DAILY School MT.

OLIVE NATIONAL HIGH SCHOOL Grade Level 11

LESSON Teacher RHEZA T. OROPA Learning Area Disaster Readiness and Risk Reduction
LOG Teaching Date & Time September 25,26 & 28-29 2017/ 7:45-8:45(M,T,TH & F) Quarter II

Week No. MONDAY TUESDAY THURSDAY FRIDAY

WEEK 3 September 25, 2017 September 26, 2017 September 28. 2017 September 29, 2017
I. OBJECTIVES At the end of the lesson, the learners will be able to: At the end of the lesson, the learners will be able to:
• critically identify exposure to certain risks; and • interpret weather forecasts; and
• know what to do before, during and after hydrometeorological • draw a short-term hydrometeorological hazard map of their school/ school
events. grounds as a function of its location

A. Content Standards The learners demonstrate understanding of hydrometeorological hazards

B. Performance The learners shall be able to:

Standards • develop a family emergency preparedness plan to guide them on what to do before, during, and after the occurrence of events that cause
hydrometeorological hazards; and
• develop proficiency in executing emergency response plans through safety drills.
C. Learning The learners are able to:
Competencies/ • apply measures/interventions before, during and after
Objectives hydrometeorological hazards (DRR11/12-IIc-d-34)
II. CONTENT Different Types of Hydrometeorological Hazards
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide 148-154
Pages
142-147
2. Learner’s Material
Pages
3. Textbook Pages
4. Additional Materials
from Learning Resources
B. Other Learning Cartolina, pentel pen, and resource materials
Resources
IV. PROCEDURES
A. Reviewing previous How can we forecast weather? What are the types of hydrometeorological hazards?
lesson or presenting the
new lesson
B. Establishing a purpose 1. Ask learners to enumerate the most common severe Ask the class to explain the following (ask learners to illustrate on the board) I.
for the lesson hydrometeorological hazards we experience in the Philippines How typhoons develop over the Pacific Ocean II. Differentiate floods from
2. Ask learners about their personal experience with a severe flash floods III. Areas prone to storm surges
hydrometeorological hazar
C. Presenting examples/ Lecture 1. Below is a list of thing to do prior, during and after the Video on Weather Forecasting 1. Show a video of a PAGASA weather forecast
instances of the new following hydrometeorological events: (https://www.youtube.com/watch?v=B0alqHpiO-Y) 2. Video of a TV weather
lesson forecast (Weather forecast by TV stations also get their information from
PAGASA) (https://www.youtube.com/watch?v=IDTobZivwBQ)
Teacher
D. Discussing new Tropical cyclones are hydrometeorological hazards characterized by Lecture
concepts and practicing strong winds and heavy rain. Every year, an average of 19 tropical Tropical cyclone is a rotating, organized system of clouds and thunderstorms
new skil l #1 cyclones enter the Philippine Area of Responsibility and approximately that originates over the tropical waters. Tropical cyclones rotate in a
9-10 make landfall in the Philippines. This is because the Philippines is counterclockwise direction in the northern hemisphere (conversely, clockwise
located on the western rim of the Pacific Ocean, where most tropical in the southern hemisphere). The term tropical cyclone encompasses tropical
cyclones pass. Tropical cyclones can have a forecast lead time of 5 days. depressions, tropical storms, typhoons and hurricanes.
Below is a list of things that you can do before, during and after the
passage of this type of weather disturbance.

E. Discussing new Thunderstorms are generally local storms produced by cumulonimbus THE WEATER RADAR Another way weather forecasters track the movement of
concepts and practicing clouds and are always accompanied by lightning and thunder, usually tropical cyclones is with the use of weather Radars. RADAR is an acronym
new skill #2 with strong wind gusts, heavy rain and sometimes with hail and/or which stands for RAdio Detection And Ranging. A Radar sends out
tornado. Thunderstorms are typical in warm environments like the electromagnetic waves to the atmosphere that is then reflected by
tropics and may persist for 1 to 2 hours. Below is the list of things that hydrometeors (e.g. rain, clouds) present in the sky. An image is created from
you can to do before, during and after a thunderstorm event. the received signal and information on rain clouds can be gathered. While
radar images give more details of a storm, it is limited to a range of
approximately 400 km from the radar site.
F. Developing Mastery Once a tropical cyclone enters PAR, a 5-day forecast track (previously 3-day) is
issued by PAGASA every 6 hours at 5am, 11am, 5pm and 11pm. A forecast track
gives the expected location of a tropical cyclone in the succeeding 24hour
interval for the next 120 hours or 5 days.
G. Finding practical Group Work on Short Term Meteorological Hazards 1. Divide the class Group&Work&on&Short&Term&Meteorological&Hazards&! 1. Divide the class
applications of concepts into several (5) groups 2. Assign a hazard exposure scenario for each into groups of 5. 2. Distribute the school/school grounds maps to each of the
& skills in daily living group (does not have to be a single hazard, for instance thunderstorm groups. 3. Let learners analyze, based on the Teacher Tips, whether their
and flooding in school, typhoon and storm surge in an evacuation area, school/school grounds is/are prone to typhoons and/or thunderstorms. Show a
these different hazards can occur as a single event) 3. Ask the learners map of the Philippines for reference. 4. Bring the class outside to allow the
to investigate the school surrounding and discuss among themselves learners to appreciate the location of their school relative to its surroundings
what they can do to prepare before, minimize risk during and their with emphasis on topography, waterways/drainage system, mountain slopes,
response after such events. 4. Present their results by role playing as etc. 5. Ask each group to indicate areas in the map prone to
members of different sectors of our society (i.e. politician, teacher, hydrometeorological hazards discussed in class (floods, flash floods, storm
weather forecaster, etc. surges): Provide a color legend for the following hazards for standardization.
Suggested color scheme: 7. Red – flood-prone, Orange – flash flood-prone,
Purple – storm surge-prone 8. After finishing their hazard maps, ask each
group to present their outputs
H. Making Every year, an average of 19 tropical cyclones enter the Philippines Area of
generalizations & Responsibility (PAR), and about half (9-10) make landfall in the Philippines. In
abstractions about the the Western Pacific Ocean, tropical cyclones can form in any month of the
lesson year.
I. Evaluating Learning Quiz!
1. How to forecast weather?
2. How many tropical cylones will enter the PAR in one year?
J. Additional activities for
application or
remediation
V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation
11 13
B. No. of learners who require 9 7
additional activities for remediation
who scored below 80%

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 work?
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 teachers?

Prepared by: Noted:

RHEZA T. OROPA JONATHAN F. GARZON

Teacher School-Head