tsunamis. 3. Submerge the wooden block halfway along one edge of the pan.
 I creflect on the implications of tsunamis for 4. Quickly push the block upward to simulate the upward movement of tectonic plates during an underwater
coastal communities using the Compass earthquake.
Points. 5. Observe the waves generated
Use the Compass Points to guide discussion or written reflections on the activity.
N (Needs): What additional information or tools E (Excitements): What part of the demonstration
would help deepen your understanding of did you find most interesting or surprising?
tsunamis?
S (Suggestions): How could this experiment be W (Worries): What challenges or risks do you
improved to better represent an underwater think tsunamis pose to coastal areas?
earthquake or tsunami?
LEARNING COMPETENCY
(as stated in Curriculum Map) TRANSFER
PERFORMANCE STANDARD: Transfer Goal
The learners shall be able to: 1. participate in decision The learner, on their own and in the long run, will be able to use scientific knowledge, guided by kindness and godliness, to make informed and
making on where to build structures based on knowledge compassionate decisions, taking responsible actions that promote safety and preparedness in natural disaster-prone areas. They will also learn to
thoughtfully and respectfully evaluate information and beliefs about celestial phenomena, fostering an understanding that aligns with both
of the location of active faults in the community 2. make
scientific inquiry and moral integrity.
an emergency plan and prepare an emergency kit for use
at home and in school.
Performance Task: GRASPS for Earthquake-Resilient Community Planning
Goal: Design a comprehensive earthquake emergency plan and prepare an emergency kit using recycled materials
Learning Targets
to help Barangay Lagubang residents stay safe before, during, and after an earthquake.
 I can design an effective earthquake emergency Role: You are a community planner responsible for ensuring the safety and preparedness of Barangay Lagubang's
plan that includes safe zones, evacuation routes, residents in the event of an earthquake.
safety procedures, and communication strategies. Audience: The residents of Barangay Lagubang, who need clear instructions on earthquake safety and
 I can prepare a practical and sustainable preparedness.
emergency kit using recycled materials to help Situation: An earthquake-prone area where residents must understand fault lines and earthquake safety to reduce
ensure earthquake readiness. risk and improve readiness.
 I can present my plan and kit clearly to others, Product/Performance:
explaining their importance in promoting  Develop an earthquake, emergency plan outlining safe zones, evacuation routes,
community safety. safety procedures, and communication strategies.
 Create an emergency kit using recycled materials, demonstrating
Success Criteria resourcefulness and sustainability.

 Emergency Plan: My plan identifies clear and Standards for Success:
specific safe zones, evacuation routes, and safety  Your plan should clearly identify safe zones, routes, and safety steps and include a communication plan.
procedures, with a detailed communication plan  The emergency kit must be practical and made from recyclable materials, with each item relevant to earthquake
tailored to Barangay Lagubang. preparedness.
 Emergency Kit: My kit includes essential items  Presentation should be clear, with explanations on how the plan and kit will help residents during an
for earthquake preparedness, all created or stored earthquake.
using recyclable materials, and I can explain the
purpose of each item.
 Presentation: My presentation is organized,
engaging, and clearly explains how my emergency
plan and kit will help residents stay safe during an
earthquake.
 Creativity and Effort: I demonstrate Criteria 4 - Excellent 3 - Proficient 2 - Developing 1 - Needs
resourcefulness and creativity in the design of both Improvement
the emergency plan and kit, showing a high level Emergency Plan Plan is clear, Plan is mostly clear Plan includes some Plan is unclear or
of effort and thoughtfulness. detailed, and and includes safe elements of safe missing most
includes zones, routes, safety zones, routes, elements; lacks
comprehensive safe procedures, and procedures, or safety procedures or
zones, evacuation communication communication but other essential
routes, safety plans, though some is missing key details.
procedures, and areas lack detail. information or lacks
communication plans clarity.
that are specific to
Barangay Lagubang.
Emergency Kit Kit is complete, Kit is mostly Kit has limited Kit lacks essential
contains essential complete, with essential items items or does not use
items, and creatively essential items and and/or uses minimal recycled materials;
uses recycled some recycled recycled materials; functions of items
materials, with each materials used; explanations of item are not explained.
item clearly explanations of item functions are unclear
explained for functions are mostly or incomplete.
earthquake clear.
preparedness.
Presentation Presentation is Presentation is Presentation explains Presentation is
engaging and well- organized and some parts of the unclear,

organized; clearly explains most parts plan and kit but lacks disorganized, and
explains all parts of of the plan and kit; organization, fails to explain the
the plan and kit, shows understanding engagement, or plan and kit
demonstrating but may lack some depth in effectively; shows
confidence and engagement or understanding. minimal
thorough clarity. understanding.
understanding of
earthquake
preparedness.
Shows high Shows creativity and Shows limited Lacks creativity and
creativity in the effort in the design, creativity or effort; effort; kit and plan
design of the kit and with some unique kit and plan are basic show minimal
plan; demonstrates elements or and lack unique or thought and are
significant effort, resourcefulness in thoughtful elements. incomplete or
thought, and the kit or plan. underdeveloped.
resourcefulness.
Values Integration and Reflection

Activity Title: Reflective Writing
Introduction:
Exploring earthquakes and faults provides insight into Earth's dynamic nature and the forces that impact our planet and
communities. Beyond scientific understanding, learning about earthquakes calls on us to embrace core values of
kindness, godliness, responsibility, and respect. These values not only deepen our appreciation for the natural world
but also strengthen our commitment to preparedness and compassion for those affected by natural disasters.
Instructions:
Write a brief reflection addressing the following questions:
1. How has learning about earthquakes and faults sparked your curiosity about Earth’s inner workings? Describe
aspects of earthquakes that intrigued you.
2. What responsibilities do you feel for ensuring safety in earthquake-prone areas? How might kindness play a
role in supporting preparedness within your community?
3. How has understanding these natural forces influenced your respect for the environment and your appreciation
for creation? How does this understanding align with godliness, inspiring mindful and compassionate actions
toward others?
Topic: Understanding Typhoon Week: 3
LEARNING PLAN
EXPLORE
TOPIC: Understanding Typhoon Topic Introduction
2.1 How typhoons develop In this topic, you will explore the science behind typhoons, learn about precautionary measures to take before, during, and after a
storm, and participate in activities to help lessen the risks associated with typhoons.
2.2 Why the Philippines is prone to typhoons
2.3 How landforms and bodies of water affect typhoons
within the Philippine Area of Responsibility (PAR)
Map of Conceptual Change: Initial – Final Chart
Answer the following questions based on your understanding, Answer only the Initial part.
CONTENT STANDARD:
Initial Revised Final
The learners demonstrate the formation of typhoons and 1. What are the key
their movement within the PAR
factors that affect
typhoon formation
PERFORMANCE STANDARD:
and movement,
The learners shall be able to: 1. demonstrate and how can this
precautionary measures before, during, and after a knowledge help us
typhoon, including following advisories, storm signals, prepare for these
and calls for evacuation given by government agencies events?
in charge. 2. participate in activities that lessen the risks
brought by typhoons.
LEARNING COMPETENCY
FIRM-UP (ACQUISITION)
(as stated in Curriculum Map)
A5. (Added Competency) Activity 8: Vocabulary Exercise: Weather Terms
Define key weather term Introduction: In this activity, you will learn important weather-related terms that will help you understand how weather systems
like typhoons develop.
Instruction: Match each term to its correct definition. After matching, use the terms in sentences to show your understanding.
Learning Targets:
I can define and identify key weather terms. Column A Definitions:
1. Air Mass A. A large body of air with the same temperature and moisture content
Success Criteria: that can influence weather.
I am able to:
1. match each weather term to its correct definition 2. Weather Front B. The boundary or meeting place between two different air masses.
without mistakes. 3. Low Pressure C. An area where the air is sinking, leading to fair weather.
2. create sentences that accurately explain how each 4. High Pressure D. An area where the air is rising, leading to cloudy weather and
term contributes to the development of weather possibly storms.
systems, such as typhoons. 5. Weather Disturbance E. A change in the atmosphere that can cause weather changes such as
storms, cyclones, or typhoons.
Example:
1. Air Mass - Sentence: An air mass over the ocean is warm and moist, which can lead to the development of storms when
it meets cold, dry air.
Question to Answer. How do these weather key terms help us understand the development of a typhoon?
A6. (Added Competency) Activity 9: "Check If the Given Factor Contributes to the Formation of Typhoons"
Identify factors that contribute to the formation of Introduction: In this activity, you will explore the various factors that contribute to the formation of typhoons.
typhoon. Instruction: Below are various factors related to typhoon formation.
Learning Targets:
 Students will identify the factors that
contribute to the formation of typhoons.
Success Criteria:
 The student can correctly identify which
factors contribute to the formation of

typhoons.
Question to Answer: Which factors do you think contribute the most to the frequent occurrence of typhoons in the
Philippines? Explain why.
LEARNING COMPETENCY
(as stated in Curriculum Map) DEEPEN (MAKE MEANING)
M4. Explain how typhoons develop Activity 10: "Understanding Typhoon Development: A Claim-Evidence-Reasoning Analysis"
Introduction: In this activity, you will explore how typhoons form by watching a video.
Instructions:
 Watch the video on how typhoons develop. Pay close attention to the key weather terms, such as air masses,
Learning Targets: weather fronts, low and high-pressure areas, and weather disturbances, and how they contribute to the
 I can understand the role of key weather formation of typhoons.
concepts, such as air masses, weather fronts, low
and high-pressure areas, and weather
disturbances in the formation of typhoons.
 I can explain how these weather factors interact
to contribute to typhoon development by using
the Claim-Evidence-Reasoning (C-E-R)

framework.
 I can analyze and select relevant evidence from
the video to support their understanding of
typhoon formation.
Success Criteria:
I am able to:
 create a clear and concise claim that answers the
question, “How do typhoons form?”
 select at least two pieces of relevant evidence
from the video to support my claim about
typhoon formation.
 organize my response effectively using the https://youtu.be/Ix8w9eMahH8?si=CwsBsdqeQMwJAqGr
Claim-Evidence-Reasoning structure to
communicate my understanding of typhoon  Make a Claim: After watching the video, state your claim about how typhoons develop. This is your answer
development. to the question: "How do typhoons form?"
 Provide Evidence: Find at least two pieces of evidence from the video that support your claim. This could
include descriptions of weather conditions, examples, or key scientific facts mentioned in the video.
 Explain Your Reasoning: Explain how the evidence you provided supports your claim. Make sure to connect
the key weather terms and concepts to the development of a typhoon.
 Write your response: Use the Claim-Evidence-Reasoning framework to organize your response in a clear and
structured way.
CLAIM
EVIDENCE
REASONING
M5. Infer why the Philippines is prone to typhoons Activity 11: “Why the Philippines is Prone to Typhoons”
Introduction: The Philippines experiences more typhoons than many other places in the world. In this activity, you
will investigate the geographic and environmental factors that make the Philippines particularly vulnerable to
Learning Targets typhoons.
 I can identify and mark key geographical
features on a map, including the Philippines, Materials:
equator, and warm ocean currents.  Use a map of the Asia-Pacific region oceans.
 I can explain how the Philippines’ location  Gather colored markers or pencils to mark specific features.
and surrounding environmental factors
contribute to its vulnerability to typhoons.
 I can analyze the relationship between
warm ocean currents and typhoon
formation.
Success Criteria:
 I have accurately marked the Philippines,
the equator, and warm ocean currents on
the map.
 I can clearly explain why the Philippines’ https://getworldmap.com/wp-content/uploads/2022/07/World-map-with-latitude-longitude.png
geographical location makes it prone to
typhoons. Instruction:
 I can describe how warm ocean currents Mark Key Locations on the Map:
 Philippines: Circle or highlight the Philippines to show its location.
contribute to typhoon development near the
 Equator: Draw a dashed line to trace the equator and label it.
Philippines.
 Warm Ocean Currents: Identify and trace any warm currents near the Philippines with a colored line and
label them.
Based on your map, answer the following:

 Why does the location of the Philippines make it more likely to experience typhoons?
 How do warm ocean currents contribute to typhoon formation?
Holistic Rubric for “Why the Philippines is Prone to Typhoons" Activity
M6. Explain how landmasses and bodies of water Activity 12: Humongous Barriers – How Geography Protects from Typhoons
affect typhoons Introduction: The Philippines is surrounded by landmasses and bodies of water that play a crucial role in shaping the
behavior of typhoons. In this activity, you will explore how mountain ranges and forests in northern Luzon act as
natural barriers, reducing the impact of typhoons on areas beyond them.
Learning Targets:
 I can identify and illustrate key geographic
features that influence typhoon patterns in Instructions:

the Philippines. 1. Examine the map and identify the mountain ranges and forests in northern Luzon.
 I can explain how mountain ranges and 2. Draw a simple diagram that shows how these geographic features block or weaken typhoons as they approach
forests act as natural barriers against land.
typhoons. 3. Write a brief explanation below your diagram, describing how mountains and forests help protect areas on the
Success Criteria: opposite side.
 I have accurately drawn and labeled a 4. Identify other areas in the Philippines where similar geographic barriers may influence weather patterns and
diagram showing northern Luzon’s mountain provide additional protection.
range and forest barrier. 5. Use reference materials or credible online sources to ensure your diagram and explanation are accurate.
 I can clearly explain how these barriers
protect certain areas from typhoons. Holistic Rubric for "Humongous Barriers" Activity
 I have identified other regions in the
Philippines where similar barriers exist and
explained their impact on weather.
M7. trace the path of typhoons that enter the Activity 13: Tracing Typhoon Shanna
Philippine Area of Responsibility (PAR) using a Introduction: Using the data in the table, plot the day to day location of tropical cyclone Shanna on the map showing
map and tracking data the Philippine Area of Responsibility. Mark each plotted location with a dot. Connect the dots to be able to see the
track of the tropical cyclone from June 30 to July 6. Study the plotted track to answer the proceeding questions.
1. a. On what body of water did tropical cyclone Shanna come from?

b. What direction did tropical cyclone Shanna take as it crossed the Philippines?
c. What do you think is the reason why Mindanao is not frequently hit by tropica cyclones?
2. On what day did tropical cyclone Shanna hit land?
3. Which provinces were hit directly by the eye of tropical cyclone Shanna?
4. On what day did tropical cyclone Shanna leave the Philippine Area of Responsibility?
LEARNING COMPETENCY
(as stated in Curriculum Map) TRANSFER
PERFORMANCE STANDARD: TRANSFER GOAL:
The learners shall be able to: 1. demonstrate The learner, on their own and in the long run, will be able to use scientific knowledge, guided by kindness and godliness, to make informed and
compassionate decisions, taking responsible actions that promote safety and preparedness in natural disaster-prone areas.
precautionary measures before, during, and after a
typhoon, including following advisories, storm signals,
and calls for evacuation given by government agencies GRASPS for Typhoon Preparedness Plan
in charge. 2. participate in activities that lessen the risks
brought by typhoons Goal: Your goal is to create a plan that helps your community stay safe before, during, and after a typhoon. You will
present your plan to your classmates and act out a drill to show how to be prepared for a typhoon.
Role: You are a safety planner for your community, working with your group to come up with important steps people
should take to stay safe during a typhoon.
Audience: Your audience is your classmates and the community. You will present your plan to them to make sure
everyone knows how to stay safe during a typhoon.
Situation: Typhoons can cause a lot of damage if people are not prepared. You and your group need to create a plan
that will help your community get ready, stay safe, and recover after a typhoon. You will share this plan with your
class, and practice your plan by acting out a safety drill.
Performance/Product:
 Typhoon Preparedness Plan: A simple plan that explains what to do before, during, and after a typhoon. It
should include a checklist, safety steps, and evacuation routes.
 Presentation: A short presentation (using a poster or slideshow) to explain your plan to the class, showing
how to stay safe.
 Mock Typhoon Drill: Participate in a drill where you act out the safety steps from your plan, like following
warnings and evacuating to safety.
Standards for Success:
 Your plan should include clear and easy-to-follow steps for people to stay safe.
 Your presentation should explain the key safety steps before, during, and after a typhoon.
 During the drill, you should follow the safety steps you learned and show how to stay safe during a typhoon.
 Your reflection should explain how you can help your community be better prepared for a typhoon in the
future.
Values Integration and Reflection

Activity Title: Reflective Writing
Introduction:
In creating the Typhoon Preparedness Plan, learners will integrate key values that reflect their understanding of
safety, compassion, and responsibility. These values will guide their actions before, during, and after a typhoon, and
help them make informed decisions that promote the well-being of the community.
Instructions:
Write a brief reflection addressing the following questions:
1. How has learning about earthquakes and faults sparked your curiosity about Earth’s inner workings? Describe
aspects of earthquakes that intrigued you.
2. How does your faith guide your decisions in preparing for a natural disaster?
Goal:
To create a comprehensive risk management plan that addresses preparedness for earthquakes and typhoons, and evaluates the scientific validity of common beliefs about comets and meteors.
Role:
You are a community risk manager tasked with preparing your home and school for natural disasters.
Audience:
Your classmates and teacher.
Situation:
The school and community need clear plans for natural disaster preparedness, including earthquakes, typhoons, and understanding celestial phenomena.
Product/Performance:
You will develop a detailed safety plan, including evacuation routes, safety zones, and emergency kits, and share your findings on the scientific basis of beliefs regarding comets and meteors.
Standards:
Your plan must demonstrate practical preparedness and understanding, using scientific principles to ensure community safety and provide a clear explanation of comet and meteor beliefs.

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KING’S OF LAGUBANG

Barangay Lagubang, Sen. Ninoy Aquino

UNIT CURRICULUM MAP

Department: Junior High School Academic Year: 2024-2025

Topic/Quart CONTENT POWER/ INSTITUTIONAL

structures based on the 2.1 epicenter

The learners shall be able to:

UNIT TOPIC: Essential Understandings

Topic: Earthquakes and Faults Week: 1-2

Learning Resources/Materials/Handout/Worksheet: Layers of The Earth Worksheet | PDF

A2. (Added competency) Activity 2: A Visual Guide to different types of faults.

Question to Answer: What natural event is triggered by the movement of faults?

A3. Activity 3.1: Label Me

Activity 3.2. Compare and Contrast Us

Activity 3.3. Fish be with You

A4. (Added Competency) Activity 4. Let’s Match it.

corresponding type of motion. Activity 4.1. Identify Types of Seismic Wave

Illustrated by: Victor Genesis O. Odtohan

Fault model Template

For each question, use the Claim-Evidence-Reasoning (C-E-R) format to answer:

1. Let block B slide halfway down the fault.

M3. demonstrate how underwater earthquakes Activity 7: Tsunami in a Pan

underwater earthquakes cause tsunamis.  Shallow rectangular pan

Success Criteria resourcefulness and sustainability.

engaging and well- organized and some parts of the unclear,

Values Integration and Reflection

Topic: Understanding Typhoon Week: 3

I can define and identify key weather terms. Column A Definitions:

factors contribute to the formation of

the Claim-Evidence-Reasoning (C-E-R)

Based on your map, answer the following:

Holistic Rubric for “Why the Philippines is Prone to Typhoons" Activity

features that influence typhoon patterns in Instructions:

1. a. On what body of water did tropical cyclone Shanna come from?

Values Integration and Reflection

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