GRADE 1-12 School Buenavista National High Grade Level STEM 11

DAILY School
LESSON LOG Teacher Chito Jose J. Antepuesto Jr. Learning Area Disaster Readiness
& Risk Reduction
Teaching Date June 2, 2023 Quarter 4th Quarter
Teaching Time 6:00-6:50 am
TEACHING PEDAGOGY

I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of Potential hydrometeorological
hazards:
1. Typhoon
2. Thunderstorm
3. Flashflood
4. Flood
5. Storm surge
6. El Niño
7. La Niña
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
hydrometeorological hazards.
C. Learning Competencies/  Apply appropriate measures/interventions before, during, and after
(MELCS) hydrometeorological hazards (DRR11/12-IIc-d-34)
 Interpret different hydrometeorological hazard maps (DRR11/12-IIc-d-
35)
D. Learning Objectives At the end of the lesson, at least 85% of the students should be able to:
a. Discuss the appropriate measures/interventions before, during, and after
hydrometeorological hazards.
b. Interpret the different hydrometeorological hazard maps in the
Philippines.
c. Value the importance of preparedness and mitigation before, during, and
after hydrometeorological hazards in one’s life.

[Link] Hydrometeorological Hazards

(Preparedness and Mitigation)

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide Pages Disaster Readiness and Risk Reduction CG
Disaster Readiness and Risk Reduction TG
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR)
Portal
B. Other Learning Resources [Link]
179090107

[Link]
Teacher’s Activity Materials
A. Reviewing Previous Lesson Activity 1. Review the previous lesson using FORTUNE Powerpoint
or Presenting the New WHEEL ACTIVITY. There will be a set of questions to be Presentation
Lesson answered by the learners. (https://
[Link]
GUIDE QUESTIONS: [Link]/4)
ELICIT 1. What is the process or phenomenon of atmospheric,
hydrological or oceanographic nature that may cause
loss of life, injury or other health impacts?
2. What are the three ingredients to make weather?
3. What is a rapid rotating storm originating over
tropical oceans from where it draws the energy to
develop.
 4. Where does tropical cyclone form?

B. Establishing a Purpose for Powerpoint

the Lesson Activity 2. Identify the Hydro-meteorological Hazard in the Presentation
given videos/pictures. (With twist, instead of just saying the
ENGAGE answer, the learners will use their body to spell-out the
answer)

1. 2.
5.

3. 4.

C. Presenting
Examples/Instances of the HYDROMETEOROLOGICAL HAZARDS
Lesson The Philippines being located in the Southeast Asia is
considered very vulnerable to natural hazards and disasters,
which include typhoons, earthquakes, floods, volcanic
EXPLAIN eruptions, landslides, and fires that affect the country and its
inhabitants.

 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

GUIDE QUESTIONS
 What appropriate measures/interventions before,
during, and after hydrometeorological hazards?
 How can we lessen or prevent these kinds of hazards?

D. Discussing New Concepts GROUP ACTIVITY.

and Practicing New Skills # 1. Divide the class into four, each group will make
appropriate measures/interventions before, during, and after
hydrometeorological hazards using the following media.
 Group I-Tropical Cyclone (Radio Broadcasting)
ENGAGE  Group II- Thunderstorms (TV Newscasting)
 Group III- Flood (TV Advertising)
 Group IV- Storm Surge (Video Interview)

2. Each group will write what are the things to do before,

during, and after hydrometeorological hazards using this
table.
HYDROMETEOROLOGICAL HAZARDS
(_____________)
 Preparedness Response Rehabilitation
(What to do (What to do (What to do
Before) During) After)

3. Discussing New Concepts HAZARD MAPS

and Practicing New Skills  highlights areas that are affected and/or vulnerable to a
#2 particular hazard and help prevent serious damage and
deaths.
Activity 3. Direction. Interpret the different
EXPLAIN hydrometeorological hazard maps in the Philippines.
1. 2.

4. Developing Mastery (Leads Activity 4. Direction: Analyze the picture below and answer
to Formative Assessment 3) the following
questions.
+

ELABORATE

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?
5. How are you going to apply the appropriate
precautionary measures to this kind of hazard?

5. Finding Practical Activity 5. Compare the following pictures and answer the
Applications of Concepts questions below.
and Skills in Daily Living

EXPLAIN

Guide Questions.
1. What is the difference between the two families?
2. Which family will cope up with disaster? Why?
3. What is the importance of being prepared to
different kind of disaster?

6. Making Generalizations At the end of the presentations, help the learners generalize
and Abstractions about the about the things to do before, during and after
Lesson hydrometeorological hazards. Ask learners to sum up the
lesson using:

ENGAGE 3-2-1
Three Things I Learned
 Two Things I want to Learn More About

One Question I Still Have

7. Evaluating Learning ASSESSMENT.

Direction. Read each item carefully and choose the best
answer that corresponds to your answer.
EVALUATE 1. Which of the following is not true in typhoon mitigation?
a. Stay at home or in a safe place.
b. Secure your important belongings on high ground.
c. Keep yourself updated on the latest weather news.
d. Evacuate immediately and leave your house.
2. What should you do if there is a flash flood in your
area?
a. Be prepared to evacuate and do so immediately if
necessary.
b. walk or drive through any floodwaters.
c. move valuable possessions to upper floors or safe
ground.
d. Assemble a disaster supply kit.
3. During a thunderstorm, what are the best things to do?
I. Stay indoors and remain calm.
II. Run outside and stay low.
[Link] off and unplug all electrical and electronic
devices.
a. I b. II c. I & II d. III & I
4. What should you do after a storm surge?
a. Stay away from flood water, it is possible to
contract diseases.
b. Check surrounding for electrical damages.
c. Clean all mud and debris.
d. All of these
5. How do you prepare when there is upcoming El Niño?
a. Do not stress yourself in this matter.
b. Go on a vacation to avoid El Niño
c. Listen and monitor PAGASA forecast about El
Niño
d. Buy more foods for your family.
6-10. Using the map below, answer the following questions.

6. In what area have the higher

percentage of typhoon
incidence?
a. Mindoro c. Cebu
b. Palawan d. Batanes
7. What region have the medium
incidence of typhoon?
a. ARMM c. Region I
b. Region IVB d. Region III
8. Based on the map, is Mindanao
doesn’t hit by typhoon?
a. Yes b. No c. Maybe d. None of these
9. How can we compare Palawan to Metro Manila based
on the typhoon incidence map?
a. Palawan have a very high typhoon incidence while
Metro Manila have low typhoon incidence.
b. Palawan have a high typhoon incidence while
Metro Manila have low typhoon incidence.
c. Palawan and Metro Manila have a very high
typhoon incidence.
d. Palawan have a low to medium typhoon incidence
while Metro Manila have high typhoon incidence.

10. How can you describe Philippines based on the map?

a. Philippines is not prone to typhoon.
 b. Philippines has the same typhoon incidence.
c. Only one area in the Philippines have very high
typhoon incidence.
d. Philippines is prone to typhoon, and it have
different percentage of typhoon incidence all
throughout the country.

Answer key:
1. D 6. D
2. A 7. B
3. C 8. B
4. D 9. D
5. C 10. D

8. Additional Activities for Direction. Create an IEC Materials Direction. Create an

Application or Remediation INFORMATION, EDUCATION & COMMUNICATION
leaflets about the hydro-meteorological hazard. Determine all
the information for hydro-meteorological hazard. Use your
resources to create a creative leaflet. Be creative and include
emergency hotlines as much as possible.
You will be graded based on rubrics given. The IEC Materials
will be assessed based on the following rubric:
EXTEND
Prepared by:

CHITO JOSE J. ANTEPUESTO JR.

Subject Teacher

Checked by: Checked by: Noted by:

ARVIN F. SADIWA JOSIAS T. SALVACION THELMA M. SALVACION

SHS Coordinator Master Teacher I Principal I
 ____ Lesson carried. Move on to the next objective. ____ Lesson not carried.

REMARKS

____ Students did not find difficulties in answering the lesson.

____Students found difficulties in answering the lesson.
____Students did not enjoy the lesson because of lack knowledge, skills, and interest about the
lesson.
REFLECTION ____Students were interested on the lesson, despite of some difficulties encountered in
answering the questions asked by the teacher.
____Students mastered the lesson despite of limited resources used by the teacher.
____Majority of the students finished their work on time.
____Some students did not finish their work on time due to unnecessary behavior.
A. No. of learners who earned 80% on the formative assessment ____ out of ____ Grade 11 –earned 75% above
____ out of ____ Grade 11 –require additional activities
B. No. of learners who require additional activities for remediation.
for remediation.
A. Did the remedial lessons work? ____ Yes ____ No
No. of learners who have caught up with the lesson. ____ out of ____ Grade 11 –earned 75% above
____ out of ____ Grade 11–continue to require
D. No. of learners who continue to require remediation.
remediation
Strategies used that work well:
___ Metacognitive Development: Self – assessments, note taking and
studying techniques, and vocabulary assignments.
___ Bridging: Think-pair-share, quick-writes, and anticipatory charts
___ Schema-Building: Compare and contrast, jigsaw learning, peer
teaching, and projects.
___ Contextualization: Demonstrations, media, manipulative, repetition,
and local opportunities.
___ Text Representation: Student created drawings, videos and games.
Other Techniques and Strategies used:
E. Which of my teaching strategies worked well? ___ Explicit Learning ___ Group Collaboration
Why did this work? ___ Gamification/Learning through play ___ Answering preliminary
activities
___ Rereading of Paragraphs ___ Differentiated Instruction
___ Role Playing/Drama ___ Discovery Method
___ Lecture Method Others (specify):
__________________
Why?
___ Complete LMs ____ Availability of materials
___ Students’ eagerness to learn
___ Group member’s collaboration/cooperation in doing their tasks
___ Audio Visual Presentation of the lesson
___ Bullying among students ___ Students’ behaviour/attitude
F. What difficulties did I encounter which my ___ Colorful LMs ___ Unavailable Technology
principal or supervisor can help me solve? Equipment
___ Science/Computer/Internet Lab ____ Additional clerical works
Planned Innovations:
___ Contextualized/Localized and Indigenize4d IM’s
G. What innovation or localized materials did I
___ Localized Videos
use/discover which I wish to share with other
___ Making module from views of the locality
teachers?
___ Recycling of materials to be used as Instructional Materials
___ Local poetical composition