I.

OBJECTIVES
A. Content Standard The learners demonstrate understanding of

Potential hydrometeorological hazards

1. Typhoon
2. Thunderstorm
3. Flashflood
4. Flood
5. Storm Surge
6. El Nino
7. La Nina
B. Performance Standards The learners develop a family emergency preparedness plan to guide them
on what to do before, during and after the occurence of events that cause
hydrometeorological hazards
C. Learning
Competencies Apply appropriate measures/interventions before during and after the
Write the LC code for hydrometeorological hazards (DRR11-12-Ia-b-3)
each
II. CONTENT Basic concept of disaster and disaster risk
III. LEARNING RESOURCES
A. References Rolly E. Rimando. Disaster Readiness and Risk Reduction. 2016. Rex
Book Store. Manila, Philippines.
1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Textbook pages Pages 181-238
4. Additional Materials
from Learning Visual aids, power point presentation
Resource (LR) portal
B. Other Learning
Resources
V. PROCEDURES
A. Reviewing previous
Ask the learners to identify the signs of impending hydrometeorological
lesson or presenting
hazards
the new lesson
B. Establishing a purpose Video presentation about the the hydrometeorological hazards happen in
for the lesson the Philippines
Guide Question:
1. Enumerate the types of hazards presented in the video
2. Identify the types of hazards that you have already experience and how
did you survive?
C. Presenting Group Activity 1
examples/instances of Procedures:
the new lesson 1. Divide the class, into seven groups
2.The teacher will assign specific topics to each group:
Group 1: Typhoon
Group 2: Thunderstorm
Group 3 Flashflood
Group 4: Flood
Group 5: Storm Surge
Group 6: El nino
Group 7: La nina

1 | P a g e M o d i fi e d D a i l y L e s s o n L o g f o r S e n i o r H i g h
School
 3. The learners will gather information from news clippings and internet
resources about the cause and impact of their topic.
4. Each group will prepare a brief written report which will also be
presented orally in class. Answer the following questions to guide group
discussions and report:
A. What causes hydrometeorological hazards ?
B. Cite atleast five areas in the Philippines that are risk/prone of
hydrometeorological hazards ?
C. How extensive was the area affected?
D. Was the cause of the disaster forecasted or predicted? Were there
warnings issued? How did the people react to the warning?
D. Discussing new
From the group activity above let the students present their output in front
concepts and
of the class for 5 minutes.
practicing new skill #1
E. Discussing new
concepts and
The teacher will correct some misconceptionsfromthe students.
practicing new skills
#2
F. Developing Activity 2.
mastery(Leads to Having the same group, the learners will prepare a skit about the given
Formative topic on how to apply appropriate measures/interventions before during
Assessment) and after the hydrometeorological hazards
Group 1: Typhoon
Group 2: Thunderstorm
Group 3 Flashflood
Group 4: Flood
Group 5: Storm Surge
Group 6: El nino
Group 7: La nina
G. Finding practical 1. What is the importance of being prepared in a hydrometeorological
applications of hazards?
concepts and skills in 2. Can you consider spending to make a house that is hydrometeorological
daily living hazards-proof as good investment? Why?
H. Making 1. Do more unpredictable hydrometeorological hazards cause more damage
generalizations and and casualties? Why or why not?
abstractions about the 2. What would you consider a better policy, focusing on preparedness and
lesson other pre-disaster programs or on post-disaster-related concerns (relief,
rescue, and rehabilitation)? Explain your answer.
I. Evaluating learning Activity Embedded Assessment.
See attached rubrics.
J. Additional activities The learners will make their own Hydrometeorological Hazard Plan
for application or (before, during and after)
remediation Rubric
ITEM 4 3 2 1
DEGREES OF Thorough Substan- Partial or Misunderstan-
UNDERSTAN- and tial incom- ding or serious
DING complete plete misconcep-
tions
DEGREES OF Highly Genera- Some- Ineffective
EFFECTIVE- effective lly what
NESS effective effective
DEGREES OF Completely Genera- Inaccu- Major
ACCURACY accurate lly rate inaccuracy

2 | P a g e M o d i fi e d D a i l y L e s s o n L o g f o r S e n i o r H i g h
School
 accurate
DEGREES OF Exceptiona- Genera- Lacks Unclear:
CLARITY lly clear: lly clear: clarity : impossible to
easy to able to difficult follow
follow follow to follow
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?

Prepared by:

Group 2 Team Teamperature

3 | P a g e M o d i fi e d D a i l y L e s s o n L o g f o r S e n i o r H i g h
School