I. Objectives: NATURAL HAZARDS, MITIGATION, AND ADAPTATION: Hydro-Meteorological Phenomena and Hazards

Republic of the Philippines
DEPARTMENT OF EDUCATION
Region V
Division of Masbate
TERESITA C. YOUNG MEMORIAL HIGH SCHOOL
Sawang, Aroroy, Masbate
School TERESITA C. YOUNG MEMORIAL HIGH SCHOOL Grade Level Grade 11

Teacher ROSE ANNE S. DONGON Learning Area Earth and Life Science
Date and Time November 21, 2018 Quarter 3rd quarter
8:30 – 9:30 AM
I. OBJECTIVES
A. Content Standards
The learners demonstrate an understanding of the Hydro-meteorological Phenomena and Hazards.
B. Performance Standards The learners shall assess the possible hydro-meteorological
hazards that your community may experience.
C. Learning Competencies/Objectives At the end of the session, at least 80 % of the learners are expected to:
1. describe the various hazards that may happen in the wake of
tropical cyclones, monsoons, floods, or ipo-ipo. (S11/12ES-Ig-35)
II. CONTENT NATURAL HAZARDS,MITIGATION, AND ADAPTATION: Hydro-meteorological Phenomena and Hazards
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials pages
3. Text book pages
4. Additional Materials from Learning Resources Curriculum Guide of Earth and Life Science for SHS: page 4
B. Other Learning Resources https://www.youtube.com/watch/SendongTyphooninCagayandeOroCity
http://www.powershow.com/view4/56725e-ZGI5Y/Hydrometeorological_Hazards_powerpoint_ppt_presentation
http://www.preventionweb.net/english/professional/terminology/v.php?id=490
https://en.wikipedia.org/wiki/Hydrometeorology
https://prezi.com/qtouvxj951ov/common-hydrometeorological-phenomena/
IV. PROCEDURES
A. Before the Lesson
1. Elicit Show some pictures related to the lesson and ask students to describe what the picture shows.
Region V
Division of Masbate
2. Engage Show a video clip about Typhoon Sendong that hit Region 10 specifically in Iligan City and Cagayan de Oro City.
Ask the learners the following questions: ICT INTEGRATION
1. How do you feel after watching the video clip?
2. Have you experienced a phenomenon like what the video showed?
3. Supposing you will experience these phenomena, what will you do?
Region V
Division of Masbate
Hydrometeorological Sawang, Aroroy, Masbate
Your actual Various Hazards
B. Lesson Proper Phenomena experiences on the Group the students into 4 groups and let them
1. Explore following calamities RESEARCHERS GROUP
Tropical Cyclones (Typhoon) ( RESEARCH/ENGLISH INTEGRATION)
a. Discuss about your actual experiences
Monsoons (Amihan/Habagat) either on the following calamities: cyclones,
monsoons, floods and tornadoes
Floods
b. Describe and write the various hazards
Tornadoes/Ipo-ipo/ Buhawi that may happen in the wake of tropical
cyclones, monsoons, floods, or ipo-ipo.
ACTOR GROUP (ARTS INTEGRATION)

a. Show an act to your actual experiences either on the following calamities: cyclones, monsoons, floods and tornadoes
b. Describe and write the various hazards that may happen in the wake of tropical cyclones, monsoons, floods, or ipo-ipo.
ARTIST GROUP (ARTS INTEGRATION)

In 1/2 cartolina, draw a poster showing the effect of tropical cyclones, monsoons, floods, or ipo-ipo to the community and
lives,
SINGER GROUP ( MUSIC/ENGLISH?FILIPINO INTEGRATION)

Compose a song that show the effect of tropical cyclones, monsoons, floods, or ipo-ipo. You can adapt a tone of a modern
song.
Give atleast 10 lines.
Region V
Division of Masbate
2. Explain The Leader of each group will share a summary of their discussion.
Region V
Division of Masbate
Region V
Division of Masbate
C. After the Lesson Show a Power point presentation On the various hazards that may happen in the wake of tropical cyclones, monsoons, floods, or
1. Elaborate
ipo-ipo.
2. Evaluate Identification: Identify the word that to complete a statement. Write your answer in a ¼ sheet of paper.
______________1. usually characterized by inward spiraling winds that rotate counterclockwise in the Northern
Hemisphere .
______________2. is the term for the wind that carries heavy rains to southern Asia, and the rains themselves, the real
thing only occurs in Asia.
______________3. is an overflow of water that submerges land which is usually dry.
______________4. a violent windstorm of limited extent characterised by an inward spiral motion
______________5. Derived from mauism, the Arabic word for season.
Answers:
1. tropical cyclones
2. typhoon/ bagyo
3. flood
4. tornado
5. monsoon
3. Extend  Using a using hazard maps, identify areas in the Philippines prone to hazards brought about by tropical cyclones,
monsoons, floods, or ipo-ipo. You can browse to the internet. Write your answers in a ¼ sheet of paper.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on the
formative assessment
Region V
Division of Masbate
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 Using ICT in teaching creates motivation to the students.
use/discover which I wish to share with other
teachers?
Prepared by:
Prepared by:
ROSE ANNE S. DONGON

Teacher III
NOTED:
Region V
Division of Masbate
ESTER R. SANTILLAN
Principal I

Teacher ROSE ANNE S. DONGON Learning Area Physical Science
Date and Time January 24, 2018 Quarter
7:30 – 8:30 AM
I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of:
1. The formation of the elements during the Big Bang and during stellar
evolution
2. The distribution of the chemical elements and the isotopes in the universe
B. Performance Standards The learners shall be able to effectively present or discuss the aspects of a
scientific theory in light of its evidence.
C. Learning Competencies/Objectives The learners give evidence for and explain the formation of the light elements
in the Big Bang theory (S11/12PS-IIIa-1)
Speci4ic&Learning&Outcomes&
The learners should be able to
1. Briefly discuss the cosmology of the Big Bang model
2. Provide an overview of the proof for the Big Bang model
3. Write reactions involving the nucleosynthesis of the first elements
Region V
Division of Masbate
II. CONTENT
A. References
3. Text book pages
4. Additional Materials from Learning Resources
B. Other Learning Resources 1) Contemporary Physics Education Project (CPEP). (2003
November). Chapter 10: Origin of the elements. Retrieved
September 16, 2015 from http://www2.lbl.gov/abc/wallchart/
teachersguide/pdf/Chap10.pdf
IV. PROCEDURES
A. Before the Lesson Introduce the learning objective below using any of the suggested protocols (Verbatim, Own
1. Elicit Words, Read-aloud):
a. I can give evidence for and explain the formation of the light elements in the Big Bang
theory.
2. Engage Briefly define cosmology as the study of how the universe began, how it continues to exist, and
how it will end. Offer examples of cosmologies from different religions and cultures based on their
beliefs. You may ask for examples from the class.
Challenge the class: Do you think there is proof that any of these stories or cosmologies are true?
Ask why different cultures have the need to explain where they came from and how the world was
created.
B. Lesson Proper Conduct a group activity that attempts to model cosmic inflation.
1. Explore Have learners provide the following:
 Balloons
 Balloon pump (optional)
 Small stickers (any design)
Region V
Division of Masbate
Instructions:
a. Stick small stickers randomly on the surface of the uninflated balloon.
b. Quickly inflate the balloon with a pump or your breath. Observe the stickers.
c. Answer the following questions:
 Why do the stickers appear to be moving away from each other?
 Are the stickers moving across the balloon?
 Do the stickers themselves grow in size?
 How is your model similar to reality and how is your model different?
 What are some of the advantages and disadvantage of using your model to study the Big Bang Theory?
2. Explain The Leader of the group will summary the answer of the following question
C. After the Lesson Show a Power point presentation on atomic structure. (SHOW ATTACHMENT)
1. Elaborate
Region V
Division of Masbate
2. Evaluate ARTIST GROUP (ARTS INTEGRATION)
Using a recyclable material make a model of atom base on the four model of atom.
RESEARCHERS GROUP ( HISTORY/ENGLISH INTEGRATION)

Make a timeline on the development of atom.
Region V
Division of Masbate
Act as an TV REPORTER that give info about the BIG Bang THEORY

Compose a song that gives shows the timeline of the development of the Universe
3. Extend Research the Steady State Theory, which is

the alternate scientific cosmological theory proposed at the time. In their output, they must:
a. Present the features of the Steady State Theory
b. Compare and contrast Steady State Theory to the Big Bang
c. Discuss the evidence that led to the Steady State Theory being discarded
Region V
Division of Masbate
V. REMARKS
VI. REFLECTION
for remediation

remediation
Why did these work?
G. What innovation or localized materials did I
teachers?
Prepared by:
ROSE ANNE S. DONGON

Teacher III
Region V
Division of Masbate
NOTED:
ESTER R. SANTILLAN
Principal

Teacher ROSE ANNE S. DONGON Learning Area PHYSICAL Science
Date and Time DECEMBER 10, 2019 Quarter
8:30 – 9:30 AM
I. OBJECTIVES
A. Content Standards
How the Concept of the atom evolved from Ancient Greek to the present
B. Performance Standards Make a Creative representation of the historical development of the atoms or the chemical element in a timeline
C. Learning Competencies/Objectives 1. Point out the main ideas in the discovery of the structure of the atom and the sub atomic particle
2. Cite the contribution of J.J, Thomson,, Ernest Rutherford, Henry Moseley, and Neils Bohr to the understanding of
the structure of the atom
3. Describe the nuclear model of the atom and the location of its major components
Region V
Division of Masbate
Speci4ic&Learning&Outcomes&
At the end of the lesson, the learners shall be able to:
1. Discuss key developments in the concept of the atomic structure
2. Give brief explanations of each of the models of atomic structure
II. CONTENT How the idea of the atom, along with the idea of the elements evolved
A. References
3. Text book pages
4. Additional Materials from Learning Resources
B. Other Learning Resources https://www.google.com/search?biw=670&bih=598&tbm=isch&sa=1&ei=-
e2rXJq_LoOPr7wPp62E8Ao&q=four+pics+one+word+negative&oq=four+pics+one+word+negative&gs
IV. PROCEDURES
A. Before the Lesson Introduce the following learning objectives using any of the suggested protocols (Verbatim,
1. Elicit Own Words, Read-aloud)
a. I can point out the main ideas in the discovery of the structure of the atom and its
subatomic particles.
b.I can describe the nuclear model of the atom and the location of its major components
(protons, neutrons, and electrons).
2. Engage Begin with a 4 Pictures, 1 Word type game that will introduce the subject to be discussed. See
the image to the right.
Region V
Division of Masbate
FIG. 1 ATOM
FIG. 2 POSITIVE
FIG 3: NEGATIVE
1. What is the importance of atom in our environment?
2. Any idea, On how does scientist discover the presence on this tiny particle?
B. Lesson Proper Group the students into 4 groups: (5minutes) ARTS INTEEGRATION
1. Explore
Materials:
Glue
Plastic wrapper
Scissor
Bond paper.
Construct their own view of the structure of the atom.
2. Explain Present their output in class

Region V
Division of Masbate
Expert -10pts
Competent -8pts
Novice-5pts
Needs Development – 3 pts
C. After the Lesson Show a Power point presentation on atomic structure. (SHOW ATTACHMENT)
1. Elaborate
2. Evaluate
RESEARCHERS GROUP ( HISTORY/ENGLISH INTEGRATION)
Make a timeline on the development of atom.

Region V
Division of Masbate
Make a simple short film on the discovery of electron and the Nuclear model of the atom
ARTIST GROUP (ARTS INTEGRATION)

Using a recyclable material make a model of atom base on the four model of atom.

Compose a song that show the importance of atom.
Region V
Division of Masbate
Region V
Division of Masbate
3. Extend Relate the concept of positive and negative with Chinese belief of Yin and Yang. How do these affect our body stability
and natural balance?
V. REMARKS
VI. REFLECTION
for remediation

remediation
Why did these work?
G. What innovation or localized materials did I Using recyclable material for the activity.
teachers?

I. Objectives: NATURAL HAZARDS, MITIGATION, AND ADAPTATION: Hydro-Meteorological Phenomena and Hazards

Caricato da

Informazioni sul documento

Titolo originale

Copyright

Formati disponibili

Condividi questo documento

Condividi o incorpora il documento

Opzioni di condivisione

Hai trovato utile questo documento?

Questo contenuto è inappropriato?

Copyright:

Formati disponibili

I. Objectives: NATURAL HAZARDS, MITIGATION, AND ADAPTATION: Hydro-Meteorological Phenomena and Hazards

Caricato da

Copyright:

Formati disponibili

Republic of the Philippines

School TERESITA C. YOUNG MEMORIAL HIGH SCHOOL Grade Level Grade 11

ACTOR GROUP (ARTS INTEGRATION)

ARTIST GROUP (ARTS INTEGRATION)

SINGER GROUP ( MUSIC/ENGLISH?FILIPINO INTEGRATION)

D. No. of learners who continue to require

ROSE ANNE S. DONGON

School TERESITA C. YOUNG MEMORIAL HIGH SCHOOL Grade Level Grade 11

RESEARCHERS GROUP ( HISTORY/ENGLISH INTEGRATION)

SINGER GROUP ( MUSIC/ENGLISH?FILIPINO INTEGRATION)

3. Extend Research the Steady State Theory, which is

D. No. of learners who continue to require

ROSE ANNE S. DONGON

School TERESITA C. YOUNG MEMORIAL HIGH SCHOOL Grade Level Grade 11

Construct their own view of the structure of the atom.

2. Explain Present their output in class

ACTOR GROUP (ARTS INTEGRATION)

ARTIST GROUP (ARTS INTEGRATION)

SINGER GROUP ( MUSIC/ENGLISH?FILIPINO INTEGRATION)

D. No. of learners who continue to require

Potrebbero piacerti anche