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Republic of the Philippines
Department of Education
REGION X – NORTHERN MINDANAO
DIVISION OF BUKIDNON
TALAKAG NATIONAL HIGH SCHOOL
TALAKAG, Bukidnon
Subject: Earth and Life Science
Division Bukidnon
School Talakag National High School Grade Level 11
Teacher Frelvic Jean D.Bontes Learning Area Science
Time & Dates August 11-12, 2025/ 6:30-7:15 am Quarter
1st
I. OBJECTIVES
The learners demonstrate an understanding of:
1. the different hazards caused by geological processes (earthquakes, volcanic
eruptions, and landslides)
A. Content Standards 2. the different hazards caused by hydrometeorological phenomena (tropical
cyclones, monsoons, floods, and tornadoes or ipo-ipo)
3. 3. the different hazards caused by coastal processes (waves, tides, sea-level
changes, crustal movement, and storm surges)
The learners shall be able to:
1. Conduct a survey to assess the possible geologic hazards that your community
may experience. (Note: Select this performance standard if your school is in an
area near faultlines, volcanoes, and steep slopes.)
B. Performance Standards
2. Conduct a survey or design a study to assess the possible hydrometeorological
hazards that your community may experience. (Note: Select this performance
standard if your school is in an area that is frequently hit by tropical cyclones
and is usually flooded.)
C. Learning Competencies/
Objectives (Write the The learners:
code for each LC)
8. give practical ways of coping with hydrometeorological hazards caused by tropical
cyclones, monsoons, floods, or ipo ipo S11/12ES-Ih-37
9. describe how coastal processes result in coastal erosion, submersion, and saltwater
intrusion S11/12ES-Ih-38
10. identify areas in your community prone to coastal erosion, submersion, and saltwater
intrusion S11/12ES-Ii-39
11. give practical ways of coping with coastal erosion, submersion, and saltwater intrusion
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S11/12ES-Ii-40
12. cite ways to prevent or mitigate the impact of land development, waste disposal, and
construction of structures on control coastal processes S11/12ES-Ii-41
Learning Objective: Students will be able to define mitigation and
adaptation strategies for climate change and provide examples of each.
They will also be able to explain the relationship between the two.
III. NATURAL HAZARDS, MITIGATION, AND ADAPTATION
A. Geologic Processes and Hazards
II. CONTENT B. Hydrometeorological Phenomena and Hazards
C. Marine and Coastal Processes and their Effects
D. Mitigation and Adaptation
TOPIC Mitigation and Adaptation
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
Pages
2. Learner’s Material
Science in the modern world earth and life science
Pages
3. Textbook Pages
1. Science and Technology IV: Physics Textbook for Fourth Year. Rabago,
Lilia M., Ph.D., et al. 2001. pp. 290-293. * 2. Science and Technology IV:
4. Additional Materials Physics Textbook.
from LR Portal
Learner’s Expected
IV. PROCEDURES Teacher’s Activity/ies
Response
Elicit (2minutes)
(one student will lead the
A. Reviewing previous Prayer and Greetings prayer)
lesson or presenting the “Let us pray first. Lead us a prayer” “Good morning, ma’am!
new lesson “Good morning, class, “
Checking of attendance The student will say present
The teacher will call the names of the or absent
student
“Who are absent today class?”
“Very Good, everybody is present.
(Students will follow the
Before we start our class for today, kindly arrange instructions properly)
your chairs properly and make sure that your places
are well organized and distraction- free.
Begin by asking students what
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they already know about climate
change. Write their responses on
the board.
Ask: "What are some problems
caused by climate change?" and
"What can we do to address these
problems?" This sets the stage for
introducing mitigation and
adaptation.
Engage (4 minutes)
A. Establishing a Show compelling images or short
purpose for the lesson
videos depicting the effects of
climate change (floods, droughts,
extreme weather).
Lead a brief discussion about the
emotional impact of these images
and the urgency of addressing
B. Presenting examples/
instances of the new climate change. This aims to
lesson
actively involve students
emotionally and intellectually.
C. Discussing new
concepts and Explore (15 minutes)
practicing new skills
The class will do the activity
Divide students into small groups.
Provide each group with a set of
cards or a worksheet listing various
actions related to climate change
(e.g., planting trees, developing
drought-resistant crops, investing
in renewable energy, building
seawalls).
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Ask groups to categorize the
actions into two piles: "Mitigation"
and "Adaptation." Encourage
discussion within groups to justify
their choices.
Explain (4 minutes)
Bring the class back together.
Define "mitigation" (reducing
greenhouse gas emissions to slow
climate change) and "adaptation"
(adjusting to the effects of climate
change that are already happening
D. Developing mastery
or are inevitable).
Go through the actions categorized
by the groups, explaining why each
action falls under mitigation or
adaptation. Clarify any
misconceptions.
Elaborate (20 minutes)
F. Making o Creative Project: Create posters,
generalizations and drawings, or short skits illustrating
abstractions about the
lesson mitigation and adaptation
strategies.
Evaluate (3 minutes) .
E. Evaluating learning
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Assess student understanding
through a short quiz or class
discussion. Questions could
include:
o Define mitigation and
adaptation in your own
words.
o Give three examples of
mitigation strategies and
three examples of
adaptation strategies.
o Explain why both
mitigation and
adaptation are important
in addressing climate
change.
Extend (2 minutes)
Encourage students to think
about how they can personally
contribute to mitigation and
adaptation efforts in their daily
lives.
E. Additional activities for
application or Discuss future actions, such as
remediation
writing letters to elected
officials or participating in
community clean-up events.
This connects learning to real-
world action.
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V. REMARKS
VI.
REFLECTION
A. No. of learners who
earned 80% on the
formative
assessment
B. No. of learners who
require additional
activities for
remediation
C. Did the remedial
lessons work? No. of
learners who have
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: Checked by
FRELVIC JEAN D. BONTES KAREN P. SALE
Teacher I Master Teacher I
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Approved by:
TEODORO P. CASIANO
Secondary School Principal
