DAILY LESSON PLAN IN DISASTER READINESS AND RISK REDUCTION

School: Lemery National High school Grade level: 12

Subject Area Teacher: Rex Springfields H. Aguirre Learning Area: Disaster Readiness &
Date: January 29 - 30, 2018 Risk Reduction
Quarter: 4th

I. Content:
Signs of Hydrometeorological Hazards

II. Content Standard:

The leaners demonstrate an understanding of:
 hydrometeorological hazards

III. Performance Task:

The leaners shall be able to:
 develop a family emergency preparedness plan to guide them on what to do before, during, and
after the occurrence of events that cause hydrometeorological hazards
 develop proficiency in executing emergency response plans through safety drills.

IV. Learning Competency:

The learners:
 recognize signs of impending hydrometeorological hazards (and prepare a hydrometeorological
hazard map) (DRR11/12-IIc-d-33).

V. Specific Learning Outcomes:

At the end of the lesson, the learners will be able to:
 interpret weather forecasts; and
 draw a short-term hydrometeorological hazard map of their school/ school grounds as a function
of its location.

V. Learning Resources:
A. 1. Teacher’s Guide Pages – None
2. Learner’s Materials Pages – None
3. Textbook Pages – None
4. Additional Materials from LR portal – None
B. Other Learning Resources:
 American Meteorological Society. (2012). AMS Glossary. Retrieved from
http://glossary.ametsoc.org/wiki/Main_Page
 Department of Science and Technology. (n.d.). DOST - Project NOAH. Retrieved
from http://noah.dost.gov.ph/
 Japan Meteorological Agency. (n.d.). Tropical Cyclone Information. Retrived from
http://www.jma.go.jp/en/typh/
 Philippine Atmospheric, Geophysical and Astronomical Services Administration.
(n.d.). PAGASA | Philippine Atmospheric Geophysical and Astronomical Services
Administration. Retrieved from https:// kidlat.pagasa.dost.gov.ph/
 United Nations Office for Disaster Risk Reduction. (n.d.). United Nations Office
for Disaster Risk Reduction. Retrieved from http://www.unisdr.org/
 PAGASA TV. (2015, April 9). PAGASA Weather Forecast [Video file]. Retrieved
from https://www.youtube.com/watch?v=B0alqHpiO-Y
 GMA KapusoTV Shows. (2013, November 7). UNANG HIRIT: SUPER
TYPHOON YOLANDA (HAIYAN) NEWS UPDATE as of 5:00 am with Mang Tani
[Video file]. Retrieved from https://www.youtube.com/watch? v=IDTobZivwBQ
 Philippine Atmospheric, Geophysical and Astronomical Services Administration.
(n.d.). General Flood Advisories. Retrieved from http://
pagasa.dost.gov.ph/index.php/floods/general-flood-advisories

VI. Procedures:
TEACHER’S ACTIVITY STUDENTS’ ACTIVITY
A. Reviewing Previous Lesson or Presenting the New
Lesson
Say: Good morning everyone! Good morning Sir!
This morning you will again learn new knowledge as well
as insight about signs of hydrometeorological hazards.

On the board, I have here the objectives of our lesson.

Everybody kindly read it start with I can…
Students’ read the objectives:
I can:
 critically identify common hydrometeorological
hazards in the Philippines and the elements

Okay… Very good!
In this lesson we will focus on hydrometeorological hazards
and phenomena.
Review:
 What is hydrometeorological hazard?
 Enumerate specific hazard related to
hydrometeorological phenomena.
Very good!
B. Establishing a Purpose for the Lesson.
Connect the lesson to a real-life problem or question:
Students will watch a video on Weather Forecasting.
Link: https://www.youtube.com/watch?v=B0alqHpiO-Y
This video will provide learners with ideas/insights how
weather is monitored and forecasted by PAGASA.
C. Presenting Examples/Instances of the New Lesson
 Enumerate/briefly define the types of short-term
hydrometeorological hazards.
 How do tropical cyclone form in the Pacific Ocean?
 Differentiate floods from flash floods.
 In Northern Iloilo, what are the areas prone to
storm surge?
exposed to those hazards within my community /
school / home that may lead to a disaster.
 work together with other people to map elements
exposed to specific hazards.
Expected response from students:
 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.
 tropical cyclones
 thunderstorms
 hailstorms
 tornados
 blizzards
 heavy snowfall
 avalanches
 coastal storm surges
 floods including flash floods
 drought
 heatwaves and
 cold spells
Expected response from the students’:
N/A
Expected response from the student:
 Typhoon
 Thunderstorm
 Floods / Flash
 Storm Surge
 Tropical cyclones are like giant engines that use
warm, moist air as fuel. That is why they form
only over warm ocean waters near the equator.
The warm, moist air over the ocean rises upward
from near the surface. Because this air moves up
and away from the surface, there is less air left
near the surface. Another way to say the same
thing is that the warm air rises, causing an area
of lower air pressure below. Air from surrounding
areas with higher air pressure pushes in to the
low pressure area. Then that "new" air becomes
warm and moist and rises, too.
 Flood an overflowing of a large amount of water
beyond its normal confines, especially over what
is normally dry land while flash flood a sudden
local flood, typically due to heavy rain.
 Areas in Northern Iloilo that is susceptible or
vulnerable to storm surge are Concepcion,
Carles, Estancia, Tambaliza, Sicogon, etc.
Very good!
This time around let us now proceed to our lesson proper.
D. Discussing New Concepts and Practicing New Skills
#1

 Tropical cyclone is a rotating, organized

system of clouds and thunderstorms that
originates over the tropical waters. Tropical
cyclones rotate in a counterclockwise
direction in the northern hemisphere
(conversely, clockwise in the southern
hemisphere). The term tropical cyclone
encompasses tropical depressions, tropical
storms, typhoons and hurricanes.
 After formation, 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. It derives its energy from the latent
heat of condensation which made them exist
only over the oceans and die out rapidly on
land. The intensity of tropical cyclones vary,
thus, we can classify them based upon their
degree of intensity.

NOTE: the word ‘hurricane’ is used only in Eastern

Pacific and Western Atlantic Ocean. Although it is
essentially a typhoon, this terminology is not
applicable to the Philippines.

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:
 TROPICAL DEPRESSION (TD) - a tropical
cyclone with maximum sustained winds of up
to 61 kph.
  TROPICAL STORM (TS) - a tropical cyclone
with maximum wind speed of 62 to 88 kph.
 SEVERE TROPICAL STORM (STS) - a tropical
cyclone with maximum wind speed of 89 to
117 kph.
 TYPHOON (TY) - a tropical cyclone with
maximum wind speed of 118 to 220 kph.
 SUPER TYPHOON (STY) - a tropical cyclone
with maximum wind 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.

THE TROPICAL CYCLONE

 A tropical cyclone can be seen in a satellite

image due to its characteristic spiral/circular
shape. The stronger and more intense a
tropical cyclone becomes, the more
symmetrical the inner clouds or rain bands are
and a distinctive “eye” at the center of
circulation becomes visible. This means that a
tropical cyclone tends to be more circular and
it’s center will have a cloudless region.
Weather forecasters use satellite images like
that in Fig. 2 to track the movement and
estimate the intensity of tropical cyclones.

THE Weather Radar

Read: Fig. 3 shows the eye and parts of Yolanda
(Haiyan) in the morning of 8 Nov 2013 when it made
landfall in Eastern Visayas as observed by the
Mactan (Cebu) Radar. The image is color coded
depending on the amount of rain a cloud carries:
Blue – light rain, green/yellow – moderate rain, red
– intense rain

 Another way weather forecasters track the

movement of tropical cyclones is with the use
of weather Radars. RADAR is an acronym
which stands for RAdio Detection And
Ranging. A Radar sends out electromagnetic
waves to the atmosphere that is then
reflected by hydrometeors (e.g. rain, clouds)
present in the sky. An image is created from
the received signal and information on rain
clouds can be gathered. While radar images
give more details of a storm, it is limited to a
range of approximately 400 km from the radar
site.

 Once a tropical cyclone enters PAR, a 5-day

forecast track (previously 3-day) is issued by
PAGASA every 6 hours at 5am, 11am, 5pm
and 11pm. A forecast track gives the expected
location of a tropical cyclone in the succeeding
24hour interval for the next 120 hours or 5
days.

[PAGASA PUBLIC STORM WARNING SYSTEM can be

found at the bottom of this lesson plan.]

E. Discussing New Concepts and Practicing New Skills

#2
N/A
N/A

F. Developing Mastery

Group Work on Short Term Meteorological Hazards Students will be divided into groups and will perform the
 Form a group consisting of five (5) members. activity.
 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 discussed in class
(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.

G. Finding Practical Applications of Concepts and

Skills in Daily Living. Expected response from the students.
N/A  N/A

H. Making Generalizations and Abstractions about the

Lesson.
Expected response from the students.
What does PAGASA do? How this institution help the
community prepare from natural hazard?
 PAGASA is the Philippine national institution
dedicated to provide flood and typhoon
warnings, public weather forecasts and
advisories, meteorological, astronomical,
climatological, and other specialized information
and services primarily for the protection of life
and property and in support of economic,
productivity and sustainable development.

I. Evaluating Learning (during activities)

Remarks:
Due to time constraint the lesson was not finished and was continued on the next day January 30, 2018.
Before the start of class a short review was conducted to recall previously learned concepts.
Activity Sheet (Each group will be given a hard copy of this School Ground Map)