School Gatbo National High School Grade Level Grade 12 Charity
DLP Teacher Michael E. Deniega Learning Area DRRR
Teaching Date &
FEBRUARY 06, 2019 03:00 – 04:00 pm Quarter
4th Quarter/2nd
Time Semester
I. OBJECTIVES
The learners demonstrate understanding of Potential
Hydrometeorological Hazards:
A. Content Standards
1. Thunderstorm
2. Flashflood
3. Flood
B. Performance Standards The learners develop a family emergency preparedness plan to
guide them on what to do before, during, and after the occurrence
of events that cause geological hazards.
The learners distinguish and differentiate among and between
C. Learning Competencies/Objectives (Write the LC Code
different hydrometeorological hazards; DRR11/12-IIa-b-32
for each)
Recognize signs of impending hydrometeorological hazards;
DRR11/12-IIa-b-33
II. CONTENT
Hydrometeorological hazards
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
Disaster Readiness and Risk Reduction Readiness Reader;
Department of Education/ pages 129-131
Earth System Utah Science Standards (CK-12 Foundation 2018)/
pages 107-111
4. Additional Materials from Learning Resources (LR)
portal Computer(laptop)
Manila Paper
Pentelpen
Colored papers
Pictures
B. Other learning resources
Internet sources @
https://www.yourdictionary.com/thunderstorm
https://www.nyu.edu/classes/tucker/-thunderstorm-hazards
IV. PROCEDURES
Teacher’s Activity Students’ Activity
ELICIT
Good Morning Class. Good Morning Sir.
Let us pray. (The students will pray.)
Before you sit down, please pick up the pieces of paper under (The students will follow.)
your chairs.
Who’s absent today? (The students will respond.)
Before we start, let’s have a brief recall about your previous
lesson.
So what was your lesson last time? Tropical Cyclone/Typhoon
What is a Tropical Cyclone or a Typhoon? A Tropical Cyclone or a typhoon is an intense low pressure
system with minimum sustained winds of 35 kph blowing in a
counterclockwise direction towards the center called the “eye”. It
is generally a large circular system in which the atmospheric
pressure decreases from the outer periphery towards the center.
And where would you go if you are looking for the calmest place It’s the “eye” of the typhoon, because there are no clouds about
during the typhoon and why? above it and so there is no rain. It is also the area where wind is
the lightest, almost just like the wind in a dry fair day.
Thank you for keeping those things in your mind.
Today, we are going to venture some more on the mysteries on
how weather occurs. Understanding this will give us a hint to why
sudden changes in weather happen.
ENGAGE
Sometimes, weather changes drastically.
Have you experienced going out on a fair sunny day going
somewhere and then suddenly you were caught by a heavy rain
on your way to your supposedly happy trip?
Do you wonder why you feel so sticky at midafternoons when the
sun is high, and then suddenly you see a dark rain cloud
hovering above?
In order to understand these things, lets watch this short video (The students will watch the video while jutting down notes for
clip. later discussion)
S
EXPLORE
What was the short video all about? The video showed how weather could change so suddenly in a
day.
What did you notice? Thunderstorms may cause a lot of damage depending on the
hazard that it brings.
For a detailed explanation on how those things were made to
happen, let’s discover more about these very familiar weather
phenomenon: Thunderstorms, Flashfloods, and Floods.
EXPLAIN
(Discussion of the observed happenings on the video) (Discussion of the observed happenings on the video)
Thunderstorm is a localized (small-scale) storm associated with
towering dark cumulonimbus clouds which often brings heavy
rainfall, hail, severe gusty winds, and frequent lightning and
thunder.
What are the hazards associated with thunderstorms? Based on our observation, thunderstorms can be fatal when in
contact with humans. Aside from that, It electrocutes anything it
a) Tornado/Waterspout strikes on. It leaves anything burnt right after it hit.
It is a violent whirlwind and associated with a cloud column or
funnel-shaped cloud extending downwards from the base of
cumulonimbus but not necessarily reaching the ground. The
diameter can vary from a few meters to some hundreds of meters.
Students give additional information about tornadoes and
waterspouts and respond each time the teacher asks a question.
b.) Heavy Rainfall
Excessive rains can produce flashfloods/floods which can change
small creeks into raging floodwaters, sweeping over structures
along its path.
Students give additional information about Heavy rains and its
effects on the lives of mankind and respond each time the teacher
asks a question.
c.) Hail
Hailstones are large pieces of ice that form within, and falling from
a cumulonimbus cloud.
Students give additional information about places where hails can
possibly fall. They might guess that Baguio is one place in the
Philippines where hails can occur and cause damage. They
respond each time the teacher asks a question.
d.) Lightning
Lightning is a massive electrical discharge between a cloud and
another or between the cloud and the ground.
Students give additional information about their experiences with
lightning and their observed effects of this phenomenon on things
that were unfortunately stricken. They respond each time the
teacher asks a question.
Yes, they might, some people may see it negatively, but death
Despite having all these troubles caused by these natural counts during these unfortunate disasters decreases the human
disasters, do you think they may also bring good effects? population, therefore also decreasing the organisms that relies on
the earth’s natural resources. In my stand, it helps somewhat in
regulating global population.
These weather disturbances, even though destructive, also clean
up the pollutants in the air which cause diseases and may affect
us all.
Flashfloods/Floods and Riverine Floods
Continuous heavy rainfall can produce severe flooding and may
cause damage to agriculture, infrastructures and community
lifelines. Groundwater may be contaminated by floodwaters and
may lead to the outbreak and spread of diseases.
Floods bring so many diseases. It carries the urines of several
What known diseases are brought by floods? Did you experience animals which can be fatal when in contact with wounds of
having them? humans. E coli which are bacteria from animal and human waste
can also contaminate the ground waters leading to diseases known
as diarrhea causing a lot of stomach ache.
ELABORATE
Students may raise questions for further understanding and
The Teacher will be giving students their time to elicit questions clarification about thunderstorm, Flashfloods and floods.
for more information. The student may also add details about the
topic.
EVALUATE
Complete the Hydrometeorological Hazards Table by supplying it
with information about the different weather disturbances’ good
and hazardous effects, and their predictabilities to help warn the
people of their possible effects.
Tropical Storm Thunder Flash Flood
Cyclone Surges Storms Flood
Students will prepare and accomplish the activity/evaluation in a
Predictability 1 long size bond paper. They will be doing this for 10 minutes.
Hazardous
Effects
Good
Effects
EXTEND
Now that you’re all finished, I will group the class into 4. Each
group will develop a precautionary Slogan which will raise The four groups will form a round table to discuss what to be done
awareness about the trouble that all these weather disturbances to create a meaningful slogan in line with the theme: “Disaster
may bring to many people. Right when you get home, the leader Readiness Saves Lives and Livelihood.”
will post the slogan on facebook tagging all of his groupmates.
Make sure that the post is in public so that many people could
see it.
The theme of the slogan shall be;
“Disaster Readiness Saves Lives and Livelihood”
Criteria for judging:
Originality---------------------------20%
Relatedness to the theme---------30%
Informative Stand------------------50%
100%
V. REMARKS
VI. REFLECTION
No. of learners who earned 80% in the evaluation
No. of learners who require additional activities for remediation
who scored below 80%
Did the remedial lessons work? No. of learners who have caught
up with the lesson
No. of learners who continue to require remediation
Which of my teaching strategies worked well? Why did these
work?
What difficulties did I encounter which my principal or supervisor
can help me solve?
What innovation or localized materials did I use/discover which I
wish to share with other teachers?
Prepared by:
MICHAEL E. DENIEGA
DRRR Subject Teacher
Noted by:
LOURDES C. EGAY
School Principal I
