Group 3 Members

Palma, Joebert Jr. A.

Gerodias, Paul Jireh R.
Dojinog,Renel A.
Sorsano, Wena T.
Landero, Rosemarie S.
Cano, Junro
Abdukahil, Anida Husain
 Teaching Guide

TOPIC Geological Processes and Hydrometeorological Phenomena and

Hazards

CONTENT STANDARD The learners demonstrate an understanding of the different

hazards caused by geological processes (earthquakes, volcanic
eruptions, and landslides), and hydrometeorological phenomena
(tropical cyclones, monsoons, floods, and tornadoes or ipo – ipo.

CULMINATING The learners shall be able to relate different types of possible

PERFORMANCE geological and hydrometeorological hazards by means of survey and
determine the degree of harm these may cause on the community’s
STANDARD
safety and well-being.

The Municipal Disaster Risk Reduction and Management Council

PERFORMANCE TASK has recently decided to conduct an assessment on the geological and
hydrometeorological hazards that are present in your municipality. As a
respected geologist and meteorologist, you have been asked to
conduct a survey that would help the MDRRMC to identify areas in your
municipality that are prone to different geological and
hydrometeorological hazards. Your survey needs to be comprehensive,
scientific, and practical.

POWER STANDARD The students shall develop an action plan on mitigating the effects
of the possible geological and hydrometeorological hazards that their
community may experience.

Using background knowledge on Endogenic and Exogenic

LITERAL TASK processes, Geologic processes, Hydrometeorological Phenomena and
their hazards, Earth’s Compositions, and different subsystems, the
learners shall develop an action plan to mitigate the effects of the
possible geological and hydrometeorological hazards that their
community may experience.

LEARNING COMPETENCIES LC #1 and #6:

The learners shall describe the various hazards that may happen in
the event of earthquakes, volcanic eruptions, landslide, tropical
cyclones, monsoons, floods, or ipo-ipo. (S11/12ES-If-35 & S11/12ES-
Ig-35)

At the end of the lesson, the learners will be able to:

1. explain the various hazards associated with geological and
SPECIFIC LEARNING OBJECTIVES hydrometeorological processes;
2. identify areas in the community where geological and
hydrometeorology are most likely to happen,
 3. evaluate their community for potential hazards induced by
geologic and hydrological conditions.

1. PRELIMINARY ACTIVITIES TEACHER TIP(S)

1.1. Greetings
1.2. Prayer
I. INTRODUCTION 1.3. Checking of Attendance
(10 minutes)
2. REVIEW
2.1. Review the learners on their previous
lesson on Endogenic and Exogenic
processes.

3. LESSON OBJECTIVES
3.1. Introduce the lesson of the day as well as
the expected learning outcomes.

4. UNLOCKING OF TERMS
Introduce the following terms:
 Geological
 Hydrometeorological
 Hazards
 Risks

1. Ask the students to identify the The answers of the

phenomena represented by the pictures. students may vary.
The phenomena
represented by the
2. In which subsystem are these phenomena pictures are linked
associated with? by geological,
meteorological,
II. MOTIVATION atmospheric, and
(5 minutes) hydrological
processes.

Heavy rainfall can

lead to floods. The
lack of rainfall, on
the other hand,
results to drought
and the higher
incidence of wild
fire.

The picture of a
landslide may
confuse some of
the students.
Recall that
landslides are
associated with
sloping areas and
that the primary
 driving mechanism
is the pull of
gravity. The trigger
for a landslide
however, can be
an earthquake
and/or heavy
rainfall.

1. THINK PAIR SHARE (15 MINS)

A. 5 min to discuss with pair and 10 min

to share their discussions to the class

III. INSTRUCTION/DELIVERY B. Divide the class into pairs. Make sure

(25 minutes) that there are at least 3 pairs assigned
to each picture shown during the
motivation part.

C. The pairs will be assigned a question

to answer:
a. Question for Pair 1: How do
you think did this phenomenon
happen? What could have
triggered it to occur?
b. Question for Pair 2: How will
this phenomenon affect a
community? What type of
hazards is it associated with?
c. Question for Pair 3: Think of The teacher can
an example where this provide more
phenomenon had seriously pictures for
affected a community. students to identify
and describe (for
D. The students must write their answers recall and
on a manila paper, post on the board, familiarity)
and briefly discuss their output to the
class.

Validate, support,
and supplement
the output of
students
 Map Reading: Earthquake and Typhoon When the students
tracks. have access to a
IV. PRACTICE computer and
(15 minutes) 1. This must be done together with the internet at school,
students. Using the annual seismic activity the teacher can
data of PHIVOLCS and typhoon data of guide students to
PAGASA: use and navigate
a. Locate your community (or any the PHIVOLCS
community that the class would and PAGASA site.
like to check on) in the earthquake Otherwise, the
and typhoon track map. teacher can simply
b. From a given data set, go through print-out annual
the yearly earthquake and typhoon earthquake and
tracks and determine whether or typhoon tracks.
not the location of your community
is along the track of any If your community
earthquake and typhoon. If yes, is not within the
how often and what months did the path of any
earthquake happen and typhoons recorded
pass through your community? earthquake and
c. When was the last time that your typhoons, you can
locality experienced an choose a place
earthquake? that is frequented
d. In which month/s are your locality by typhoons.
most affected by typhoons? Explain to the
students that the
2. Hazard determination impact of
a. Where is the community earthquakes and
geographically located? typhoon is not
b. Is it along a fault? limited to its track
c. Is there a volcano near the area? line. Surrounding
d. Is it near the coast or near a river communities
system? covered by the
e. Is it along an elevated terrain and diameter of the
sloping topography? cyclone are also
f. Is it within an urban area? affected.

With the geographic location identified, ask The teacher should

the students what type of geological and know the
hydrometeorological hazard would they expect? difference between
Ask them if they had actually experienced related hazards, hazard
disasters. susceptibility, risks
and disasters.
Using the available hazard maps from
PHIVOLCS, PAG-ASA, DENR and Project Noah, As before, if the
determine if your community is susceptible to any students do not
geological and hydrometeorological hazard. have access to
Identify which part of the community is affected computers and
(and by what type of hazard). What is the level of internet, teacher
risk or severity (low, medium, high) in the event can printout maps
that a disaster would happen? Ask the students for the students.
to make a list.
There might be
 some difference
between hazard
maps produced by
different
government
agencies or
institutions. This
might simply be
because of
difference in
methodology. The
difference should
not be too great.

Ask each student to interview their respective

V. ENRICHMENT barangay officials and find out the following:
1. Areas in their barangay susceptible to
hydrometeorological hazards (e.g.
flooding, storm surges and landslides)
2. Preparation and response of the Barangay
to these hazards, location of evacuations
site/s, and location of nearest emergency
health service (e.g. hospitals etc.)

Ask the student / group to submit a short

report

Students will perform the 3-2-1 Exit Pass

Activity.
3 things they learned about the lesson.
VI. EVALUATION 2 things they loved the most about the
(5 MINUTES) lesson
1 question they would like to ask about
the lesson

VII. REFERENCES 1. Tarbuck, Lutgens and Tasa. 2008. Earth:

An Introduction to Physical Geology,, 9th
edition.
2. Kirkland, K. 2010. Frontiers of Science:
Earth Sciences – Notable Research and
Discoveries
3. Botkin and Keller. 2011. Environmental
Science: Earth as a living planet, 8th
edition.
4. PAGASA Website Annual Typhoon
Track. https://
web.pagasa.dost.gov.ph/index.ph/tropical
-cyclones/annualtropical-cyclone-tracks
5. Project Noah Website.
http://noah.dost.gov.ph
6. DENR/MGB Website.
http://gdis.denr.gov.ph/mgbviewer/
7. PHIVOLCS Website:
http://phivolcs.gov.ph.
8. Retrieved from
https://www.earthquaketrack.com/r/philipp
ine-islands/recent May 19, 2018