Daily lesson log

1. K TO 12
DAILY LESSON LOG
School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11
Teacher MANILYN S. AMLOG Learning Area DRRR
Date / Time Quarter/ Week 1/
DAY 1-2 DAY 3-4
I. OBJECTIVES
The learners shall be able to distinguish a hazard from a natural phenomenon and explain how hazard causes a disaster.
A. Content Standards
The learners demonstrate understanding of various elements that may be exposed to hazards:
1 Physical
2 Social
3 Economic
4 Environmental
Specific Objectives:
1. List elements at risk to hazards.
2. Determine the vulnerability of exposed elements.
Cite the importance of developing an inventory of elements at risk and vulnerability.
B. Performance Standard
The learners:
conduct hazard hunts of exposed elements and propose corresponding corrective actions for one’s preparedness.preparedness.
C. Learning
Competencies /
Write the LC code for
each objective:
The learners:
1. Explain the meaning of vulnerability. DRR11/12-Ic-8
1.1 distinguish vulnerability from exposure.
1.2 cite examples of vulnerabilities of the elements at risk to hazards.
1.3 show value to those areas that are vulnerable to hazards.
II. CONTENT Basic concept of disaster and disaster risk
III. LEARNING RESOURCES
A. References
Textbook REX Book Store, DRRR, Deped Modules, Deped Common
Materials from Learning
Resource (LR) Portal
B. Other Learning
Resources

2. IV. PROCEDURES
Preparatory Activities
Prayer
Checking of attendance
Classroom management
A. Reviewing previous
lesson or presenting
the new lesson
Review
The teacher will ask the students what are the elements exposed
to hazards.
(3 min)
Ask the students to the define vulnerability and give examples of
vulnerability.
B. Establishing a purpose for
the lesson
Show a video of a PAGASA weather forecast
(https://www.youtube.com/watch?v=B0alqHpiO-Y)
2. Video of a TV weather forecast (Weather forecast by TV
stations also get their information from PAGASA)
(https://www.youtube.com/watch?v=IDTobZivwBQ)
Guide questions:
1. What will you say about the video?
2. Why is there a need to have weather forecast?
Ask the learners to enumerate the most common severe
hydrometeorological hazards that their community is exposed to.
C. Presenting examples/
instances for the new lesson
1. Ask learners to enumerate/briefly define the types of short-
term hydrometeorological hazards discussed in class:
I. Typhoon
II. Thunderstorm
III. Floods / Flash Floods
IV. Storm Surge
2. Ask the class to explain the following (ask learners to
illustrate on the board)
I. How typhoons develop over the Pacific Ocean
II. Differentiate floods from flash floods
III. Areas prone to storm surges
Group Work
Divide the class into 6 groups. Assign a hazard
exposure scenario for each group. Ask the learners to
investigate the school surrounding and discuss among
themselves what they can to prepare before,
minimize risk during and their response after such
events.
D. Discussing new concepts
and practicing new skills # 1
1. Let the students describe a tropical cyclone.
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
The students will present their result by role playing as members of
different sectors of our society.

3. 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.
2. Proceed to classification of tropical cyclones according to
the strength of the associated winds.
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.
3. Discuss how RADAR is used to track the movement of
Tropical Cyclones.

4. E. Discussing new concepts
and practicing new skills # 2
Group work on short term meteorological hazards.
1. Divide the class into groups of 5.
2. Distribute the school/school grounds maps to each of the
groups.
3. Let learners analyse, based on the Teacher Tips, whether
their school/school grounds is/are prone to typhoons and/or
thunderstorms. Show a map of the Philippines for reference.
The students will present their result by role playing as members of
different sectors of our society.

5. 4. 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.
5. Ask each group to indicate areas in the map prone to
hydrometeorological hazards discussed in class (floods, flash
floods, storm surges):
6. Provide a color legend for the following hazards for
standardization. Suggested color scheme:
7. Red – flood-prone, Orange – flash flood-prone, Purple –
storm surge-prone
8. After finishing their hazard maps, ask each group to present
their outputs.
( 10 – 15 minutes)
> Ask the groups to post their hazard maps in the classroom
bulletin board
> Ask the class to vote on the “best” hazard map, based on the
evaluation grade, to be posted on the school bulletin board.
> Encourage the learners to investigate the surroundings of
the school, to appreciate their proximity to any of the
waterways/water bodies that may contribute to the hazards of
floods, flash floods,
storm surges.
F. Developing mastery
(Leads to Formative
Assessment 3)
1. Let the student explain the data on the table.
2. Why is it important?
The teacher must discuss the importance of precautionary and safety
measures for hydrometeorological hazards to mitigate or lessen the
disaster.

6. 3. How can you help educate your community regarding the
impending signs of hydrometeorological hazards?
G. Finding practical
applications of concepts
and skills in daily living
Let the students give idea on what to do to make them always
updated about hydrometeorological hazards that may bring
disaster their community?
Let the learners give their own idea on the importance of precautionary
and safety measure before, during, and after hydrometeorological
hazards.
H. Making generalizations
and abstractions about
the lesson
1. Where do tv and radio stations base their weather forecast?
2. Describe tropical cyclone.
3. Why is there a need to have hydrometeorological
hazard map on your school/ community?
What are the things that you should consider/should do before, during
and after hydrometeorological hazards.
I. Evaluating Learning
Make a short essay/powepoint ppt on how to recognize signs
of impending hydrometeorological hazards.
Content 5
Clarity of Ideas 5
Creativity 5
Short quiz
J. Additional activities for
application for remediation
1. Make a research about common misconceptions about
hydrmeteorological hazards in your community and suggest
ways how to correct those misconceptions.
Encourage the learners to discuss the lessons learned with their
family/household member.
V. REMARKS
VI. REFLECTION
(Reflect on your teaching and assess yourself as a teacher. Think about your learners’ progress this day/week. What works? What else
needs to be done to help the learning?)
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? No.
of learners who have caught up with
the lesson.
D. No. of learners who continue to
require remediation

7. E. Which of my teaching strategies
worked well? Why did these work?
_____Experiment
_____Role Play _____Lecture
_____Complete IMs
_____Discover _____Collaborative
Learning
Others, please specify
Why? _________________________
_____Experiment
_____Role Play _____Lecture
_____Complete IMs
_____Discover _____Collaborative Learning
Others, please specify
Why? _________________________
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
_____Bullying among students
______Pupils/ behavior/attitude
_____Colorful IMs
_____Unavailable technology equipment (AVR/LCD)
_____Science/ Computer/Internet lab
Others, please specify __________________
_____Bullying among students
______Pupils/ behavior/attitude
_____Colorful IMs
_____Unavailable technology equipment (AVR/LCD)
_____Science/ Computer/Internet lab
Others, please specify __________________
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?
_____Localized videos
_____Making big books from views of the locality
_____ Recycling of plastics for contemporary arts
_____Local music composition
Others, please specify_____________
_____Localized videos
_____Making big books from views of the locality
_____ Recycling of plastics for contemporary arts
_____Local music composition
Others, please specify_____________
Prepared by: Checked by:
MANILYN S. AMLOG ALLAN E. CARBONELL
Subject Teacher School Principal II