Disaster Readiness and Risk Reduction: Hydrometeorological Hazards

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Disaster Readiness and

Risk Reduction
Quarter 2 – Module 6:
Hydrometeorological Hazards
Disaster Readiness and Risk Reduction
Alternative Delivery Mode
Quarter 2 – Module 6: Hydrometeorological Hazards
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education


Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module


Writer: Bobby C. de Jesus
Editors: Anne Marielle R. Del Mundo
Vanessa A. Bautista
Reviewers: Richard Brian B. Tutor
Cristeta M. Arcos
Ma. Fe Lorelei E. Amon
Andrea C. Señadoza
Illustrator: Ronan D.C. Vergara
Layout Artist: Maria Elinor F. Hemedes
Management Team:
Regional Director: Wilfredo E. Cabral
Chief, CLMD: Job S. Zape Jr.
EPS/ ADM Coor.: Elaine T. Balaogan
Regional Librarian: Fe M. Ong-ongowan
SDS: Susan DL. Oribiana
ASDS: Rogelio F. Opulencia
Chief, CID: Dolorosa S. De Castro
EPS, LRMDS: Cristeta M. Arcos

Printed in the Philippines by:


Department of Education – Region IV-A CALABARZON
Office Address: Gate 2 Karangalan Village, Barangay San Isidro, Cainta, Rizal 1800
Telefax: 02-8682-5773/8684-4914/8647-7487
E-mail Address: region4a@deped.gov.ph
Disaster Readiness and
Risk Reduction
Quarter 2 – Module 6:

Hydrometeorological Hazards
Introductory Message
For the facilitator:

Welcome to the Disaster Readiness and Risk Reduction for Grade 11/12 Alternative
Delivery Mode (ADM) Module on Hydrometeorological Hazards!

This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher


This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.

ii
For the learner:

Welcome to the Disaster Readiness and Risk Reduction for Grade 11/12 Alternative
Delivery Mode (ADM) Module on (Hydrometeorological Hazards)!

The hand is one of the most symbolized parts of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to


check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link


the current lesson with the previous one.

What’s New In this portion, the new lesson will be


introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the


lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent


practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank


sentence/paragraph to be filled in to
process what you learned from the lesson.

What I Can Do This section provides an activity which will


help you transfer your new knowledge or skill
into real life situations or concerns.

iii
Assessment This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given


to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the


module.

At the end of this module you will also find:

References This is a list of all sources used in developing


this module.

The following are some reminders in using this module:

A. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
B. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
C. Read the instruction carefully before doing each task.
D. Observe honesty and integrity in doing the tasks and checking your answers.
E. Finish the task at hand before proceeding to the next.
F. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

iv
What I Need to Know

This module was designed and written with you in mind. It is here to help you master the
Disaster Readiness and Risk Reduction. The scope of this module permits it to be used
in many different learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the standard sequence of
the course. But the order in which you read them can be changed to correspond with the
textbook you are now using.

The Module is intended to equip you with knowledge concerning “Signs of impending
hydrometeorological hazards; typhoon, thunderstorm, flashflood, flood, storm surge, El
Niño and La Niña”.

After going through this module, you are expected to:


1. Define hydro-meteorological hazards;
2. Identify different hydro-meteorological hazards;
3. Recognize the signs of impending hydro-meteorological hazards.
4. Improve creativity through brochure making about signs of hydro-
meteorological hazards.
5. Value and apply the learned knowledge about hydrometeorological
hazards.
What I Know

Read each item carefully and choose the best answer that corresponds to
your answer.
1. Which of the following is an atmospheric, hydrological or oceanographic nature
that may cause loss of life?
a. acid rain
b. geological hazard
c. hydrometeorological hazard
d. storm surge

2. Which of the following Hydro meteorological hazard is characterized by localized


storm cloud that produces lightning and thunder, and often brings heavy rain
shower and strong gusty winds?
a. El Niño
b. La Niña
c. Storm Surge
d. Thunderstorm

3. Which of the following is NOT a type of hydro-meteorological hazards?


a. landslides
b. locust plagues
c. wildland fires
d. all of the above

4. Which of the following hydrometeorological hazards has an overflow of water


onto normally dry land in an existing waterway, such as a river, stream, or
drainage ditch?
a. El Niño
b. Flood
c. La Niña
d. Storm Surge

5. Which of the following refers to the large-scale ocean-atmosphere climate


interaction linked to a periodic warming in sea surface temperatures across the
central and east-central Equatorial Pacific?
a. El Niño
b. Flood
c. La Niña
d. Storm Surge
6. Which of the following hydro-meteorological hazards is the abnormal sea level
rise occurring during tropical cyclones or "bagyo" and is caused by the strong
winds and low atmospheric pressures that tropical cyclones produce?
a. El Niño
b. Flood
c. La Niña
d. Storm Surge

7. Which of the following is a violent, short-lived weather disturbance that is


almost always associated with lightning, thunder, dense clouds, heavy rain or
hail, and strong, gusty winds?
a. El Niño
b. Flood
c. La Niña
d. Storm Surge

8. It is the stage wherein the sun heats the Earth's surface during the day.
The heat on the surface and warms the air around it.
a. cumulus stage
b. dissipating stage
c. immature stage
d. mature stage

9. It is the stage when the cumulus cloud becomes very large, the water in it
becomes large and heavy. Raindrops start to fall through the cloud when the rising
air can no longer hold them up.
a. cumulus stage
b. dissipating stage
c. immature stage
d. mature stage

10. It is the stage when the downdrafts in the cloud begins to dominate over the
updraft. Since warm moist air can no longer rise, cloud droplets can no longer
form.
a. cumulus stage
b. dissipating stage
c. immature stage
d. mature stage

11. Which of the following predicting signs of a typhoon where clouds are often
seen as fluffy, fair-weather cotton balls in the sky?
a. cloud color
b. towering clouds
c. arcing shelf clouds
d. cloud location and sun rays
12. It is a predicting sign of a typhoon where at first glance of this scene
looks peaceful, with shafts of sunlight trickling through gaps in the clouds. A
large number of smaller cumulus clouds in the foreground are beginning to build
upward and are unusually dark.
a. cloud color
b. towering clouds
c. arcing shelf clouds
d. cloud location and sun rays

13. It is a predicting sign of a typhoon where a rotating wall cloud with a lowered
cloud base is characteristic of a severe thunderstorm (supercell). It’s the most
obvious sign of a severe storm: twisting, rotating, and unusually quick-moving
clouds.
a. cloud color
b. towering clouds
c. arcing shelf clouds
d. cloud location and sun rays

14. Which of the following factors contribute to flooding?


a. El Niño
b. cloud movements
c. slow moving thunderstorms
d. rainfall intensity and duration

15. Which of the following hydro meteorological hazards represents periods of


below-average sea surface temperatures across the east-central Equatorial
Pacific?
a. El Niño
b. La Niña
c. storm surge
d. thunderstorm
Lesson

6
Signs of Impending Hydrometeorological
Hazards

In this module, the term "hydrometeorological hazards" is taken to include the


wide variety of meteorological, hydrological and climate phenomena which can pose a
threat to life, property, and environment. These are probably the most frequently
occurring and most extensively and routinely observed hazards. Hydrometeorological
hazards have several unique characteristics which are especially significant in the early
warning context. Hydrometeorological phenomena are often highly mobile and
transboundary in nature and as a result, their impacts can be regional or even global.

What’s In

Activity 1: Picture Perfect


Direction: Match the sketches with their corresponding terms. Then, if the sketch shows
a geological hazard, write GEO; if it shows a hydrometeorological hazard, write HYDRO.
Write your answers on the table that follows.
HAZARD LETTER CLASSIFICATION
1. Drought
2. Flood
3. Tsunami
4. Landslide
5. Bushfire
6. Earthquake
7. Tornado
8. Typhoon
9. Volcanic eruption

Notes to the Teacher


This Lesson comprises of various activities. Ensure all students
understand the lesson clearly and encourage them to answer each
activity vigorously.

What’s New

Activity 2.1:
Directions: Identify the Hydro-meteorological Hazard in the given pictures. Write your
answer on a separate sheet.
1. _________________________________ 4. _________________________________

2. _________________________________ 5. _________________________________

3. _________________________________ 6. _________________________________

Picture credits (clockwise from upper left)


Lipponen, Anti. (2018) Tropical Cyclone Eliakim, image. https://www.flickr.com/photos/
150411108@N06/40787105662 Licensed under CC BY 2.0.
https://creativecommons.org/licenses/by/2.0/?ref=ccsearch&atype=rich
Britton, Ian. (2012) Flooding, Lobley Hill Road, Gateshead, image. https://www.flickr.com/
photos/60107315@N00/8023361471 Licensed under CC BY-NC 2.0.
https://creativecommons.org/licenses/by-nc/2.0/?ref=ccsearch&atype=rich
Hart, Ed (2008) Ike hits Jetty East47, image. https://www.flickr.com/photos/
24016388@N06/2856997636 Licensed under CC BY-ND 2.0.
https://creativecommons.org/licenses/by-nd/2.0/?ref=ccsearch&atype=rich
Marufish (2014) Pinang Tunggal Drought, image. https://www.flickr.com/photos/
8819274@N04/13596934423. Licensed under CC BY-SA 2.0.
https://creativecommons.org/licenses/by-sa/2.0/?ref=ccsearch&atype=rich
Erickson, Jeremy (2011) Lightning Storm Boise Idaho 6-22-2011 5, image. https://www.flickr.
com/photos/47823046@N03/5884120157 Licensed under CC BY-NC-ND 2.0.
https://creativecommons.org/licenses/by-nc-nd/2.0/?ref=ccsearch&atype=rich
Maitland City Library. Maitland, 1913 flood, postcard, https://www.flickr.com/photos/
98887654@N05/9349105078 Licensed under CC BY-NC 2.0,
https://creativecommons.org/licenses/by-nc/2.0/?ref=ccsearch&atype=rich

Activity 2.2
Jumbled Words
Directions: Given the definition of the jumbled words, write the correct term on the
blank provided.

1. PHYNOTO - is a low-pressure area, or a wide and violent


tropical cyclone. It rotates in the counterclockwise direction, with warm air rising
above Western Pacific Ocean warm water. Many people on the other side of the planet
name it storm or wily-wily.

____________________ 2. LFODO - is characterized as superfluous water that swamps


normally dry land and properties.

3. AÑNIAL - represents periods of under-average sea surface


temperatures across the Equatorial Pacific in the east-central.
4. MRSTO GRSUE- is an abnormal rise in sea level during
tropical cyclones or "bagyo".

_____________________ 5. MROTSREDNUHT – is local storm created by cumulonimbus


clouds and are often accompanied by lightning and thunder, usually with strong wind
gusts, heavy rain and occasionally hail and/or tornado.

____________________ 6. ÑNOELI - refers to the large-scale ocean-atmosphere climate


interaction linked to a regular warming of sea surface temperatures around the
Equatorial Pacific region and east-center.

____________________ 7. AFLSOHFLOD - is often caused by heavy rainfall in a short time


span, typically less than 6 hours.

What is It

HYDROMETEOROLOGICAL HAZARDS

The Philippines being located in the


Southeast Asia is considered very vulnerable
to natural hazards and disasters, which
include typhoons, earthquakes, floods,
volcanic eruptions, landslides, and fires that
affect the country and its inhabitants.

Surrounding the Pacific Ocean basin


is a circular arm of active volcanoes known
as the “Pacific Ring of Fire” in which most
of the volcanoes in the Philippines are part
of. Continental plate activities around this
area result to volcanic eruptions and
tsunamis in the country.
National Disaster Management Plan of 2016 stated that HYDROMETEOROLOGICAL is
a process or phenomenon of atmospheric, hydrological or oceanographic nature that may
cause loss of life, injury or other health impacts, property damage, loss of livelihoods and
services, social and economic disruption, or environmental damage.

Hydrometeorological hazards include:

1. Typhoon
2. Thunderstorm
3. Flood
4. Flashflood
5. Storm Surge
6. El Niño
7. La Niña
Hydrometeorological conditions lead to other hazards such as landslides, fires,
plagues, epidemics and in transport and dispersal of toxic substances and volcanic
eruption material.

Signs of Impending Hydro-meteorological Hazards


A. Tropical cyclone, also called typhoon or hurricane, an intense
circular storm that originates over warm tropical oceans and is characterized
by low atmospheric pressure, high winds, and heavy rain.

Philippine Atmospheric Geophysical and Astronomical Services Administration


(PAGASA) stated that WEATHER FORECAST is a scientific estimate of future weather
condition, wherein a weather condition is a state of the atmosphere at a given time
expressed in terms of the most significant variables. In the Philippines, cloudiness,
rainfall and wind are the weather parameters with significant variation, and therefore of
interest to the forecast users.

How is a Weather Forecast Made?


Weather forecasting is done by a Meteorologist; he/she must know about the
existing weather condition over a large area. The accuracy of forecast decision is based
on forecasting tools known as the Weather Map.

The weather map displays the air pressure, wind, temperature, and humidity distribution
trends at various atmospheric rates. There are two forms, namely the surface map and
the upper-air maps, of the basic weather map. Weather forecasting comprises of 5 steps
as follow:

1st Step: Observation

A meteorologist forecasts weather decision through surface observations at least


every three hours over land and sea, and upper air stations at least every twelve hours.
Meteorological satellites, geostationary and polar orbiting, take pictures of the
cloud imagery of the atmosphere. These satellites take pictures of the cloud formations
of the earth every hour, and continually, respectively.

Weather radars are also used to track the position of the atmosphere within radar
range. A numerical weather prediction is fed to the computer which analyzes data as
programmed and makes a time integration of physical equations.

2nd Step: Collection and Transmission of Weather Data

Collection and Transmission of Weather Data are condensed into coded figures,
symbols and numerals are transmitted via radiophone, teletype, facsimile machine or
telephone to designated collection centers for further transmission to the central
forecasting station. Weather satellite images are transmitted to receiving stations on the
ground while radar measurements are transmitted through a local communication
network to forecast centers.

3rd Step: Plotting of Weather Data

Observations on land and sea are plotted on charts of surface or mean sea level,
which are prepared four times a day. Once the coded messages have been received, they
are decoded, and each set of observations is plotted over the respective areas or regions
in symbols or numbers on weather charts. Observations of radiosonde, theodolite,
aircraft, and satellite wind are plotted on top-level charts that are prepared twice daily.

4th Step: Analysis of Weather Maps, Satellite and Radar Imageries and Other Data

Current weather maps are analyzed through different weather charts namely
SURFACE (MSL) CHART, where data plotted on this weather map are analyzed
isobarically. This means the same atmospheric pressure at different places are inter-
connected with a line taking into consideration the direction of the wind; UPPER AIR
CHARTS, data plotted on this weather map are analyzed using streamline analysis;
NUMERICAL WEATHER PREDICTION MODEL OUTPUT, the computer-plotted weather
maps are analyzed manually so that weather systems like cyclones and anticyclones are
located; and MONITOR WEATHER CHARTS, plotted cross-section data, rainfall charts
and 24 hour pressure change charts are analyzed to determine wind wave movement,
rainfall distribution and atmospheric pressure behavior.

5th Step: Formulation of the Forecast

Upon completion of review of all available meteorological information / data, the


preparation of forecasts follows. The first and one of the preliminary steps is to determine
the position of the various weather systems and the actual weather over a given area as
accurately as the data permits.

Department of Science and Technology, “HOW A WEATHER FORECAST IS MADE”,


December 2014, http://bagong.pagasa.dost.gov.ph/learning-tools/how-weather-forecast-made
B. THUNDERSTORM
This is a powerful, short-lived weather disturbance, almost always associated with
lightning, thunder, dense clouds, heavy rain or hail, and fast, roaring winds.
Thunderstorms occur when layers of dry, moist air rise to cooler regions of the
atmosphere in a broad, rapid updraft.

Thunderstorm forms through 3 stages known as CUMULUS STAGE, MATURE STAGE


and DISSIPATING STAGE.

Cumulus Stage where the sun heats


the Earth's surface during the day and
warms the air around it.

MATURE STAGE
A cumulus cloud becomes very large,
where the water therein becomes large and
heavy, and raindrops begin to fall through the
cloud when the rising air can no longer hold
them up.

DISSIPATING STAGE

After 30 minutes, thunderstorm begins


to dissipate, this occurs when the
downdrafts in the cloud begins to
dominate over the updraft. Since warm
moist air can no longer rise, cloud
droplets can no longer form.
C. FLOOD & FLASHFLOOD
Flood is a high-water stage in which water overflows its natural or artificial banks
onto normally dry land, such as a river inundating its floodplain. The effects of floods on
human well-being range from unqualified blessings to catastrophes.

The Editors of Encyclopaedia Britannica, “FLOOD”, Encyclopædia Britannica, Inc,


Encyclopædia Britannica, April 30, 2020, https://www.britannica.com/science/flood

Here are the main types of floods to look out for:

1. Inland flooding is the technical name for ordinary flooding that occurs in inland
areas, hundreds of miles from the coast.
2. Flash floods are caused by heavy rain or the sudden release of water over
a short period of time. The name "flash" refers to their fast occurrence and
also to their raging torrents of water that move with great speed. Flash
floods are also caused by heavy precipitation in a short period of time,
usually less than 6 hours.
3. River flooding occurs when water levels in rivers, lakes, and streams rise and
overflow onto the surrounding banks, shores, and neighboring land.
4. Coastal flooding is the inundation of land areas along the coast by seawater.
5. Urban flooding occurs when there is a lack of drainage in an urban (city) area.

Means, Tiffany. "The Types of Flood Events and Their Causes." ThoughtCo, Feb. 11, 2020,
thoughtco.com/the-types-of-flood-events-4059251

D. STORM SURGE

Storm surge or "Daluyong ng Bagyo" in the Philippine system where the irregular
sea-level rise during tropical cyclone or "bagyo" occurs. When the tropical cyclone reaches
the coast, powerful winds force the ocean water over the coastal low-lying areas, which
can lead to flooding.
PAGASA takes many technological considerations into account when forecasting the
negative impacts of a storm surge. For storm surge prone communities, the most
important considerations are the strength of the tropical cyclone; the height of the surge,
and the community located in the low-lying area.
The infographic below discusses the STORM SURGE WARNING LEVELS,

PAGASA (2019). Gen11 Storm Surge Warning System. https://media.philstar.com/


photos/2019/06/17/gen11-storm-surge-warning-system_2019-06-17_23-15-
34.jpg. Retrieved June 30, 2020.
E. EL NIÑO & LA NIÑA

EL NIÑO- means The Little Boy, or Christ Child in Spanish. El Niño was originally
recognized by fishermen off the coast of South America in the 1600s, with the appearance
of unusually warm water in the Pacific Ocean. The name was chosen based on the time
of year (around December) during which these warm waters events tended to occur.

The term El Niño refers to the large-scale ocean-atmosphere climate interaction linked to
a periodic warming in sea surface temperatures across the central and east-central
Equatorial Pacific.

LA NIÑA – means The Little Girl in Spanish. La Niña is also sometimes called El
Viejo, anti-El Niño, or simply "a cold event."

La Niña episodes represent periods of below-average sea surface temperatures across the
east-central Equatorial Pacific. Global climate La Niña impacts tend to be opposite those
of El Niño impacts. In the tropics, ocean temperature variations in La Niña also tend to
be opposite those of El Niño.

Moravchik, Bruce, “WHAT ARE EL NIÑO AND LA NIÑA?”, National Oceanic and Atmospheric
AdministrationU.S. Department of Commerce, October 2017,
https://oceanservice.noaa.gov/facts/ninonina.html

El Niño and La Niña: What Are They?


Both El Niño and La Niña are opposite results of ENSO (El Niño Southern Oscillation),
the same phenomenon. They are an oscillation in temperatures between the Eastern
Equatorial Pacific region's atmosphere and ocean, roughly between the International
Dateline and 20 degrees west. Building up between June and December, El Niño is
caused by a change in wind patterns. Here, after Asia's summer monsoons, the Pacific
Trade Winds struggle to replenish. The moist air contributes to an oscillation between
the colder and warmer waters, resulting in warmer than average ocean temperatures.

Mason, Matthew, “EL NIÑO AND LA NIÑA: THEIR IMPACT ON THE ENVIRONMENT”,
Environmental Science, April 2017, https://www.environmentalscience.org/el-nino-la-nina-
impact-environment
El Niño & La Niña Affect Health Conditions

Extreme climatic conditions are characterized by the El Niño phenomenon; high


temperature rises with a little rainfall, and extremely heavy rainfall occurs at the opposite
end. According to the Philippines Department of Health, El Niño effects health such as
diseases related to water scarcity or shortage like diarrhea and skin diseases; Red Tide
Blooms also known as Paralytic shellfish poisoning and disorders associated with high
temperatures: heat cramps, heat exhaustion, exertional heat injury and heat stroke.

Department of Health, “EL NINO PHENOMENON”, Department of Health.gov.ph, February 17, 2015,
https://www.doh.gov.ph/Health-Advisory/El-Nino-phenomenon

La Niña is a weather phenomenon characterized by unusually cold ocean temperature in


the Equatorial Pacific which causes increased numbers of tropical storms in the Pacific
Ocean. According to the Philippines Department of Health, La Niña effects Health through
Disease related to contaminated water due to flooding, such as acute gastroenteritis,
typhoid fever, cholera and hepatitis A; Disease related to wading in floodwaters
contaminated with urine of infected animals, such as leptospirosis; Disease brought by
mosquitoes, such as dengue and malaria; Accidents and injuries such as contusions,
lacerations, fractures, electrocution.

Department of Health, “LA NINA PHENOMENON”, Department of Health.gov.ph, February 17, 2015,
https://www.doh.gov.ph/Health-Advisory/La-Nina-phenomenon
What’s More

Activity 1: Tell me!


Direction: Analyze the picture below and answer the questions that follows.

Maralit, Kristina, “THE WORST FLOOD”, Daily Tribune, June 02,2019,


https://tribune.net.ph/index.php/2019/06/02/the-worst-flood/

Penaredondo, Ernie (2009). FLOODS, photograph. Global Water Partnership – a water


secure world. https://www.flickr.com/photos/globalwaterpartnership
/4682586822/in/photostream/. Licensed under CC BY-NC-SA 2.0. https://
creativecommons.org/licenses/by-nc-sa/2.0/?ref=ccsearch&atype=rich
Guide Questions:

1. What can you say about the picture? Describe it.


_________________________________________________________________________
_________________________________________________________________
2. What situation have you noticed to be disastrous?
_________________________________________________________________________
_________________________________________________________________
3. What hydrometeorological hazard was presented in the picture?
_________________________________________________________________________
_________________________________________________________________________
_____________________________________________________________
4. Based on what you have noticed and analyzed, what can you do to avoid this situation?
_____________________________________________________________________
What I Have Learned

ACTIVITY 1 - DEFINE HYDRO-METEOROLOGICAL HAZARDS

Directions: Fill in the boxes with the correct words/phrases to complete the meaning of
HYDRO-METEOROLOGICAL HAZARDS. Refer to the words and phrases in the box. The
first word has been done for you.

HYDROMETEOROLOGICAL HAZARDS is…

a process phenomenon of

WORD HINT
health impacts

atmospheric

loss of livelihoods and services


hydrological

that may cause

loss of life
injury

property damage
social and economic disruption
oceanographic nature

environmental damage
What I Can Do

Activity 2: Be Prepared
Direction: Create a Be Prepared Brochure about the signs of hydro-meteorological
hazard exposure. Visit a community using google map (you can choose your own
community or barangay). Determine all the elements exposed to hydro-meteorological
hazard in the locality. Use your resources to create a creative brochure. Be creative
and include emergency hotlines as much as possible. You will be graded based on
rubrics given.
The Be Prepared Brochure will be assessed based on the following rubric:

Assessment Criteria Dimensions VS - 5 S-3 NI - 1

1. Quality: Workmanship, Appearance

2. Accuracy: Dimension;(optional) Accurate


function of the elements

3. Objectives: Specific Measurable Attainable

Realistic & Time-bound objectives

4. Speed: Submission on time +1, before the


expected time +2, after the expected time – 2

Rating Scale:

VS – Very Satisfactory = 15 – 11
S – Satisfactory = 10 – 5
NI – Needs Improvement = 6 and below

DepEd PUBLIC TECHNICAL-VOCATIONAL HIGH SCHOOLS, “COMPETENCY BASED-LEARNING


MATERIALS”, Department of Education 2008, First Published JUNE 2008, P.65
Assessment

Read each item carefully and choose the best answer that corresponds to
your answer.

1. Which of the following is an atmospheric, hydrological or oceanographic nature that


may cause loss of life?
a. acid rain
b. geological hazard
c. hydrometeorological hazard
d. storm surge

2. Which of the following Hydro meteorological hazard is characterized by localized storm


cloud that produces lightning and thunder, and often brings heavy rain shower and
strong gusty winds?
a. El Niño
b. La Niña
c. Storm Surge
d. Thunderstorm

3. Which of the following is NOT a type of hydro-meteorological hazards?


a. landslides
b. locust plagues
c. wildland fires
d. all of the above

4. Which of the following hydro meteorological hazards has an overflow of water onto
normally dry land in an existing waterway, such as a river, stream, or drainage ditch?
a. El Niño
b. Flood
c. La Niña
d. Storm Surge

5. Which of the following refers to the large-scale ocean-atmosphere climate interaction


linked to a periodic warming in sea surface temperatures across the central and east-
central Equatorial Pacific?
a. El Niño
b. Flood
c. La Niña
d. Storm Surge
6. Which of the following hydro-meteorological hazards is the abnormal sea level rise
occurring during tropical cyclones or "bagyo" and is caused by the strong winds and low
atmospheric pressures that tropical cyclones produce?
a. El Niño
b. Flood
c. La Niña
d. Storm Surge

7. Which of the following is a violent, short-lived weather disturbance that is almost


always associated with lightning, thunder, dense clouds, heavy rain or hail, and strong,
gusty winds?
a. El Niño
b. Flood
c. La Niña
d. Storm Surge

8. It is the stage wherein the sun heats the Earth's surface during the day. The heat on
the surface and warms the air around it.
a. cumulus stage
b. dissipating stage
c. immature stage
d. mature stage

9. It is the stage when the cumulus cloud becomes very large, the water in it becomes
large and heavy. Raindrops start to fall through the cloud when the rising air can no
longer hold them up.
a. cumulus stage
b. dissipating stage
c. immature stage
d. mature stage

10. It is the stage when the downdrafts in the cloud begins to dominate over the updraft.
Since warm moist air can no longer rise, cloud droplets can no longer form.
a. cumulus stage
b. dissipating stage
c. immature stage
d. mature stage

11. It is a predicting sign of a typhoon where clouds are often seen as fluffy, fair-weather
cotton balls in the sky.
a. cloud color
b. towering clouds
c. arcing shelf clouds
d. cloud location and sun rays
12. It is a predicting sign of a typhoon where at first glance of this scene looks peaceful,
with shafts of sunlight trickling through gaps in the clouds. A large number of smaller
cumulus clouds in the foreground are beginning to build upward and are unusually dark.
a. cloud color
b. towering clouds
c. arcing shelf clouds
d. cloud location and sun rays

13. It is a predicting sign of a typhoon where a rotating wall cloud with a lowered cloud
base is characteristic of a severe thunderstorm (supercell). It’s the most obvious sign of
a severe storm: twisting, rotating, and unusually quick-moving clouds.
a. cloud color
b. towering clouds
c. arcing shelf clouds
d. cloud location and sun rays

14. Which of the following factors contribute to flooding?


a. El Niño
b. cloud movements
c. slow moving thunderstorms
d. rainfall intensity and duration

15. Which of the following hydro meteorological hazards represents periods of below-
average sea surface temperatures across the east-central Equatorial Pacific?
a. El Niño
b. La Niña
c. storm surge
d. thunderstorm
Additional Activities

Instruction:

As a student you should conduct a research for warning systems on your


respective barangays. Describe the warning systems they had and analyze how would it
help the community for public preparedness.

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Activity 2.2
What I Have Learned What's More Jumbled Words
ACTIVITY 1 - DEFINE HYDRO-
METEOROLOGICAL HAZARDS 1.Thousands of Families 1.TYPHOON
HYDROMETEOROLOGICAL Affected When Tropical
Hazards is a process or Storm (Sendong) Hit 2. FLOOD
phenomenon of Philippines
atmospheric,
3. La Nina
hydrological or 2.People are stranded in
4. storm asurge
oceanographic nature the flood during the storm
that may cause hits the Philippines 5.thunderstorm
loss of life,
injury or 3. Flooding and people 6. El Nino
other health impacts,
stranded in the area.
property damage, 7. Flashflood
loss of livelihoods and 4. Be prepared and listen
services,
and follow the given advice
social and economic
disruption, or by the authority.
environmental damage.
What’s New What’s In
Picture Perfect What I
ASSESSME Activity 2
NT HAZARD LETTER CLASSIFICATION Know
1.TYPHOON
1. Drought I GEO
B. C 2. FLOOD 2. Flood D HYDRO
1. C
C. D 3. Tsunami C GEO 2. D
3. STORMSURGE 4. Landslide E GEO 3. D
D. D
E. B 5. Bushfire G HYDRO 4. B
4. EL NIÑO
F. A 6. Earthquake A GEO 5. A
5. 7. Tornado H HYDRO 6. C
G. C
THUNDERSTORM 8. Typhoon B HYDRO 7. D
H. D 9. Volcanic F GEO 8. A
I. A 6. FLASHFLOOD eruption
J. D 9. D
K. B 10. B
L. D 11. D
M. B 12. B
N. D 13. D
O. C 14. C
P. B 15. B
Answer Key
References:
Ochea, Carmela, “DIFFERENT TYPES OF HYDROMETEOROLOGICAL HAZARDS”, Wordpress,
Jan 24, 2018 https://carmelaochea.wordpress .com/2018/01/24/different-types-of-
hydrometeorological-hazards/

Department of Science and Technology, “HOW A WEATHER FORECAST IS MADE”, December


2014, http://bagong.pagasa.dost.gov.ph/learning-tools/how-weather-forecast-made

Department of Health, “EL NINO PHENOMENON”, Department of Health.gov.ph, February 17,


2015, https://www.doh.gov.ph/Health-Advisory/El-Nino-phenomenon

Department of Health, “LA NINA PHENOMENON”, Department of Health.gov.ph, February 17,


2015, https://www.doh.gov.ph/Health-Advisory/La-Nina-phenomenon

Department of Science and Technology, “HOW A WEATHER FORECAST IS MADE”, December


2014, http://bagong.pagasa.dost.gov.ph/learning-tools/how-weather-forecast-made

Flores, Helen, “PAGASA LAUNCHES UPGRADED STORM SURGE WARNING SYSTEM”,


Philippine Star, June 18, 2019 https://www.philstar.
com/headlines/2019/06/18/1927465/pagasa-launches-upgraded-storm-surge-
warning-system

Hatheway, Becca, “THUNDERSTORM FORMATION”, Windows to the Universe, May 27, 2010
https://www.windows2universe.org/earth/Atmosphere/tstorm/t
storm_formation.html

Mason, Matthew, “EL NIÑO AND LA NIÑA: THEIR IMPACT ON THE ENVIRONMENT”,
Enviromental Science, April 2017, https://www.environmentalscience. org/el-nino-
la-nina-impact-environment

Means, Tiffany. "THE TYPES OF FLOOD EVENTS AND THEIR CAUSES." ThoughtCo, Feb. 11,
2020, thoughtco.com/the-types-of-flood-events-4059251

Moravchik, Bruce, “WHAT ARE EL NIÑO AND LA NIÑA?”, National Oceanic and Atmospheric
AdministrationU.S. Department of Commerce, October 2017,
https://oceanservice.noaa.gov/facts/ninonina.html
For inquiries or feedback, please write or call:

Department of Education - Bureau of Learning Resources (DepEd-BLR)

Ground Floor, Bonifacio Bldg., DepEd Complex


Meralco Avenue, Pasig City, Philippines 1600

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

Email Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph

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