Republic of the Philippines
Department of Education
School : Pamplona National High School
Teacher: PAUL MARK H. JUATON
Date/Time: September 15, 2021
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C.Learning Competencies/
Objectives
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Learner’s Materials
pages
2. Textbook pages
3. Additional Materials from
Learning Resource (LR)
portal
4. Other Learning Materials
IV. PROCEDURES
A. Preliminary
Activities
Division of Camarines Sur
Pamplona National High School
Pamplona, Camarines Sur
DETAILED LESSON PLAN IN EARTH AND LIFE SCIENCE 11
Grade 11: 11
Subject: Earth and Life Science
First Session: Grading Period: 2nd Quarter
The learners demonstrate an understanding of:
The different hazards caused by hydrometeorological phenomena (tropical cyclones, monsoons,
floods, and tornadoes or ipo-ipo)
The learners shall be able to:
Conduct a survey or design a study to assess the possible hydrometeorological hazards that your
community may experience.
At the end of the lesson, the student should be able to:
1. describe the various hazards that may happen in the wake of tropical cyclones, monsoons,
floods, or ipo-ipo; (S11/12ES-Ig-35)
2. identify areas prone to hazards brought about by tropical cyclones, monsoons, floods, or
ipo-ipo; and (S11/12ES-Ig-36)
3. give practical ways of coping with hydrometeorological hazards caused by tropical
cyclones, monsoons, floods, or ipo-ipo. (S11/12ES-Ih-37)
Hydrometeorological Phenomena and Hazards
Vibal Publishing
Earth and Life Science, Vibal Publishing, pp 75 – 81
Earth and Life Science, Vibal Publishing, pp 75 – 81
http://www.pagasa.dost.gov.ph/information/about-tropical-cyclone (Lesson Proper)
Power point Presentation (Hydrometeorological Phenomena and Hazards)
https://youtu.be/uzxgYaNm7dc (Video Presentation)
Earth and Life Science 3rd Edition, JO-ES Publishing House, Inc, pp. 120 - 131
Teacher’s Activity Student’s Activity
This section is for
preliminary Good Morning class. Okay.
activities of the Good Morning Sir Pau!
teachers and
students Let us all stand up and pray. May I ask Ms.
Michelle to lead the prayer.
Students: Let us pray.
(the students will lead
the prayer)
Pick up the pieces of papers and arrange your
chairs properly before you sit.
(The students pick up
the pieces of papers
and arranges the chair
properly)
Lovely did you already checked the attendance
of the class?
Student: Done Sir Pau.
Okay, Thank you!
Last meeting I gave you an assignment right?
 Yes Sir!

Please pass it forward and I will check it later. (Students will pass their
assignment)

B. Reviewing previous Elicit:

lesson or (The activities in Before we proceed to our new lesson,
presenting the new this section will somebody tell me who remember our previous
lesson evoke or draw out lesson? Anyone?
prior concepts or
prior experiences Yes Jay?
from the students) Geological Processes
and Hazards

Very good! who can give me the different

Geological Process and Hazards? Yes
Christian? Sir! The different
Geological Process and
Hazards are
Earthquake, Volcanic
Eruption and Landslides
Very Good! Anyone can give the difference
between Focus and Epicenter? Yes Shane?
Focus is the first point
of movement along a
fault where all
earthquake waves
originate - it is below the
surface. The epicenter
is the point on the
surface above the focus
- the place on the
surface that would
receive the most
intense vibrations
Exactly! So Anyone can give precautionary
measure about Earthquake? Yes Renz?

Before the Earthquake

prepare the emergency
kit, know the nearest
evacuation area, During
Earthquake always
drop, cover and hold on
and after the
earthquake expect
aftershock and be
updated in radio
transmission or
barangay officials
Precisely!

So it seems that you still remember your

previous lessons. Those are natural hazards
today lesson is also connected to natural
hazards

C. Establishing a Engage: Let the student be engage by showing

purpose for the (The activities in video and throwing question.
lesson this section will
stimulate their But before we proceed to our next lesson. I
thinking and help have something to show you observe and
them access and watch carefully. (The students will
connect prior observe and watch)
knowledge as a
jumpstart to the Class what did you observed from the first
present lesson video? Sir, I observed that they
are also a Natural
hazard but it all about
 now in Water.

Yes correct! They are all about water that can

D. Presenting cause damages in our life.
examples/instance How about in the second video? Yes David
s of the new lesson Sir! Its about Typhoon
and thunderstorm

Very Good!

How about in the third video? Are there any

observation class? Sir! That is a tornados
and flood

Precisely! How about the last video? Yes Jero

Sir! They are preparing
for the upcoming
typhoon.

That’s Correct! Every time that the typhoon is

coming all of us preparing for that, because we
really don’t know what is the impact of the
typhoon in our place.

So, to fully understand the video that you see

our topic today is all about
Hydrometeorological Phenomena and Hazards

But before we proceed here’s our lesson

objectives
Kim, kindly read the objectives OBJECTIVES:
At the end of the
lesson the students
should be able to;
1. describe the
various hazards that
may happen in the
wake of tropical
cyclones, monsoons,
floods, or ipo-ipo;
2. identify areas
prone to hazards
brought about by
tropical cyclones,
monsoons, floods, or
ipo-ipo; and
3. give practical
ways of coping with
hydrometeorological
hazards caused by
tropical cyclones,
monsoons, floods, or
ipo-ipo.
E. Discussing new Explore: For us to attain our lesson objectives we will
concepts and (In this section, be having an activity
practicing new students will be
skills #1 given time to
think, plan,
investigate, and But before that, I will first group you into two
organize collected groups, please count 1 to 2.
information; or the (students will count 1-2
F. Discussing new performance of
concepts and and from the teachers
the
practicing new planned/prepared go signal, students will
skills #2 activities from the go to their respective
students’ manual group)
with data Okay class! Here’s the instruction for your
gathering with activity, listen carefully.
Guide Questions)
 Let the group track a two tropical cyclone;
a. The teacher will give the materials
together with the activity sheet. (Guided questionnaire
b. The students will track the pathway of are attached at the
the tropical cyclone and answer the back of the activity
guide question then present it in the sheet)
class.
c. The teacher will ask some question
about the activity.

Your performance on the activity will be

guided and graded based on the rubric:
(Students will read the
(Teacher will post the rubric)
rubrics)
Class please read our rubrics!
(Rubrics are attached at
the back)

Class, you only have 5 minutes to conduct the

activity and 3 minutes to present in front.
choose 1 presenter per group, group one will
be the first group to present. Okay class!
Yes! Sir Pau
Okay! Your activity starts now!
(The students will do
their activity)

(The teacher will roam around to monitor the

student’s activity)

G. Developing Explain: Class, time’s up! Group one please present

mastery (leads to (In this section, your activity.
Formative students will be
Assessment 3)
(The group 1
involved in an
analysis of their representative will
exploration. Their explain the activity they
understanding is conducted)
clarified and Very good! But I have here some question
modified because 1. Where did the tropical cyclone form?
of reflective
activities)/Analysis
Sir! Tropical Cyclone
of the gathered form only over warm
data and results ocean waters near the
and be able to equator. The warm,
answer the Guide moist air over the
Questions leading
ocean rises upward
to the focus
concept or topic from near the surface.
for the day. Because this air moves
up and away from the
surface, there is less air
left near the surface.
Very Good!

2. In what direction did the tropical cyclone

move?
Tropical cyclones
usually move to the
west and generally
slightly poleward, then
may "recurve," that is,
move into the mid-
latitude and back
toward the east.
 However, not all
tropical cyclones
recurve.

Precisely! Thank You so much

Now, lets give the floor to the group 2 (The group 1

representative will
explain the activity they
conducted)

Very Good Group 2, so here are my question;

1. Which part of the Philippines was hit

by the two tropical cyclones?
First, the Typhoon
Jolina hit the Eastern
part of Visayas and the
Central Luzon while
Typhoon Kiko hit the
Cagayan Valley and
Batanes Group of
island.
Very Good! The next question is what can you
say about the temperature of the bodies of
water in the vicinity of the Philippines? Is the
water warm or cold?
Sir the bodies of water
around the Philippines
is warm because the
tropical cyclone form
when they have a low
pressure in the ocean.
Very Good! Group 2

Class, how’s the activity?

Interesting and full of
learning Sir.
Okay let us check how accurate is the
presentation of each group
(teacher will rate each of the outputs and
presentations of each group based on the
rubrics)

H. Finding practical Elaborate:

applications of (This section will First who can define hydrometeorological
concepts and skills give students the
in daily living
hazards? Yes Anthony?
opportunity to
expand and Sir,
solidify/concretize Hydrometeorological
their hazards a process of
understanding of hydrological nature
the concept that may cause loss of
and/or apply it to
life.
a real-world
situation)

Very Good! Hydrometeorological hazards is a

process or phenomenon of atmospheric,
hydrological or oceanographic nature that
may cause loss of life, injury or other health
impacts, property damage, loss of livelihoods
and services, social and economic disruption,
or environmental damage.

Hydrometeorological hazards may include the

Tropical Cyclone, Monsoons, Floods, and
tornado.

Today we are going to focus first in typhoon

For you class what is Tropical Cyclone? Yes

Lovely? Sir, Tropical Cyclone or
Cyclone is a giant,
rotating storm that
brings wind, rain, and
destruction. Hurricanes
and typhoons are both
kinds of tropical
cyclones.

Very Good! Tropical cyclone is a rotating,

organized system of clouds and
thunderstorms that originates over the
tropical waters. Tropical cyclones rotate in a
counterclockwise.

In the North Atlantic, central North Pacific,

and eastern North Pacific, the term hurricane
is used. The same type of disturbance in the
Northwest Pacific is called a typhoon.

Now, How the tropical cyclone form? Yes Ara?

Tropical Cyclone form
only over warm ocean
waters near the
equator.

Good Ara! A typhoon forms when winds blow

into areas of the ocean where the water is
warm. These winds collect moisture and rise,
while colder air moves in below. This creates
pressure, which causes the winds to move
very quickly. The winds rotate, or spin, around
a center called an eye.

I have here a video to fully understand how

the tropical cyclone form. (the students will watch
the video)

The classification of tropical cyclones

according to the strength of the associated
winds as adopted by PAGASA as of 01 May
2015 are as follows:

Category of Typhon
TROPICAL a tropical cyclone
DEPRESSION (TD) with maximum
sustained winds of
up to 61 kilometers
 per hour (kph).
a tropical cyclone
TROPICAL STORM with maximum wind
(TS) speed of 62 to 88
kph.
a tropical cyclone
SEVERE TROPICAL with maximum wind
STORM (STS) speed of 89 to 117
kph.
a tropical cyclone
with maximum wind
TYPHOON (TY)
speed of 118 to 220
kph.
a tropical cyclone
SUPER TYPHOON with maximum wind
(STY) speed exceeding
220 kph.

Note: Every year, an average of 19 tropical

cyclones enter the Philippines Area of
Responsibility (PAR), and about half (9-10)
make landfall in the Philippines. In the
Western Pacific Ocean, tropical cyclones can
form in any month of the year.

What agency in the Philippines are

responsible in tracking the upcoming
Typhoon? Yes Michelle
PAGASA stands for
Philippine Atmospheric,
Geophysical and
Astronomical Services
Administration

Very Good! PAGASA they give warning and

advisory about typhoon, floods,
thunderstorm, and any Hydrometeorological
Phenomena

So who can give an effect of Typhoon? Yes

John?
Typhoon can cause,
Storm Surge, Tornado
and Flood.

Precisely, That Phenomena are bring by a

typhoon.

Now! We already knows the

hydrometeorological Phenomena that the
Philippines may encounter, so are you
prepared?

So class think a preparation for us to save in

this phenomena before, during and after. Any
one?
Yes Joy?
 Stay at home
 Always listen to
the radio
 Don’t forget
 the first aid kit
 Prepare your
flashlight
 Store some
foods

Very Good! So I think your ready now.

Precautionary Measures:

BEFORE TYPHOON
 Keep yourself updated.
 Inspect and clean up your house
especially your drainage system
 Store ample amount of ready-to-eat
foods and water. Make sure that the
foods and water that you will store is
adequate enough for you and your
family and will last for few days.
 If you have second or third floors or
any part in your house that is
elevated, have your things especially
those that generate electricity placed
in there. This will keep water from
coming in contact with these stuffs.
 If you are advised to evacuate, do so.
So don’t be hard-headed, at least not
during this time of distress.
 Always have your emergency kits with
you. Your emergency kit may include
first-aid supplies, candles, flashlights,
life vests and battery-operated radio.
DURING TYPHOON
 Stay inside your house. Keep yourself
calm and postpone any scheduled
travels.
 Keep on monitoring the typhoon’s
movement through your television,
radio or the internet.
 If you see signs of water rising, better
turn off the main sources of
electricity. Do keep your electric-
powered items stored in higher areas
and refrain from using them during
flood.
 Do not wade along flooded areas to
keep yourself from contacting water-
borne diseases. If it is inevitable, wear
protective gears such as raincoats and
boots to protect yourself.
 If you are told to evacuate, calmly
comply.

AFTER TYPHOON
 Monitor and update yourself with the
progress of the typhoon through
radio, television or the internet
(should this be accessible).
 If your house was one of the heavily
damaged, make sure that you heed to
the advice of the authorities regarding
 its safety and stability
 Watch out for live wires or any
electrical outlet that may be
submerged in water. If you don’t have
the sufficient knowledge on electrical
wirings, have a knowledgeable person
inspect these wires as well as your
appliances before you actually use
them again.
 Wear protective gears such as boots.
Water-borne diseases such as
Leptospirosis do not only spread out
during typhoon but also after the
typhoon. The bacteria that cause this
disease may still be present in moist
soils or scattered debris and if these
contacts with your open wound, the
chances of developing such disease is
very much likely.
 Boil water before drinking as they may
be contaminated.
 Clean up. Dispose things that may be
a ground for mosquitoes to breed.
Such stuffs may include tires, cans or
pots.

You class, what is your preparation when you

hear that they have upcoming typhoon? Yes
Rose?
Sir, we always hear at
radio about the updates
of the upcoming
Yes very Good, that is correct we need to be typhoon
updated always about the typhoon.

How about the other? Yes Rico?

My mother store afood

and water because If
incase our place hit by
the typhoon we have a
Very Good! I think all of you are preparing food to survive.
when they have a upcoming typhoon, That’s
sounds good, so that we can prevent
casualties in of family and also in our place.

Now, we already know how tropical cyclones

form and the categories of typhoons, now I
have a question, are your place is prone to a
typhoon?

(students response)
Yes Sir, Pamplona is
also prone to a
typhoon.
How would you know that it is a prone area?
Yes Anthony?

Yes Sir, Because

Pamplona, Camarines
 Sur is part of Bicol
Region which is Bicol
Region is prone to a
typhoon because we
are facing the western
part of Pacific Ocean
wherein the typhoon
form.
Precisely! Yes Bicol Region is one of the region
in the Philippines facing Western Pacific
Ocean and also included in tropical region
wherein the typhoon mostly form.

I. Making Okay class, what have you learned from our

generalizations and today discussion?
abstractions about
the lesson
Sir, we learned that
Typhoon can cause
damages in our life and
how the typhoon form
and when we say
typhoon we need to
prepared for that
because typhoon can
also cause floods, storm
surge, tornado and any
hydrometeorological
hazards.

Excellent!

What part of our lesson needs more

clarification?
None Sir.

J. Evaluating learning Evaluation: It seems that you already learned the lesson,
(This section will get ready for our quiz today.
provide
And I have here an evaluation sheet that you
opportunities for
concept check were going to use for your quiz.
test items and Yes, Sir
answer key which
are aligned to the Get one and pass
learning
Okay Sir
objectives –
content and
performance You only have 5 minutes to do your evaluation
standards and Yes Sir
address
misconceptions- if (the teacher will check if the students are
any)
doing their evaluation)

Time’s Up pass your paper in front and I will (The students will pass
check that later the papers)

(Evaluation Sheet is attached at the back)

K. Additional activities Before we stop our lesson about typhoon, I

for application or have here an activity that you need to do by
remediation
tomorrow or you can do this after class or
during break time
Okay Sir
 Group Work on Short Term
Hydrometeorological Hazards
 Form a group consisting of five (5)
members.
 Analyze whether the school/school Students will be divided
grounds is/are prone to typhoons into groups and will
and/or thunderstorms. perform the activity.
 Bring the class outside to allow the
learners to appreciate the location of
their school relative to its
surroundings with emphasis on
topography, waterways/drainage
system, mountain slopes, etc.
 Indicate areas in the map prone to
hydrometeorological hazards (floods,
flash floods, storm surges):
 Provide a color legend for the
following hazards for standardization.
Suggested color scheme:
 Red – flood-prone, Orange – flash
flood-prone, Purple – storm surge-
prone.
 After finishing your hazard maps,
present your output to the class.

(Activity Sheet is attached at the back)

V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation
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:

PAUL MARK H. JUATON

Science Teacher
 Republic of the Philippines
Department of Education
Division of Camarines Sur
Pamplona National High School
Pamplona, Camarines Sur

EARTH AND LIFE SCIENCE 11

Activity Sheet

Name: _____________________________________________________________ Score: ____________________

TOPIC: Hydrometeorological Phenomena and Hazards Date: ____________________

Materials:
Activity Sheet and Pen

Activity:
1. Track the pathway of Typhoon Jolina and Kiko 2020
 2. Typhoon Jolina: Sept 6, 2:00AM, (11.4°N,125.5°E) / Sept 8, 2:00AM, (13.1°N,122.2°E) / Sept 10, 2:00AM,
(16.7°N,116.7°E)
3. Typhoon Kiko: Sept 8, 2:00AM, (15.4°N,119.6°E) / Sept 10, 2:00AM, (16.8°N,125.2°E) / Sept 12, 2:00AM,
(23.0°N,121.1°E)

Guide Question:

1. Where did the tropical cyclone form?

2. In what direction did the tropical cyclone move?
3. Which part of the Philippines was hit by the two tropical cyclones?
4. What can you say about the temperature of the bodies of water in the vicinity of the Philippines? Is the water
warm or cold?

Rubrics:
 Republic of the Philippines
Department of Education
Division of Camarines Sur
Pamplona National High School
Pamplona, Camarines Sur

EARTH AND LIFE SCIENCE 11

Assessment

Name: _____________________________________________________________ Score: ____________________

TOPIC: Hydrometeorological Phenomena and Hazards Date: ____________________
 1. What is Hydrometeorological Hazards?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

2. Where did the tropical cyclone form?

_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

3. Enumerate the effect of Tropical Cyclone?

_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

4. Give at least one Precautionary Measure, Before, During and After the Typhoon hit your place.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

Republic of the Philippines

Department of Education
Division of Camarines Sur
Pamplona National High School
Pamplona, Camarines Sur

EARTH AND LIFE SCIENCE 11

Post Activity

Name: _____________________________________________________________ Score: ____________________

TOPIC: Hydrometeorological Phenomena and Hazards Date: ____________________
Procedure:

 Form a group consisting of five (5) members.

 Analyze whether the school/school grounds is/are prone to typhoons and/or thunderstorms.
 Bring the class outside to allow the learners to appreciate the location of their school relative to its
surroundings with emphasis on topography, waterways/drainage system, mountain slopes, etc.
 Indicate areas in the map prone to hydrometeorological hazards (floods, flash floods, storm surges):
 Provide a color legend for the following hazards for standardization. Suggested color scheme:
 Red – flood-prone, Orange – flash flood-prone, Purple – storm surge-prone.
 After finishing your hazard maps, present your output to the class.