TOPIC/LESSON Hydrometeorological Hazards

CONTENT STANDARDS The learners demonstrate understanding of potential hydrometeorological hazards:

1. Typhoon
2. Thunderstorm
3. Flashflood
4. Flood
5. Stormsurge
6. El Niňo
7. La Niňa
PERFORMANCE STANDARDS 1. 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 meteorological hazards.

2. The learners develop proficiency in executing emergency response plans through safety drills.
LEARNING COMPETENCIES 1. Distinguish and differentiate among and between different hydrometeorological hazards;
2. Recognize signs of impending hydrometeorological hazards;
3. Apply appropriate measures/interventions before, during, and after;
4. Interpret different hydrometeorological hazard maps; and
5. Use available tools for monitoring hydrometeorological hazards.
SPECIFIC LEARNING At the end of the lesson, the learners will be able to:
OUTCOMES 1. Compare the different hydrometeorological hazards
TIME ALLOTMENT 180 minutes
LESSON OUTLINE
1. Introduction Presentation of objectives and terminologies, materials needed about the community-based disaster risk
reduction and management.
2. Motivation Video analysis; map puzzle; 4 pics 1 word (app); picture analysis
3. Instruction/Delivery Groupings; brainstorming; resource persons (symposium); simulation activity
4. Enhancement/Enrichment Prepare emergency kits; poster-slogan making; interview Barangay officials about their Disaster risk
Reduction Management program; making of pamphlets
5. Evaluation Formative type of assessment (objective questions); reporting; group presentation
MATERIALS Cartolina/Manila paper; pen marker; scotch tape; resource persons; emergency kit; school locator map

RESOURCES Book of Popular Science; Google; Youtube; and Microsoft Encarta Encyclopedia

INTRODUCTION (5 minutes)
Presentation of objectives and
terminologies pertaining to
rocks.
PROCEDURE
MEETING THE LEARNER’S NEEDS
Teaching Tip:
Learning objectives and terminologies are to be presented though a PowerPoint presentation. (Learners
may read the objectives but teacher has the option to do so).

MOTIVATION (3-5 minutes) Teaching Tip:

1. Video analysis pertaining to
common practices for
managing hazards and
disaster.
2. Map puzzle relating to school
locator map.
3. Familiarization of survival
kits/materials.
1. The teacher may present a video relating to common practices for managing hazards and disasters.
After which, guide questions will be posted to facilitate learning.
2. The teacher may prepare ahead of time about school locator puzzle. Students will be the one to
puzzle the school locator map.
3. The teacher may provide a game entitled “4 pics 1 word” (app).

INSTRUCTION DELIVERY
(25 minutes)
ACTIVITY 1. ROLE-PLAYING Teaching Tip:
(Group accdg. to locality) 1. Identify the student’s areas (coastal, mountainous, farm, city/town proper).
Discuss different community-based 2. The teacher may group the students according to their locality.
practices for managing disaster risk 3. They will discuss within their group about their common community-base practices in managing
to specific hazards. disaster risks.
4. Guide questions will be given by the teacher after each role play (reflection).
Process Questions:
1. What do you usually do
when the disaster hits/strikes
within your locality?
2. How effective is/are your
community-based practices
in managing disaster risks?
ACTIVITY 2. We Will Survive! Teaching Tip:
Develop a community preparedness 1. The teacher may group the students into 5-7 members each with a secretary and a reporter.
plan (Mitigation Practices) 3. There will be draw lots pertaining to the different local disasters happening within the community.
4. Each group will make community preparedness plan (before; during; and after) whenever the
Process Questions: disaster strikes.
1. What difficulties you have 5. Each group will be given 25 minutes in their preparation and 5 minutes in their reporting.
encountered in making your
community preparedness
plan?
2. How effective is your
community preparedness
plan in managing disaster?

ACTIVITY 3: Lights, Camera, Teaching Tip:

Action!
Prepare survival kits and materials
for one’s family and for public
information and advocacy.
1. The students are grouped into 5 groups with 5-7 members each (ahead of time)
Group 1 = Typhoon Group 4 = Landslide
Group 2 = Fire Group 5 = Volcanic eruption
Group 3 = Earthquake
2. Each group will bring at least 10 materials/kits needed/suited in the activity.
3. Each group will present a role play (10 minutes).

Process Questions:
1. What are the materials
needed in a given disaster?
2. What considerations do we
need to undertake in bringing
the survival kits/materials?
3. What’s the advantage of
being prepared?
PRACTICE Teaching Tip:
1. The teacher will group the class into 5 with 5-7 members each.
Role playing; Question and 2. The learners will do the collaborative work (mitigation practices plan).
Answer; 3. Each group must have the secretary and reporter.
Brainstorming/Groupings; Re- 4. Learners are expected to make a meaningful role play/re-enactment of events.
enactment 5. Rubrics will be used in scoring the desired outcomes.

ENRICHMENT Teaching Tip:

Research work and assignment will
be given by the teacher pertaining
to the mitigation practices in
managing community-based
disaster risks.
1. Each group must prepare public information and advocacy pamphlet showing community-based
practices in managing disaster risks.
2. Distribute the pamphlets to the family members, friends, and neighbors within your area.

EVALUATION (30 minutes)

Formative assessment will be used

which may include the following:
1. Identification
2. Matching Type
3. Short essay/reaction paper
RUBRICS:

Role Play

Criteria 4 3 2 1

Theme/Concept The theme of the play is The theme of the play is The theme of the play is of The theme of the play is
Relevance highly relevant to the relevant to the assigned little relevance to the not relevant to the assigned
assigned task and shows task and shows originality of assigned task and shows task and shows good
originality of the concepts. the concepts. good concepts. concepts.

Performance All members of the groups
performed very well in
execution of their character.
Props Students use several props
that accurately fit to the play
to make the presentation
better.
Most members of the
groups performed well in
execution of their character.
Students use 1-2 props that
accurately fit to the play to
make the presentation
better.
Some members of the
groups performed well in
execution of their
character.
Students use 1-2 props
that makes the
presentation better.
Very few members of the
groups performed well in
execution of their
character.
The students use no props
at all.

Prepared by:

ESAYA M. PEREZ
TEACHER III
SAMPLE MOTIVATION