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Republic of the Philippines
Department of Education
REGION X – NORTHERN MINDANAO
DIVISION OF BUKIDNON
TALAKAG NATIONAL HIGH SCHOOL
TALAKAG, Bukidnon
Subject: Earth and Life Science
Division Bukidnon
School Talakag National High School Grade Level 11
Teacher Frelvic Jean D.Bontes Learning Area Science
Time & Dates July 28-30, 2025/ 6:30-7:15 am Quarter
1st
I. OBJECTIVES
The learners demonstrate an understanding of:
1. the different hazards caused by geological processes (earthquakes, volcanic
eruptions, and landslides)
A. Content Standards 2. the different hazards caused by hydrometeorological phenomena (tropical
cyclones, monsoons, floods, and tornadoes or ipo-ipo)
3. 3. the different hazards caused by coastal processes (waves, tides, sea-level
changes, crustal movement, and storm surges)
The learners shall be able to:
1. Conduct a survey to assess the possible geologic hazards that your community
may experience. (Note: Select this performance standard if your school is in an
area near faultlines, volcanoes, and steep slopes.)
B. Performance Standards
2. Conduct a survey or design a study to assess the possible hydrometeorological
hazards that your community may experience. (Note: Select this performance
standard if your school is in an area that is frequently hit by tropical cyclones
and is usually flooded.)
C. Learning Competencies/
Objectives (Write the The learners:
code for each LC)
1. describe the various hazards that may happen in the event of earthquakes,
volcanic eruptions, and landslides S11/12ES-If-30
2. using hazard maps, identify areas prone to hazards brought about by
earthquakes, volcanic eruptions, and landslides S11/12ES-If-31
3. give practical ways of coping with geological hazards caused by
earthquakes, volcanic eruptions, and landslides S11/12ES-If-32
4. 4. identify human activities that speed up or trigger landslides S11/12ES-
2
If-33
5. suggest ways to help lessen the occurrence of landslides in your community
S11/12ES-Ig-34
SPICIFIC OBJECTIVE:
Students will be able to identify and describe at least three major geologic
processes, explain the hazards associated with each, and propose mitigation
strategies.
III. NATURAL HAZARDS, MITIGATION, AND ADAPTATION
A. Geologic Processes and Hazards
II. CONTENT
B. Hydrometeorological Phenomena and Hazards
C. C. Marine and Coastal Processes and their Effects
TOPIC A. Geologic Processes and Hazards
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
Pages
2. Learner’s Material
Science in the modern world earth and life science
Pages
3. Textbook Pages
1. Science and Technology IV: Physics Textbook for Fourth Year. Rabago,
4. Additional Materials Lilia M., Ph.D., et al. 2001. pp. 290-293. * 2. Science and Technology IV:
from LR Portal Physics Textbook.
Learner’s Expected
IV. PROCEDURES Teacher’s Activity/ies
Response
Elicit (2minutes)
(one student will lead the
A. Reviewing previous Prayer and Greetings prayer)
lesson or presenting the “Let us pray first. Lead us a prayer” “Good morning, ma’am!
new lesson “Good morning, class, “
Checking of attendance The student will say present
The teacher will call the names of the or absent
student
“Who are absent today class?”
“Very Good, everybody is present.
(Students will follow the
Before we start our class for today, kindly arrange instructions properly)
your chairs properly and make sure that your places
are well organized and distraction- free.
Begin by asking students what they already
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know about natural disasters. What have
they heard about earthquakes, volcanoes, or
tsunamis? Write their ideas on the board.
This activates prior knowledge and sets the
stage for the lesson.
Engage (4 minutes)
A. Establishing a Show a captivating video or a series of
purpose for the lesson
impactful images depicting the power of
geologic events. Ask students to describe
what they see and how these events might
impact people and the environment. This
B. Presenting examples/ captures their attention and motivates them
instances of the new
lesson to learn more.
Explore (15 minutes)
The class will do the activity
Activity: Divide students into small groups
and provide them with construction paper,
markers, and scissors. Have them create
models of different geologic processes (e.g.,
C. Discussing new
concepts and a volcano erupting, a fault line moving, a
practicing new skills landslide occurring). Each group presents
their model and explains the process they
are depicting. This allows for hands-on
learning and collaborative exploration of the
concepts.
D. Developing mastery Explain (4 minutes)
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Introduce key concepts: plate tectonics, the
rock cycle, and the different types of
geologic hazards. Use clear and simple
language, providing definitions and
examples. Relate these concepts to the
video/images shown earlier. This provides
the foundational knowledge necessary for
understanding the topic.
Elaborate (20 minutes)
Discuss the hazards associated with each
geologic process. For example, earthquakes
can cause building collapses, tsunamis can
F. Making
generalizations and cause flooding, and volcanoes can spew ash
abstractions about the
and lava. Brainstorm ways to mitigate these
lesson
hazards (e.g., building codes, early warning
systems, evacuation plans). This extends
their understanding and connects it to real-
world applications.
Evaluate (3 minutes) .
E. Evaluating learning
Have students complete a worksheet
with questions about the geologic
processes and hazards discussed. This
assesses their understanding of the key
concepts and their ability to apply
them. The worksheet could include
multiple-choice questions, short
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answer questions, and diagram
labeling.
Extend (2 minutes)
Discuss current events related to
geologic hazards. You could show
news reports or articles about recent
earthquakes or volcanic eruptions. Ask
E. Additional activities for
application or students to reflect on what they have
remediation
learned and how it applies to real-
world situations. This encourages
further exploration and connects the
lesson to current events.
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.
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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?
Prepared by: Checked by
FRELVIC JEAN D. BONTES KAREN P. SALE
Teacher I Master Teacher I
Approved by:
TEODORO P. CASIANO
Secondary School Principal
