SOLOTSOLOT NATIONAL HIGH

DAILY LESSON LOG School

SCHOOL
Grade Level 11
Department of Education Teacher KENNEDY F. VAGAY Learning Area EARTH & LIFE SCIENCE
Teaching Dates and Time Week 8 Quarter First Quarter |1st Semester
Session 1: Session 2: Session 3: Session 4:
I. OBJECTIVES
The learners demonstrate understanding of…
1. the different hazards caused by geological processes (earthquakes, volcanic eruptions, and landslides)
A. Content Standards
2. the different hazards caused by hydrometeorological phenomena (tropical cyclones, monsoons, floods, and tornadoes or ipo-ipo)
3. the different hazards caused by coastal processes (waves, tides, sea-level changes, crustal movement,
The learners should be able to …
B. Performance Standards
Conduct a survey to assess the possible geologic/ hydrometeorological hazards that your community may experience.
1. Using hazard maps, identify areas prone to hazards brought about by tropical cyclones, monsoons, floods, or ipo-ipo.
C. Learning
2. Describe how coastal processes result in coastal erosion, submersion, and saltwater intrusion.
Competencies/Objectives
3. Cite ways to prevent or mitigate the impact of land development, waste disposal, and construction of structures on control coastal processes.
HAZARD MAPS OF TROPICAL MITIGATION ON COASTAL
II. CONTENT COASTAL PROCESSES
CYCLONE, MONSOONS & IPO-IPO PROCESSES
III. LEARNING RESOURCES
A. References
1. TG’s Pages
2. LM’s Pages
3. Textbook’s Pages
B. Other Resources Modules in Earth and Life Science
IV. PROCEDURES
1. Ask students if they have experienced
a natural calamity before and if they
can recall any news or reports about
natural disasters that have occurred in
Today, we will discuss ways to prevent or
the Philippines recently.
A. Reviewing previous lesson or mitigate the impact of land development,
2. Introduce the new lesson by telling Briefly review the concept of erosion and its types.
presenting the new lesson waste disposal, and construction of
the students that they will be learning
structures on controlling coastal processes.
how to use hazard maps to identify
areas prone to hazards brought about
by tropical cyclones, monsoons,
floods, or ipo-ipo.
The purpose of this lesson is to help
students understand how to use hazard
By the end of the lesson, the students
maps to identify areas prone to hazards
should be able to identify ways to prevent
brought about by tropical cyclones,
B. Establishing the purpose of the The purpose of this lesson is to enable students to describe how coastal processes or mitigate the impact of land
monsoons, floods, or ipo-ipo. By the end
lesson result in coastal erosion, submersion, and saltwater intrusion. development, waste disposal, and
of this lesson, students should be able to
construction of structures on controlling
identify areas in their community that are
coastal processes.
prone to these hazards and take steps to
prepare for them.

C. Presenting examples/instances of
the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing Mastery
1. Show the students different types of
hazard maps, including those that
show flood-prone areas, storm surge
areas, landslide-prone areas, and ipo-
ipo prone areas.
2. Discuss the characteristics of each
natural hazard and how they can
affect the environment and the people
living in the affected areas.
1. Explain how hazard maps are created,
using data from different sources such
as satellite images, ground surveys,
and historical records.
2. Show the students how to read and
interpret hazard maps, including the
different symbols and colors used to
indicate the level of risk in a certain
area.
3. Provide examples of hazard maps and
ask the students to identify the areas
that are prone to different types of
natural hazards.
1. Discuss the importance of disaster
preparedness and the role of hazard
maps in helping communities prepare
for natural disasters.
2. Show the students how to use hazard
maps to identify evacuation routes,
safe areas, and potential hazards in
their communities.
To develop mastery, the teacher can divide
the class into groups and provide each
group with a different hazard map. Each
group can then identify the hazard-prone
1. Human activities such as land
development, waste disposal, and
construction of structures near the
coast can lead to erosion, submersion,
Show pictures of eroded coastlines, submerged areas, and saltwater intrusion.
and saltwater intrusion.
2. These activities can also lead to a
reduction in beach width, loss of
habitat, and damage to infrastructure.
1. Discuss the different ways to
prevent or mitigate the impact of
land development on controlling
coastal processes, such as
avoiding development in
vulnerable areas, preserving
natural barriers, and
implementing strict regulations
on development.
1. Introduce the concept of coastal processes, including wave action, tides, and 2. Discuss the different ways to
currents. prevent or mitigate the impact of
2. Explain how these processes lead to erosion, submersion, and saltwater waste disposal on controlling
intrusion. coastal processes, such as proper
3. Discuss the factors that affect the severity of coastal erosion, such as the waste management, reducing
strength and frequency of waves, the type of beach material, and the shape of waste production, and recycling.
the coastline. 3. Discuss the different ways to
prevent or mitigate the impact of
construction of structures on
controlling coastal processes,
such as designing structures that
do not obstruct natural coastal
processes, implementing strict
regulations on construction, and
using sustainable building
materials.
Discuss the importance of collaboration
1. Introduce strategies for managing coastal erosion, such as beach nourishment,
among different stakeholders, such as
seawalls, and vegetation.
local communities, government agencies,
2. Discuss the advantages and disadvantages of these strategies.
and environmental organizations, in
3. Engage students in a discussion of the impact of coastal erosion on the
implementing effective coastal
environment and human activities, such as agriculture, tourism, and fishing
management strategies.
1. Engage students in a group activity where they will create a presentation on the
impact of coastal erosion in a specific coastal area.
2. Provide them with resources and tools to research and collect data, such as
maps, articles, and websites.

G. Finding practical applications of
concepts and skills in daily living
H. Generalizing and abstractions
about the lesson
I. Evaluating Learning
J. Additional Activities for
Application or Remediation
V. REFLECTION
A. No. of learners who earned 80%
in the evaluation.
B. No. of learners who require
additional activities for
remediation who scored below
80%.
C. Did the remedial lessons work?
areas in their map and present their
findings to the class. The class can then
discuss similarities and differences
between the hazard-prone areas identified
by each group.
Discuss with the students how they can
use hazard maps to prepare for natural
disasters.
Summarize the main points of the lesson,
including the importance of hazard maps
in disaster preparedness, how to read and
interpret hazard maps, and how to use
hazard maps to identify safe areas and
evacuation routes.
1. Ask the students to create their own
hazard map of their community or
school.
2. Have them identify the different
hazards in the area and to locate safe
areas and evacuation routes.
3. Evaluate their hazard maps based on
accuracy, completeness, and
creativity.
3. Each group will present their findings and conclusions, as well as their
proposed strategies to address coastal erosion in the area they studied.
Discuss the importance of individual
actions in preventing or mitigating the
1. Engage students in a discussion of the relevance of coastal erosion to their
impact of land development, waste
daily lives.
disposal, and construction of structures on
2. Ask them to think of ways they can contribute to mitigating the impact of
controlling coastal processes, such as
coastal erosion in their communities.
proper waste management and reducing
consumption.
Ask the students to reflect on the
1. Ask students to summarize the key concepts and ideas discussed in the lesson.
importance of coastal management and the
2. Engage them in a discussion of the broader implications of coastal erosion and
role of individuals and communities in
the need for sustainable management of coastal areas.
implementing effective strategies.
Conduct a quiz or an assessment to
evaluate the students' understanding of the
Assess students' understanding of the lesson through a quiz or a written reflection.
concepts and strategies discussed in the
lesson.
1. Students can research and present
case studies of successful coastal
1. For application, ask students to research and present case studies of successful management strategies implemented
coastal management strategies that address the problems caused by coastal in different parts of the world.
processes. 2. Students can also participate in a
2. For remediation, provide additional readings and resources for students who beach clean-up activity or a waste
need more support in understanding the topic. reduction campaign in their
community to apply the concepts
learned in the lesson.
 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 this 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: Checked by: Approved by:

KENNEDY F. VAGAY LEILANI R. SARMIENTO, EdD VILMA P. AVILA, EdD

Teacher II Head Teacher III School Principal II