DLL 16

SCHOOL CABUYAO INTEGRATED NATIONAL HIGH SCHOOL GRADE LEVEL 11
TEACHER MARJORIE B. REGALADO LEARNING AREA Disaster Readiness and Risk Reduction
TEACHING DATE February 6, 2019 QUARTER Fourth

TEACHING TIME 10:15-11:15 am SECTION POLARIS
I. OBJECTIVES
A. Content Standard The learners demonstrate understand of related geological hazards including:
rainfall-induced landslides and sinkholes.
B. Performance The learners shall be able to:
Standards • develop a family emergency preparedness plan to guide them on what to
do before, during and after the occurrence of events that are caused by
geological hazards.
C. Learning The learners are able to:
Competencies • interpret geological maps (DRR11/12 IIa-b-30)
D. Objectives At the end of the lesson, the learners will be able to:
1. identify the different elements of a geohazard map;
2. interpret geohazard maps provided by the Mines and
Geosciences Bureau to identify areas prone to landslide and
flooding;
3. be aware of how geologically dynamic is the area in which they
live in;
4. be aware of the potential geohazards they are exposed to in their
barangay; and
5. identify possible safe evacuation routes in case of landslides and
floods.
II. CONTENT Other related geological hazards
-Landslides and Sinkholes
https://lipad-fmc.dream.upd.edu.ph/layers/geonode%3Aph043404000_fh5yr_10m
III. LEARNING
https://www.santarosacity.gov.ph/about-sta-rosa/geologic-hazards/
RESOURCES https://www.gps-coordinates.net/
A. References
1. Teacher's Guide 101-106
pages
2. Learner's Materials
pages
3. Textbook pages
4. Additional
materials from
Learning Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous What are warning signs of an impending landslide?
lesson or presenting
the new lesson
Communicate learning objectives (5 mins)
1. Explain that the class will learn how to use geohazard maps to identify
hazardous places and safe places.
2. Write the specific learning outcomes for the lesson on the board and ask
learners to read them.
I. I can identify the different elements of a geohazard map.
B. Establishing a II. I can interpret geohazard maps provided by the Mines and Geosciences
purpose for the lesson Bureau to identify areas prone to landslide and flooding.
III. I can be aware of how geologically dynamic is the area in which they live
in.
IV. I can be aware of the potential geohazards they are exposed to in their
barangay.
V. I can identify possible safe evacuation routes in case of landslides and
floods.
1. Post one of following videos on geohazard maps:
C. Presenting
I. https://youtu.be/X5F1_o_h40A
examples/instances
II. https://youtu.be/0ysL_W9b7rE
of the new lesson
III. https://youtu.be/qG0R9Q1yjWU
2. After watching the video, ask the following questions:
I. What are the different colors of areas prone to rain-induced landslides and
what action should be taken corresponding to each of these colors?
II. What are the different colors of areas prone to flooding and what actions
should be taken corresponding to each of these colors?
1. Show the map below.
2. Together with the class, identify the following parts of the map:
I. Title
II. Legend
III. Orientation Compass
IV. Map Ruler /Bar Scale
V. Coordinates
3. Give the class two minutes to study the hazard map below, after which ask
the class the following questions:
I. What are the different colors used to distinguish different areas in the map?
II. What does each color mean regarding the susceptibility of an area for a
specific hazard?
III. For each hazard and level of susceptibility, what actions should someone in
a particular area take during periods of intense rain?
D. Discussing new
concepts and
practicing new skills
#1
4. Show class how to download geohazard maps from one of the four sources
above. For MGB website, you should show the following steps:
I. Go to http://www.mgb.gov.ph
II. Click on the icon on the top left hand-side of the MGB webpage for
GEOHAZARD MAPS. This will bring you to !http://gdis.denr.gov.ph/mgbpublic/
which will show a map of the Philippines with squares superimposed on top.
E. Discussing new
III. Click on the square containing the city or municipality where the school is
concepts and
located in. This action will download the map in jpeg format.
practicing new skills
5. Class views the downloaded map.
#2
6. Again, make sure that the learners can identify the different elements of the
map:
I. Title
II. Orientation compass
III. Legend
IV. Map ruler
V. Coordinates. https://www.gps-coordinates.net/
7. Ask learners to identify the main and secondary roads and locate the
school relative to these roads.
8. If handheld GPS is available, show the coordinates of the school and asks
learners to look for the school on the map using the GPS coordinates. If no
GPS is available, mark the approximate location of the school with a dot.
9. Ask learners to measure the distance of the school to the different main and
secondary roads using a ruler and the map ruler or bar scale.
Bonus: Ask a learner to study the map and determine what the scale of the
map is. (Maps are generally 1:50,000. See note on teaching map scale).
10. Then, ask the following questions:
I. Where are the areas of high susceptibility to landslides?
What can you conclude regarding the topography of such areas?
(These areas are normally mountainous areas with steep slopes with little
vegetative cover and high levels of human development).
II. Where are the areas of moderate susceptibility to landslides?
III. Where are the areas of low susceptibility to landslides?
F. Developing IV. Where are the areas of high susceptibility to flooding? What can you
mastery conclude regarding the topography of such areas? (These are normally low
lying areas adjacent to rivers and lakes as well as areas in valleys).
V. Where are the areas of moderate to low susceptibility to flooding?
VI. What areas are considered generally safe during period of strong rain
(areas with low susceptibility to both flooding and landslide)?
VII. Is the school located in an area that is susceptible to rain-induced
landslides?
VIII. Is the school located in an area that is susceptible to floods?
Studying the geohazard Map for safety before, during and after the disaster.
Awareness on how geologically dynamic is the area in which they live in.
Awareness on the potential geohazards they are exposed to in their
G. Finding Practical barangay; and Identifying possible safe evacuation routes in case of
skills in daily living landslides and floods.
https://lipad-fmc.dream.upd.edu.ph/layers/geonode%3Aph043404000_fh5yr_10m
https://www.santarosacity.gov.ph/about-sta-rosa/geologic-hazards/
H. Making What are the different elements of a geohazard map?
generalizations and
abstraction about
the lesson
Quiz
1-3. Give atleast 3 elements of a geohazard map.
I. Evaluating learning 4. Is your house located in an area susceptible to rain-induced landslides?
Why?
5. Is your house located in an area susceptible to flooding? Why?
J. Additional activities
for application or
remediation
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 those 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: Checked:
MARJORIE B. REGALADO CELIA CONCEPCION O. GREGORIO

Teacher III Master Teacher II
Noted:
MARIBETH G. HERRERO
Officer-In-Charge
Head Teacher III

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SCHOOL CABUYAO INTEGRATED NATIONAL HIGH SCHOOL GRADE LEVEL 11

TEACHING DATE February 6, 2019 QUARTER Fourth

MARJORIE B. REGALADO CELIA CONCEPCION O. GREGORIO

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