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7es New DLL For Observation
7es New DLL For Observation
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 Curriculum Guide of Earth and Life Science for SHS: page 4
Resources
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 previous lesson and ask students to
describe what the picture shows.
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:
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?
B. Lesson Proper Group the students into 5 groups and let them
1. Explore a. Discuss about 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.
Tornadoes/Ipo-ipo/
Buhawi
2. Explain The Leader of each group will share a summary of their discussion.
C. After the Lesson Show a Power point presentation On the various hazards that may
1. Elaborate
happen in the wake of tropical cyclones, monsoons, floods, or 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
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?
Checked By:
I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of:
2. Explain A. End the activity with an oral presentation, in which each group
synthesizes their comments/responses to the input from the
others.
C. After the Lesson Expand the discussion further by including the themes of life and
1. Elaborate how living things interact with each other and with their
environment. Ask examples for each theme. Ask how these
themes are unified or interconnected.
2. Evaluate Self and Peer Assessment
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?
5 4 3 2 1
Content Content is concise Content is accurate Content is accurate Content is Content is
and accurate. All but some required but some required questionable. inaccurate.
required information is missing information is missing Information is not Information is not
information is and/or not presented and/or not presented presented in a presented in a
presented in a in a logical order. Still in a logical order. logical order. logical order.
logical order. generally easy to Difficult to follow. Difficult to follow. Difficult to follow.
follow.
Presentation Presentation flows Presentation flows Presentation flows Presentation is Presentation has
well. Tools are well. Tools are used well. Some tools are unorganized. Tools no flow.
used extensively correctly. used to show are not used in a Insufficient use of
and creatively, for Overall presentation acceptable relevant manner. tools.
maximum effect. is interesting. understanding.
Pictures, Clip Images are Images are Most images are Images are No images. Poor
Art appropriate. appropriate. Layout is appropriate. Layout is inappropriate. layout.
Background Layout is pleasing adequate. cluttered. Layout is messy.
to the eye.
Mechanics No spelling errors. Few spelling errors. Some spelling errors. Some spelling Many spelling and
No grammar Few grammar errors. Some grammar errors. errors. Some or grammar
errors. Text is in Text is in authors’ Text is in authors’ own grammar errors. errors. Text is
authors’ own own words. words. Most of text is in copied.
words. authors’ own
words.
TOPIC: _________________________________________________________________
Checked By:
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 At the end of the session, at least 80 % of the learners are expected to:
Competencies/Objectives 1. give practical ways of coping with hydrometeorological hazards caused by
tropical cyclones, monsoons, floods, or ipo-ipo.
S11/12ES-Ih-37
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 Curriculum Guide of Earth and Life Science for SHS: page 4
Learning Resources
B. Other Learning Resources http://www.deped.gov.ph/sites/default/files/Disaster%20Risk%
20Reduction%20Resource%20Manual.pdf pp. 20-22
https://web.facebook.com/Official.FNPN/videos/760885677272037/
https://link.quipper.com/en/classes/57d83d938db63719f6000169/courses
IV. PROCEDURES
A. Before the Lesson Show some pictures related to the previous lesson and ask students to describe
1. Elicit what the picture shows.
2. Engage Show a video clip “After effects of typhoon Yolanda”
Ask the learners the following questions:
What should you do before, during, and after a hydro-meteorological
hazard?
Do your parents or even you have made a family disaster plan?
B. Lesson Proper The teacher asks the students to go to their respective groups. Each group is
1. Explore assigned for each hydro-meteorological hazard.
Group 1 for tropical cyclone, Group 2 for monsoons, Group 3 for floods, and
Group 4 for ipo-ipo.
Each group will choose a leader. The leaders of each group are then tasked to
get manila paper and pens for their activity from the teacher. The teacher will
then give instructions regarding the activity. Each group is tasked to give at
least 10 practical ways to be written in their respective manila paper to the
hydro-meteorological hazard they are assigned to. A rubric for their group
activity is then read and given to each group.
2. Explain After the students are done with their activity, each group leader will go in front and
put the manila paper of their respective group to share to the class what their
group has come up to.
C. After the Lesson The teacher will give insights to deepen the topic and correct some things that
1. Elaborate need to be addressed.
1. Your place is in PSWS #4. Give one practical way to cope the incoming
typhoon.
2. Alert level 4 is given to Tubod and Kolambugan residents since the water
level of the river has reached 18.4 meters. You are one of the residents
living near the river, give one practical way to cope with the flooding in your
place.
3 – 5. Hydro-meterological hazards are common in our country. Is it really
necessary for a Grade 11 student like you to know the practical ways of
coping these hazards? Why? Why not?
3. Extend In a ½ sheet of paper answer the following questions.
1. Hydro-meteorological hazards can be triggered by human activities. What
human activities can trigger these hazards?
2. Give a definition of the following words:
a. Soil erosion
b. Submersion
c. Saltwater intrusion
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?
KNOWLEDGE BASE
Was proper background information on the topic given? ......................................................
Was enough essential information given to allow the audience to effectively ......................
evaluate the topic?
CRITICL THINKING
Were the main issues in the topic clearly identified? .............................................................
Did the main conclusions of the presentation follow from the material presented? .............
COMMENTS
Checked By:
PRESENTATION SKILLS 1 2 3 4 5
Were the main ideas presented in an orderly and clear manner? ..........................................
Did the presentation fill the time allotted? .............................................................................
KNOWLEDGE BASE
Was proper background information on the topic given? ......................................................
Was enough essential information given to allow the audience to effectively ......................
evaluate the topic?
CRITICL THINKING
Were the main issues in the topic clearly identified? .............................................................
Did the main conclusions of the presentation follow from the material presented? .............
COMMENTS
PRESENTATION SKILLS 1 2 3 4 5
Were the main ideas presented in an orderly and clear manner? ..........................................
Did the presentation fill the time allotted? .............................................................................
KNOWLEDGE BASE
Was proper background information on the topic given? ......................................................
Was enough essential information given to allow the audience to effectively ......................
evaluate the topic?
CRITICL THINKING
Were the main issues in the topic clearly identified? .............................................................
Did the main conclusions of the presentation follow from the material presented? .............
COMMENTS
Heavy rainfall and flood may create pools of standing water. Which of the
following animals may breed on standing water and cause the spread of
diseases?
Which is the most appropriate action when the water level quickly rises in your
house during a heavy rainfall?
Why should you boil the water for drinking after a heavy rainfall or flood?
The map shown here is a composite risk map that considers projected
rainfall change, risk to projected temperature increase, risk to typhoons,
and risk to El Niño-induced drought. The combination of all these
meteorological hazards has recently caused disasters to the islands of
Luzon and Visayas, where most of the risks are concentrated.
The pattern of typhoon tracks has been frequenting the eastern
portion of the country, such that more disaster preparedness efforts are
now centered on Eastern Visayas. These weather disturbances increase the
risks in areas whose topographical features are prone to landslide and
flooding. Sadly, most of the rural areas in the Visayas have been exploited
of their natural resources, the effects of which are characterized by
degradation and instability of land. With this profile, the susceptibility of
these areas to hydrometeorological hazards is high.
PAGASA has installed various weather stations all over the country
to accurately detect, observe, measure, and forecast any of possible
meteorological hazards. It is then important to be aware and be prepared at
the onset of the season for specific hazards so that disasters may be
minimized if not totally prevented.
What is Life Sciences?
Life Sciences is the scientific study of living things from molecular level to the ecosystem level, and involves a
study of the interactions of organic molecules to the interactions of animals and plants with their environment.
The list below contains some of the various branches of Life Sciences.
Agronomist: someone who works to improve the quality and production of crops.
Animal scientist: a researcher in selecting, breeding, feeding and managing of domestic animals, such as
cows, sheep and pigs.
Biochemist: someone who investigates the chemical composition and behaviour of the molecules that
make up living things and uses this knowledge to try understand the causes of diseases and find cures.
Botanist: someone who studies plants and their interaction with the environment.
Developmental biologist: studies the development of an animal from the fertilised egg through to birth.
Ecologist: a person who looks at the relationships between organisms and their environment.
Food Scientist: someone who studies the biological, chemical and physical nature of food to ensure it is
safely produced, preserved and stored, and they also investigate how to make food more nutritious and
flavourful.
Geneticist: a researcher who studies inheritance and conducts experiments to investigate the causes and
possible cures of inherited genetic disorders and how traits are passed on from one generation to the
next.
Horticulturalist: a person who works in orchards and with garden plants and they aim to improve
growing and culturing methods for home owners, communities and public areas.
Marine biologist: a researcher who studies the relationships between plants and animals in the ocean and
how they function and develop. They also investigate ways to minimise human impact on the ocean and
its effects, such as over fishing and pollution.
Medical doctor or nurse: someone who uses the current latest understanding of the causes and
treatments for disease to treat people who are ill or improve a person's well-being.
Medical illustrator: someone who illustrates and draws parts of the human body to be used in textbooks,
publications and presentations.
Microbiologist: a researcher who studies microscopic organisms such as bacteria, viruses, algae and
yeast and investigates how these organisms affect animals and plants.
Nutritionist: someone who gives advice to individuals or groups on good nutritional practices to either
maintain or improve their health and to live a healthy lifestyle.
Palaeontologist: a researcher who studies fossils of plants and animals to trace and reconstruct
evolution, prehistoric environments and past life.
Pharmacologist: a scientist who develops new or improved drugs or medicines and conducts
experiments to test the effects of drugs and any undesirable side effects.
Physiologist: a researcher who studies the internal functions animals and plants during normal and
abnormal conditions.
Science teacher: someone who helps students in different areas of science, whether it is at primary
school, high school or university.
Science writer: someone who writes and reports about scientific issues, new discoveries or researcher, or
health concerns for newspapers, magazines, books, television and radio.
Veterinarian: someone who looks after the health and wellbeing of pets, domestic animals, animals in
game parks and zoos.
Zoologist: a researcher who studies the behaviour, interactions, origins and life processes of different
animal groups
Living Sunlight
Student Activity Sheet
Materials
Classroom set of Living Sunlight: How Plants Bring the Earth to Life
Printable #6a: Photosynthesis and Respiration—from Teacher's Guide for Living Sunlight. You will need to scroll
down to find #6a. Make a copy for each student.
A common houseplant
A few seeds
Two paper cups
Two small plastic lids
Soil for the cups
Newspaper
Purpose
To help students understand that energy from the sun is necessary for life on earth.
Context
This lesson uses the book Living Sunlight: How Plants Bring the Earth to Life to teach students the basics of
photosynthesis and the role the sun plays in keeping plant and animal life alive and thriving on earth. The
illustrations are as much a teaching tool as the text.
The book, which is written by Molly Bang and Penny Chisholm, is one of the winners of the 2010 SB&F Prize
for Excellence in Science Books.
Students in grades 3 to 5 know that plants need sunlight to grow, but they may not know how important sunlight
is for plants, animals, and humans to survive. The science behind photosynthesis is a little complicated for this
age group, but teachers can lay the groundwork for understanding through reading the book and doing the
related activities.
Read More
Planning Ahead
If you think it would be useful, you could purchase a DVD of the book at Nutmeg Media. This DVD could be
projected onto a screen and you could use it as a supplement to the book to help you point out ideas shown in
the pictures.
For some background information on the book, you could listen to the podcast interview with Molly Bang, who
is one of the authors and the illustrator of the book.
Please note that you should use seeds for this lesson that require sunlight to sprout. Some examples of these
kinds of seeds are: begonias, impatiens, petunias, primulas, and coleus.
Motivation
Before proceeding with this lesson, you will need to spend some time with the book, reading the story plus the
notes at the end of the book. The notes at the back of the book explain the concept of photosynthesis in detail
and interpret the illustrations, which are central to understanding.
Begin by leading a discussion about the basic concept of photosynthesis so you can measure what students
know about the connection between sunlight, energy, and plant life. Lead a class discussion by asking students
these questions:
We all need energy to grow and live, but plants, animals, and humans get their energy from different places.
Where do you think plants get their energy?
(It means that the energy for all life comes from sunlight.)
Did you know that animals and humans cannot live without plants?
(This question will help you gauge students' understandings and misconceptions about the importance
of plant life.)
This may be a good time to use the K-2 Printables for Living Sunlight to help assess what students know about
photosynthesis. These printables introduce the basic concepts and were created by Molly Bang, Sally Sisson,
Jim Green, and Penny Chisholm.
Development
Now read the book to the students. Ideally, they will have several copies so they can follow along in small
groups as you read. Be sure to hold the book up so they can see the pages. This book has many illustrations that
are more than what meets the eye, so you will want to discuss the illustrations as you read. They serve as a
visual explanation of the concept of photosynthesis. You will need to read slowly so students will have time to
absorb the concepts. Pause for questions, and ask students to describe what they see in the illustrations.
To help facilitate understanding, set a common houseplant within your reach. As you read and discuss the
photosynthesis process, hold the plant up in front of the class and point to the different parts of the plant.
Read the first two pages out loud. Pause to ask students:
Read the next four pages and pause to discuss the photosynthesis process. Talk students through the process
using these questions:
See the first illustration, the magnified image of the roots? What are the roots doing?
(No, that kind of sugar is called sucrose. The kind of sugar plants make is called glucose.)
(They use it to grow and be healthy. They use it to make seeds and fruits and flowers.)
Since humans don't have leaves, how do we get energy from the sun?
Breathe in the air. Where are you getting this air or oxygen?
(It tells us that all living things need energy from the sun to survive.)
(We are alive because we eat plants and animals that eat plants.)
After you have read the book to the students, as a group, students should follow the directions on the Living
Sunlight student sheet to help them plant a few seeds in a paper cup with soil and place it in the sun. They
should plant the same kind of seed in another paper cup but place it in a dark place. After a few days, have the
students check on the seedlings. If the cup in the sun has sprouted, ask the students to talk about why one cup
sprouted and the other didn't.
At this point, you may want to talk with your students about how some seeds need sunlight in order to sprout
while other seeds do not. You could discuss as a class why this may be so. Encourage your students to explain
their answers and accept all answers from them.
Leave the sprouted seedling in the sun, and place a clear jar over it overnight. In the morning, have the students
check the seedling. There should be condensation on the inside of the jar. Discuss with students the
condensation being evidence of the plants breathing out oxygen, which is called transpiration and is part of the
photosynthesis process.
Assessment
Have students answer the questions on the Photosynthesis and Respiration Printable #6a. You can also use the
Steps of Photosynthesis Printable #7 to have students describe, in their own words, the photosynthesis process.
The illustrations in this printable are the same as in the book.
Extensions
As a follow-up activity to this lesson, bring to class these vegetables to represent parts of a plant: broccoli (the
flower), celery (the stem), carrot (the root), and tomato (the fruit). Hold up each one and discuss with students
how eating these vegetables and fruit gives us energy from the sun to fuel our own energy. The sunlight went
into the plant and helped the plant make energy. If we eat the plant, we get the energy. If animals eat the plant,
they get the energy. Then, if we eat the animals, we get the energy one step removed. If possible, students could
each bring a salad ingredient to class so that they could make a salad and eat it, knowing they are powering their
bodies with energy from the sun.