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Division: LANAO DEL NORTE

School: Grade Level: 10

Teacher: Learning Area: Science

Date & Time: Week 10 Day 3 Quarter: 3

I. OBJECTIVES
The learners demonstrate an understanding of:

Content Standards: 1.The influence of biodiversity on the stability of ecosystems

2.An ecosystems as being capable of supporting a limited number of
organisms

A. Performance
Standards:

B. Learning
Competencies/
The learners should be able to suggest ways to minimize human impact
Objectives:
on the environment. (S10LT-IIIj-43)
(Write the code for
each LC)

Describe the two general categories of environmental disaster in

C. Specific Objective
ecosystem.

D. Integration of Content
within and Across
Curriculum

II. CONTENT Biodiversity and Ecosystem Stability

III. LEARNING
RESOURCES

A. References

1. Teacher’s Guide
Science 10,pp. 249-252
Pages

2. Learner’s Materials
Science 10,pp. 341-344
Pages

3. Textbook Pages

4. Additional Materials
from Learning
Resource (LR) portal

B. Other Learning
Resources
https://www.encyclopedia.com/environment/energy-government-and-
defense-magazines/environmental-disasters
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Learner’s Expected
IV. PROCEDURES Teacher’s Activity/ies
Response/s

Elicit (2 minutes)

A. Reviewing Previous -earthquake

Lesson or Presenting Tall buildings are vulnerable to “The Big One”.
the New Lesson

“The Big One” refers to what?

Engage (5 minutes)
B. Establishing a Purpose
for the Lesson
4 PICS 1 WORD

C. Presenting
Examples/Instances of Each slide has four pictures representing the
the Lesson same genre. Learners use their inferencing
skills to figure out what the genre is.(Two letters
were provided as hint)

D_ _ _ _ _ T _ _

DISASTER

slide_2

M__-M___
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MAN-MADE

N_ _ _ R _ _

After the three slides were answered, the NATURAL

teacher will ask the class.

What slide catches your attention?

-answers may vary

Explore (15 minutes)

Learners will be group into four.

D. Discussing New
Concepts and
Practicing New Skills Activity 1:
#1 The groups will be given the same
article to read for the activity. They will be then
asked by their teacher to answer the guide
questions.

Guide questions:
E. Discussing New
Concepts and 1. What is the article all about?
Practicing New Skills
#2 -Environmental Disaster
2. What are the two categories of
environmental disaster?

- Natural and Man-

3. List down examples under each made
categories.
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Natural Disasters
 wild fires,
 landslides,
 floods,
 earthquakes,
 droughts,
 tornadoes,
 tsunamis, and
 volcanic
eruptions

Man-made Disasters
 oil spills,
 chemical spills,
 nuclear
incidents,
 wars and
 terrorist
activities

- thunderstorm, heat
waves, lahar
F. Developing Mastery Can you give another examples of natural
disaster? Manmade disaster?
- fire/arson, toxic
landfill,

Explain and Elaborate (25 minutes)

G.Finding practical
applications of Activity 2:
concepts and skills in
daily living The group will present their answers according
to their assigned tasks. Each group will be
given 3-minute presentation.
Expected outputs
H. Making
Generalizations and Group A: Concept Map
Abstractions about the
Lesson
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Group B: Outlining

Group C: Comparison Chart

Group D: Venn Diagram

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*see attached rubric for scoring

I. Evaluating Learning Evaluate (10 minutes)

1. Which natural disaster is the sliding down
1. A.
of a mass of earth or rock from a mountain
or cliff?
A. Landslide C. Tsunami
B. Thunderstorm D. Tornado

2. Which of the following is not a type of natural 2. B

disaster?
A. Landslide C. Tsunami
B. War D. Tornado

3. Environmental disasters caused by ______

3. C
have longer lasting effects on the environment.
A. Climate C. Human
B. Weather D. Nature

4. How do oil spills affect us as humans?

4. A
A. It affects the animals we eat.
B. It affects the shoes we wear.
C. It affects the space we occupy.
D. It affects the jewelry we wear.
5. Disasters frequently result in all of the
following EXCEPT 5. D
A. Damage to the ecological environment
B. Displacement of populations
C. Destruction of a population’s homeland
D. Sustained public attention during the
recovery phase
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Extend (3 minutes)

Create a poster of environmental disasters.

J. Additional activities for
application or
remediation
Group A and C : Natural Disaster

Group B and D : Man made Disaster

V. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about

your student’s progress this week. What works? What else needs to be
VI. REFLECTION done to help the students learn?
Identify what help your instructional supervisors can provide for you so
when you meet them, you can ask them relevant questions.

A. No. of learners who

earned 80% in the
evaluation

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 work well?
Why did these work?

F. What difficulties did I

encounter which my
principal or supervisor
can help me solve?

G. What innovations or
localized materials did I
used/discover which I
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wish to share with other

teachers?

Observed by:

BELEN T. BASTILLADA
ESP in Science
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D_ _ _ _ _ T _ _
379
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M__-M___
 381

N_ _ _ R _ _
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Environmental Issues: Essential Primary Sources

COPYRIGHT 2006 Thomson Gale

Environmental disasters have a severely detrimental effect on ecosystems. These catastrophes are
often short in duration, but have a lasting impact on the animals and plants that live in the affected
habitat. Occasionally, environmental catastrophes change the physical environment so much that
the damage to the ecosystem is irreversible. In other cases, environmental damage can be
contained and the habitat rehabilitated.

Environmental disasters fall into two general categories. Some disasters are caused by natural
climate or weather events. These include wild fires, landslides, floods, earthquakes, droughts,
tornadoes, tsunamis, and volcanic eruptions. Although the causes of these natural environmental
disasters do not involve human activities, in some cases the effects are worsened by the influence
of people.

For example, the environments that suffered the most damage during the Indian Ocean tsunami of
2004 were those where urban development and construction had damaged coral reefs. In places
where coral reefs were healthy, the reef acted like a buffer, deflecting the power of the giant wave.

A second category of environmental disasters includes those caused by human activities. Examples
of human-induced environmental disasters include oil spills, chemical spills, and nuclear incidents.
In addition, wars and terrorist activities can be disastrous to ecosystems. In many cases,
environmental disasters caused by humans have longer lasting effects on the environment than
catastrophes brought on by natural events.

For example, the enormous oil spill that occurred when the Exxon Valdez supertanker ran aground
in Prince William Sound in 1989 continues to have major environmental repercussions. Twelve
years after the oil spill, significant deposits of oil, which is toxic to many species, persisted
throughout the affected area. In 2002, the population size of at least eight species of fish and
mammals was still severely impacted from the oil spill.

Although environmental disasters take a terrible toll on ecosystems, they can bring increased
attention to threatened habitats. In some cases, the increased oversight by governmental,
intergovernmental, and non-governmental agencies results in legislation, which reduces the impact
of future environmental disasters.

For example, the Exxon Valdez oil spill led to much stronger regulation of the oil shipping industry.
Also, additional funds were allocated for cleaning up oil spills, should they occur again. In the wake
of the 2004 tsunami, the United Nations began organizing an Indian Ocean Tsunami warning
system to alert citizens when another gigantic wave is heading to shore.
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Humans have long believed that their scientific creativity could meet the challenges of natural
forces. However, as Earth's resources continue to be eroded by the growing population and its
demand for natural resources, it is ever more likely that environmental disasters will increase both in
number and intensity. The following section explores some of the better-known environmental
disasters that have occurred. It delves into the effects that these catastrophes have taken on the
environment and on the human communities involved.

https://www.encyclopedia.com/environment/energy-government-and-defense-magazines/
environmental-disasters
 384

Concept Map

Environmental
Disaster

Natural Man-made
Disaster Disaster

caused by natural caused by human

climate/ weather activities
events

wild fires
landslides oil spills
earthquakes chemical spills
droughts nuclear incidents
tornadoes wars
tsunamis terrorist activities
volcanic eruptions

Outlining

Environmental Disaster

CATEGORIES
• Natural Disaster - caused by natural climate/ weather events
examples
wild fires
landslides
earthquakes
droughts
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tornadoes
tsunamis
volcanic eruptions

• Man-made Disaster - caused by human activities

examples
oil spills
chemical spills
nuclear incidents
wars
terrorist activities

Comparison Chart

ENVIRONMENTAL DISASTERS

Categories NATURAL MAN-MADE

caused by natural climate/ weather

Meaning caused by human activities
events

wild fires
landslides oil spills
earthquakes chemical spills
Examples droughts nuclear incidents
tornadoes wars
tsunamis terrorist activities
volcanic eruptions
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Venn Diagram

NATURAL DISASTER MAN MADE DISASTER

wild fires oil spills

landslides chemical spills

Destruction/
earthquakes nuclear incidents

damage
droughts wars
tornadoes terrorist activities
tsunamis
volcanic
eruptions
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Group Name/Number: ________

Group Presentation Rubric

The teacher will use this rubric to evaluate each group’s presentation. Learners can look at this
rubric so they may understand what they are being graded on.

Trait Criteria Points

1 2 3 4

CONTENT Presentation
Presentation
had an
Did the had moments Presentation
exceptional
presentation have Presentation where had a good
amount of
valuable material? contained little valuable amount of
valuable
to no valuable material was material and
material and
material. present but a benefited the
was extremely
whole content class.
beneficial to the
was lacking.
class.

COLLABORATIO The
The
N teammates
teammates
The worked from The teammates
Did everyone sometimes
teammates others’ ideas always worked
contribute to the worked from
never worked most of the from others’
presentation? others’ ideas.
from others’ time. And it ideas. It was
However it
Did everyone seem ideas. It seems seems like evident that all
seems as
well versed in the as though only every did group members
though certain
material? a few people some work, contributed
people did not
worked on the but some equally to the
do as much
presentation. people are presentation.
work as
carrying the
others.
presentation.

ORGANIZATION The
The presentation
Was the The
presentation had organizing
presentation well There were presentation
lacked ideas but
organized and easy minimal signs was well
organization could have
to follow? of organization organized, well
and had little been much
or preparation. prepared and
evidence of stronger with
easy to follow.
preparation. better
preparation.

PRESENTATION Presenters Presenters Presenters Presenters

were were not were were all very
Did the presenter/s
unconfident consistent with occasionally confident in
speak clearly?
and the level of confident with delivery and
Did they engage demonstrated confidence/ their they did an
the audience? little evidence preparedness presentation excellent job of
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Was it obvious the however the

material had been they showed presentation
engaging the
rehearsed? of planning the classroom was not as
class.
prior to but had some engaging as it
Preparation is
presentation. strong could have
very evident.
moments. been for the
class.

Total Points /16