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LANAO
Hydrometeorolog
Your
actualDEL NORTE
Various Hazards
DIEGO
H.
PATIGAYON
NATIONAL
ical
experiences on HIGH SCHOOL
Mukas, Kolambugan, Lanao del Norte
Phenomena
the following
School
Diego H. Patigayon National High
Grade Level
Grade 11
calamities
School
Tropical Cyclones
Teacher
Christine D. Bara
Learning Area
Earth and Life Science
(Typhoon)
Date and
September 5, 2016
Quarter
Time
1:30 2:30 PM Monsoons
(Amihan/Habagat)
I. OBJECTIVES
Floods
A. Content Standards
The learners demonstrate an understanding of the HydroTornadoes/Ipo-ipo/meteorological Phenomena and Hazards.
Buhawi
B. Performance Standards
The learners shall assess the possible hydro-meteorological
hazards that your community may experience.
C. Learning Competencies/Objectives
At the end of the session, at least 80 % of the learners are expected to:
1. describe the various hazards that may happen in the wake of
tropical cyclones, monsoons, floods, or ipo-ipo. (S11/12ES-Ig-35)
II. CONTENT
NATURAL HAZARDS,MITIGATION, AND ADAPTATION:
IV. PROCEDURES
A. Before the Lesson
1. Elicit
2. Engage
B. Lesson Proper
1. Explore
2. Explain
C. After the Lesson
1. Elaborate
2. Evaluate
Show some pictures related to the previous lesson and ask students to
describe what the picture shows.
Show a video clip about Typhoon Sendong that hit Region 10
specifically in Iligan City and Cagayan de Oro City.
Ask the learners the following questions:
1. How do you feel after watching the video clip?
2. Have you experienced a phenomenon like what the video showed?
3. Supposing you will experience these phenomena, what will you do?
Answers:
1. tropical cyclones
2. typhoon/ bagyo
3. flood
4. tornado
5. monsoon
Using a using hazard maps, identify areas in the Philippines
prone to hazards brought about by tropical cyclones,
monsoons, floods, or ipo-ipo. You can browse to the internet.
Write your answers in a sheet of paper.
3. Extend
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?
Checked By:
School
Teacher
Date and
Time
Quarter
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teachers Guide Pages
2. Learners Materials pages
3. Text book pages
4. Additional Materials from Learning
Resources
B. Other Learning Resources
IV. PROCEDURES
A. Before the Lesson
1. Elicit
Define life .
A. Biology is a quest of ongoing inquiry about the nature of life
and even the origin of life.
B. Thinking like a biologist: Many interesting questions probably
occur to you when you are outdoors surrounded by the natural
world.
C. The most fundamental question we may ask: What is LIFE?
1. Ask students to define life in their own words, by
writing down their definition/view/understanding of life
on a piece of paper
Photos
Energy Processing/
Acquisition and use of
energy
Growth and
Development
Response to the
environment/ Ability to
respond to stimuli
Reproduction
B. Lesson Proper
1. Explore
2.
3.
Questions
i. Knowledge recalling facts (Key Words: what, when,
where, define, spell, list, match, name);
v.
vi.
4.
5.
References
2. Explain
A. End the activity with an oral presentation, in which each group
synthesizes their comments/responses to the input from the
others.
C. After the Lesson
1. Elaborate
2. Evaluate
3. Extend
Close Reading Protocol
A. Ask students to further read up on the topics and issues raised
during class which they found particularly interesting.
B. Close reading the careful and purposeful reading and
rereading of a text
1. Focus on what the author has to say, what the authors
purpose is, what the words mean, and what the
structure of the text tells us.
2. Carefully investigate texts and make connections to
essential questions about conditions on early Earth
that made the origin of life possible, the first life forms
and themes of life.
C. Instruct students to submit an essay about their chosen topic
on the next class meeting. Their essays should be based on
what they read and researched.
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?
Content
Content is concise
and accurate. All
required
information is
presented in a
logical order.
Content is accurate
but some required
information is missing
and/or not presented
in a logical order. Still
generally easy to
follow.
Content is accurate
but some required
information is missing
and/or not presented
in a logical order.
Difficult to follow.
Content is
questionable.
Information is not
presented in a
logical order.
Difficult to follow.
Content is
inaccurate.
Information is not
presented in a
logical order.
Difficult to follow.
Presentation
Presentation flows
well. Tools are
used extensively
and creatively, for
maximum effect.
Presentation flows
well. Tools are used
correctly.
Overall
presentation is
interesting.
Presentation flows
well. Some tools are
used to show
acceptable
understanding.
Presentation is
unorganized. Tools
are not used in a
relevant manner.
Presentation has
no flow.
Insufficient use of
tools.
No images. Poor
layout.
Mechanics
No spelling errors.
No grammar
errors. Text is in
authors own
words.
Some spelling
errors. Some
grammar errors.
Most of text is in
authors own
words.
Checked By:
School
Teacher
Date and
Time
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teachers Guide Pages
2. Learners Materials pages
3. Text book pages
4. Additional Materials from
Learning Resources
B. Other Learning Resources
https://web.facebook.com/Official.FNPN/videos/7608856772
72037/
https://link.quipper.com/en/classes/57d83d938db63719f600
0169/courses
IV. PROCEDURES
A. Before the Lesson
1. Elicit
2. Engage
B. Lesson Proper
1. Explore
2. Explain
Show some pictures related to the previous lesson and ask students to describe
what the picture shows.
Show a video clip After effects of typhoon Yolanda
Ask the learners the following questions:
What should you do before, during, and after a hydro-meteorological
hazard?
Do your parents or even you have made a family disaster plan?
The teacher asks the students to go to their respective groups. Each group is
assigned for each hydro-meteorological hazard.
Group 1 for tropical cyclone, Group 2 for monsoons, Group 3 for floods, and
Group 4 for ipo-ipo.
Each group will choose a leader. The leaders of each group are then tasked to
get manila paper and pens for their activity from the teacher. The teacher will
then give instructions regarding the activity. Each group is tasked to give at
least 10 practical ways to be written in their respective manila paper to the
hydro-meteorological hazard they are assigned to. A rubric for their group
activity is then read and given to each group.
After the students are done with their activity, each group leader will go in front and
put the manila paper of their respective group to share to the class what their
group has come up to.
The teacher will give insights to deepen the topic and correct some things that
need to be addressed.
I.
3. Extend
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?
KNOWLEDGE BASE
Was proper background information on the topic given? ..........................
Did the main conclusions of the presentation follow from the material presented?
. .............................................................................................................
Checked By:
KNOWLEDGE BASE
Was proper background information on the topic given? ..........................
Did the main conclusions of the presentation follow from the material presented?
. .............................................................................................................
KNOWLEDGE BASE
Was proper background information on the topic given? ..........................
Did the main conclusions of the presentation follow from the material presented?
. .............................................................................................................
Which of the following hydrometeorological hazard may bring heavy rainfall and
strong wind?
Which of the following can be used as a floatation device?
Heavy rainfall and flood may create pools of standing water. Which of the
following animals may breed on standing water and cause the spread of
diseases?
Which is the most appropriate action when the water level quickly rises in your
house during a heavy rainfall?
Why should you boil the water for drinking after a heavy rainfall or flood?
The map shown here is a composite risk map that considers projected
rainfall change, risk to projected temperature increase, risk to typhoons,
and risk to El Nio-induced drought. The combination of all these
meteorological hazards has recently caused disasters to the islands of
Luzon and Visayas, where most of the risks are concentrated.
The pattern of typhoon tracks has been frequenting the eastern
portion of the country, such that more disaster preparedness efforts are
now centered on Eastern Visayas. These weather disturbances increase the
risks in areas whose topographical features are prone to landslide and
flooding. Sadly, most of the rural areas in the Visayas have been exploited
of their natural resources, the effects of which are characterized by
degradation and instability of land. With this profile, the susceptibility of
these areas to hydrometeorological hazards is high.
PAGASA has installed various weather stations all over the country
to accurately detect, observe, measure, and forecast any of possible
meteorological hazards. It is then important to be aware and be prepared at
the onset of the season for specific hazards so that disasters may be
minimized if not totally prevented.
Biochemistry
Biotechnology
Botany
Ecology
Entomology
Environmental Studies
Genetics
Medicine
Microbiology
Morphology
Taxonomy
Zoology
To develop the ability to critically evaluate and debate scientific issues and processes.
To develop scientific skills and ways of thinking scientifically that enables you to see the flaws in
pseudo-science in popular media.
To provide useful knowledge and skills that are needed in everyday living.
To create a greater awareness of the ways in which biotechnology and knowledge of Life Sciences has
benefited humankind.
To show the ways in which humans have impacted negatively on the environment and organisms living
in the environment.
To develop a deep appreciation of the unique diversity of biomes In Southern Africa, both past and
present, and the importance of conservation.
To create an awareness of what it means to be a responsible citizen in terms of the environment and lifestyle choices that they make.
To expose you to the range and scope of biological studies to stimulate interest in and create awareness
of possible specialities and fields of study.
To provide sufficient background for further studies and careers in one or more of the biological subdisciplines.
Ever wondered what you can do with Life Sciences after school? Below are some careers which you could
study:
Agronomist: someone who works to improve the quality and production of crops.
Animal scientist: a researcher in selecting, breeding, feeding and managing of domestic animals, such as
cows, sheep and pigs.
Biochemist: someone who investigates the chemical composition and behaviour of the molecules that
make up living things and uses this knowledge to try understand the causes of diseases and find cures.
Botanist: someone who studies plants and their interaction with the environment.
Developmental biologist: studies the development of an animal from the fertilised egg through to birth.
Ecologist: a person who looks at the relationships between organisms and their environment.
Food Scientist: someone who studies the biological, chemical and physical nature of food to ensure it is
safely produced, preserved and stored, and they also investigate how to make food more nutritious and
flavourful.
Geneticist: a researcher who studies inheritance and conducts experiments to investigate the causes and
possible cures of inherited genetic disorders and how traits are passed on from one generation to the
next.
Horticulturalist: a person who works in orchards and with garden plants and they aim to improve
growing and culturing methods for home owners, communities and public areas.
Marine biologist: a researcher who studies the relationships between plants and animals in the ocean and
how they function and develop. They also investigate ways to minimise human impact on the ocean and
its effects, such as over fishing and pollution.
Medical doctor or nurse: someone who uses the current latest understanding of the causes and
treatments for disease to treat people who are ill or improve a person's well-being.
Medical illustrator: someone who illustrates and draws parts of the human body to be used in textbooks,
publications and presentations.
Microbiologist: a researcher who studies microscopic organisms such as bacteria, viruses, algae and
yeast and investigates how these organisms affect animals and plants.
Nutritionist: someone who gives advice to individuals or groups on good nutritional practices to either
maintain or improve their health and to live a healthy lifestyle.
Palaeontologist: a researcher who studies fossils of plants and animals to trace and reconstruct
evolution, prehistoric environments and past life.
Pharmacologist: a scientist who develops new or improved drugs or medicines and conducts
experiments to test the effects of drugs and any undesirable side effects.
Physiologist: a researcher who studies the internal functions animals and plants during normal and
abnormal conditions.
Science teacher: someone who helps students in different areas of science, whether it is at primary
school, high school or university.
Science writer: someone who writes and reports about scientific issues, new discoveries or researcher, or
health concerns for newspapers, magazines, books, television and radio.
Veterinarian: someone who looks after the health and wellbeing of pets, domestic animals, animals in
game parks and zoos.
Zoologist: a researcher who studies the behaviour, interactions, origins and life processes of different
animal groups
Living Sunlight
Student Activity Sheet
Materials
Classroom set of Living Sunlight: How Plants Bring the Earth to Life
Printable #6a: Photosynthesis and Respirationfrom Teacher's Guide for Living Sunlight.
You will need to scroll down to find #6a. Make a copy for each student.
A common houseplant
A few seeds
Newspaper
Purpose
To help students understand that energy from the sun is necessary for life on earth.
Context
This lesson uses the book Living Sunlight: How Plants Bring the Earth to Life to teach students the basics of
photosynthesis and the role the sun plays in keeping plant and animal life alive and thriving on earth. The
illustrations are as much a teaching tool as the text.
The book, which is written by Molly Bang and Penny Chisholm, is one of the winners of the 2010 SB&F Prize
for Excellence in Science Books.
Students in grades 3 to 5 know that plants need sunlight to grow, but they may not know how important sunlight
is for plants, animals, and humans to survive. The science behind photosynthesis is a little complicated for this
age group, but teachers can lay the groundwork for understanding through reading the book and doing the
related activities.
Read More
Planning Ahead
If you think it would be useful, you could purchase a DVD of the book at Nutmeg Media. This DVD could be
projected onto a screen and you could use it as a supplement to the book to help you point out ideas shown in
the pictures.
For some background information on the book, you could listen to the podcast interview with Molly Bang, who
is one of the authors and the illustrator of the book.
Please note that you should use seeds for this lesson that require sunlight to sprout. Some examples of these
kinds of seeds are: begonias, impatiens, petunias, primulas, and coleus.
Motivation
Before proceeding with this lesson, you will need to spend some time with the book, reading the story plus the
notes at the end of the book. The notes at the back of the book explain the concept of photosynthesis in detail
and interpret the illustrations, which are central to understanding.
Begin by leading a discussion about the basic concept of photosynthesis so you can measure what students
know about the connection between sunlight, energy, and plant life. Lead a class discussion by asking students
these questions:
We all need energy to grow and live, but plants, animals, and humans get their energy
from different places. Where do you think plants get their energy?
(They get their energy from sunlight.)
Did you know that animals and humans cannot live without plants?
(This question will help you gauge students' understandings and misconceptions
about the importance of plant life.)
This may be a good time to use the K-2 Printables for Living Sunlight to help assess what students know about
photosynthesis. These printables introduce the basic concepts and were created by Molly Bang, Sally Sisson,
Jim Green, and Penny Chisholm.
Development
Now read the book to the students. Ideally, they will have several copies so they can follow along in small
groups as you read. Be sure to hold the book up so they can see the pages. This book has many illustrations that
are more than what meets the eye, so you will want to discuss the illustrations as you read. They serve as a
visual explanation of the concept of photosynthesis. You will need to read slowly so students will have time to
absorb the concepts. Pause for questions, and ask students to describe what they see in the illustrations.
To help facilitate understanding, set a common houseplant within your reach. As you read and discuss the
photosynthesis process, hold the plant up in front of the class and point to the different parts of the plant.
Read the first two pages out loud. Pause to ask students:
Read the next four pages and pause to discuss the photosynthesis process. Talk students through the process
using these questions:
See the first illustration, the magnified image of the roots? What are the roots doing?
(They are sucking up water from the earth.)
Since humans don't have leaves, how do we get energy from the sun?
(We eat the plants.)
Breathe in the air. Where are you getting this air or oxygen?
(We are getting it from plants.)
After you have read the book to the students, as a group, students should follow the directions on the Living
Sunlight student sheet to help them plant a few seeds in a paper cup with soil and place it in the sun. They
should plant the same kind of seed in another paper cup but place it in a dark place. After a few days, have the
students check on the seedlings. If the cup in the sun has sprouted, ask the students to talk about why one cup
sprouted and the other didn't.
At this point, you may want to talk with your students about how some seeds need sunlight in order to sprout
while other seeds do not. You could discuss as a class why this may be so. Encourage your students to explain
their answers and accept all answers from them.
Leave the sprouted seedling in the sun, and place a clear jar over it overnight. In the morning, have the students
check the seedling. There should be condensation on the inside of the jar. Discuss with students the
condensation being evidence of the plants breathing out oxygen, which is called transpiration and is part of the
photosynthesis process.
Assessment
Have students answer the questions on the Photosynthesis and Respiration Printable #6a. You can also use the
Steps of Photosynthesis Printable #7 to have students describe, in their own words, the photosynthesis process.
The illustrations in this printable are the same as in the book.
Extensions
As a follow-up activity to this lesson, bring to class these vegetables to represent parts of a plant: broccoli (the
flower), celery (the stem), carrot (the root), and tomato (the fruit). Hold up each one and discuss with students
how eating these vegetables and fruit gives us energy from the sun to fuel our own energy. The sunlight went
into the plant and helped the plant make energy. If we eat the plant, we get the energy. If animals eat the plant,
they get the energy. Then, if we eat the animals, we get the energy one step removed. If possible, students could
each bring a salad ingredient to class so that they could make a salad and eat it, knowing they are powering their
bodies with energy from the sun.