ADAPTIVE TEACHING GUIDE Template

MET # 9 Lesson # 6 to 8: Lesson/topic: Hydrometeorological Phenomena and

Hazards

Prerequisite Content-knowledge: Weather and Climate

The students will be able to identify the effects of weather disturbances e.g. typhoon,
storm surge, flood, monsoons, droughts and other weather phenomena.
Prerequisite Skill: Critical thinking, Communication, Gathering and Interpreting data
and Problem solving
The students will be able to identify the risks, impact and designing mitigation strategies
in different weather condition.

Pre-lesson Remediation Activity

Read each statement carefully and identify if the statement is true or false.
1. True or False: Hydrometeorological hazards include natural events like floods, hurricanes,
and droughts.
2. True or False: A tsunami is classified as a hydrometeorological hazard.
3. True or False: Climate change can increase the frequency and intensity of
hydrometeorological hazards.
4. True or False: Hydrometeorological hazards only occur in coastal areas.
5. True or False: Early warning systems can help reduce the impact of hydrometeorological
hazards.

Prerequisites Assessment:
(This can be administered in three modalities: In-Person, Online & Offline)
● For Students with Insufficient Level of Prerequisite Content-knowledge and/or
Skill(s):
A1: The teacher shall allow the students to watch a short news video clip on flooding
villages in Macabebe, Pampanga a few months ago. (https://www.youtube.com/watch?
v=cRcV9f6ieVA)
Process Questions:
1. What hydrometeorological hazards did the villages in Macabebe, Pampanga
 experience in the news clip? Are there other areas affected by these hazards?
2. What are the causes of the continuous flooding in Macabebe, Pampanga?
3. How are the Kapampangans affected by this weather disturbance/calamity?
4. Based on the video what was the action made by the following:
a. affected and unaffected families
b. Local Government units (Barangay, Municipal, Provincial)
c. Non-governmental organizations, if any
A2: Here’s a fun jumbled letter game focusing on weather hazards. The idea is for
participants to unscramble the letters to form a correct weather hazard term. Below are
some jumbled weather hazard words for the game:
TSDTRUENHORM → THUNDERSTORM
NIGDOFLO → FLOODING
NANALI - LA NINA
POTOHYN - TYPHOON
EWAHTVEA → HEATWAVE
TGURSOMERS --- STORM SURGE
ESEDPRENRASP---- PREPAREDNESS
● For Students with Fairly sufficient Level of Prerequisite Content-knowledge
and/or
Skill(s):
Using the map of the town of Macabebe, Pampanga. Identify the barangays that fall
under the different levels of flooding using the following colors. (More descriptions seen
on the next page.)
Yellow- Flooding is possible.
Orange-Flooding is threatening.
Red-Severe flooding is expected.
In this activity, data gathering may be done using two ways:
a. Exploring websites such as https://noah.up.edu.ph/ and
https://www.pagasa.dost.gov.ph/
b. Engage in Interviews and collaboration with families who often experience floods,
barangay officials, members of rescue and response teams, and authorities from the
MDRRMC of Macabebe and PDRRC offices in Pampanga.
c. Tackle occurrences, difficulties and reasons why floodings and other hazards occur
in their area.
d. Communicate and inquire too the actions made by all concerned individuals and
groups as to ease, mitigate and solve this problem of the community.

Introduction: Must include the following parts:

 1. Follow the subject schedule, three meetings are intended for the completion of the
Hydro-meteorological Phenomena and Hazards with the following details:
● 3 meetings (3 hours)
● Online: Goggle meet, G classroom or messenger group chats.
● Offline: actual facilitation of activities and classroom discussion.

2.The students are expected to gain essential concepts targeting the levels of
thinking:
 Remember: List the types of hydrometeorological hazards that occur in the
Philippines.
 Understand: Explain how hazard maps indicate areas at risk of specific natural
hazards.
 Apply: Analyze/ carefully study a given hazard map to determine which
communities may need evacuation or preparedness measures.

3. The knowledge, skills, and attitudes acquired in this lesson will help the students
to accomplish the following activities:

The development of these RUAs (levels of thinking) will enable the student to
apply his or her learning to the prepared preparatory activity as well as apply
it in some real-life situations through skit presentation.

4. Overview of the lesson:

This module should cover the following:
a. understanding the potential dangers and risks associated with the related concepts
related to hydrometeorological hazards such as the following:
weather and climate, typhoons, hurricanes, ipo-ipo, monsoons, El Nino and La Nina
phenomenon, thunderstorms, tides, drought, heatwaves, storm surges, climate
change, global warming, and other weather disturbances
b. understanding how to utilize hydro-meteorological hazard maps to recognize
regions/provinces/municipalities/barangays that are susceptible to various natural
hazards.
c. using and analyzing hazard maps to identify places in the country that are prone to
hydro-meteorological hazards like typhoons, monsoons, El Nino and La Nina,
thunderstorms, tides and storm surges are important to identify places that are prone
to the said hazards.

Motivation Activity: Fact or Bluff

Prompting to Effortful Thinking
Teachers will conduct a short activity where students will be asked to identify whether
the
statements posted about hydrometeorological hazards are a fact or a bluff.
For in-person: Students will be asked for hand signals to signify their answer/stand. For
Fact, the student will simply sign check mark (in air) and forearms forming an X for
Bluff.

For online synchronous: Answers to be expressed with heart emojis (Fact) and laugh
emoji (for Bluff).

________1. You’re watching the news: A weather bulletin announces a strong tropical
cyclone approaching your area, expected to bring heavy rain and wind. Your friend
says, “This is a geophysical hazard.”
________2. It hasn’t rained in your province for over three months. Crops are dying
and water is being rationed. Someone claims this is a hydro-meteorological hazard.
________3. During a thunderstorm, lightning strikes a tree and starts a forest fire. Your
cousin says, “That fire was caused by weather, so it’s a hydro-meteorological hazard.”
________4. Your city experiences extreme heat for several days, breaking temperature
records. A passerby says, “Heatwaves are just discomforts, not actual hazards.
________5. Hydro-meteorological hazards only include hazards that involve water, like
floods and tsunamis.

Process Question: How did identifying whether each situation was a fact or bluff help
you better understand hydro-meteorological hazards and their real-life impact?

NOTE: The intervention to address the problem will be done here. Teachers will be
coached in terms of what content should be focused on.
Contents:
1. Philippines’ geographical location (Typhoon belt)
2. Science concepts such as floods, monsoons, typhoons, tides, El Nino and La Nina
phenomenon, heatwaves, drought, climate change, global warming, storm surge and
tropical cyclones
3. Factors that affect weather patterns in a community or region

Skills:
1. Problem solving
2. Critical thinking
3. Article reading
4. Hazard mapping
 5. Use of technology (https://noah.up.edu.ph/ and
https://www.pagasa.dost.gov.ph/)

Student’s Experiential Learning: (Note: Use the Flexible Learning Activity Identified
for the topic/lesson relative to the General Enabling Teaching Strategy. Number of
chunking of topics will be dependent on the teacher’s plan.)

Chunk Formative Questions Online Strategies Offline Strategies

1 What causes hydro- digital data Group interview,

meteorological hazards in places gathering research LGU consultation
based on geographical location? / websites

2 How do the colors and symbols digital hazard Collaborative

on a hazard map help identify mapping hazard mapping
areas at risk of natural hazards (barangay level)
like floods or typhoons?

3 Which communities are most at info-graphics Short Skit

risk, and what preparedness or (flags, first aid kit,
evacuation actions would you phone, food,
recommend for them? water, whistle)

Chunk 1: Climate Map of the Philippines

Prompting Connection to Prior Knowledge, Prompting to Effortful Thinking, Using
examples and non-examples, and Drawing Attention to Meaning

Formative Question: What causes of hydrometeorological hazards in places based

on geographical location?
Targeted objective: [Remember] List the types of natural hazards that occur in the
Philippines.

The climate map of the Philippines shows the different weather patterns and climatic
zones experienced across the country. As an archipelago located near the equator, the
Philippines has a tropical climate characterized by high temperatures, high humidity,
and abundant rainfall throughout the year. However, not all areas experience the same
climate at the same time.

The country is divided into four climate types based on the distribution of rainfall and
the presence of dry or wet seasons. These types are influenced by factors such as
monsoons, elevation, and proximity to large bodies of water. The map helps in
understanding which regions are more prone to dry spells, heavy rains, or typhoons
during specific months. This information is vital for agriculture, disaster preparedness,
and daily living.

By studying the climate map, we can better understand seasonal changes, predict
weather-related events, and plan accordingly to reduce the risks brought by climate-
related hazards.

For the first chunk, learners are presented with the Philippines Climate map context
and its role in visualize and illustrate the distribution of climatic patterns, including
temperature and precipitation, across a region

The activity (online or offline) intends students to:

 enhance their understanding of hydrometeorological hazards and develop their

critical thinking and problem-solving skills in real-world scenarios.

Activity 1: Hazard Spotting – Image Analysis

Show students 3–5 photos (e.g., flooded urban street, drought-affected land, typhoon
aftermath on a coastline).

For each image, students answer: What type of hazard is shown? What geographic
features do you observe? How might location have contributed to the hazard?
Chunk 2: Zoom Earth Philippines

Prompting Connection to Prior Knowledge, Prompting to Effortful Thinking, Using

examples and nonexamples, and Drawing Attention to Meaning

Formative Question: How do the colors and symbols on a hazard map help identify
areas at risk of natural hazards like floods or typhoons?
Targeted objective: [Understanding] Explain how hazard maps indicate areas at
risk of specific natural hazards.

"Zoom Earth" is an interactive weather map that utilizes satellite imagery, including
the Himawari satellites, to provide real-time updates on weather conditions,
including those in the Philippines. You can use Zoom Earth to view a live satellite
map of the Philippines and explore weather data like temperature, wind, and
precipitation.
Here's how Zoom Earth specifically uses satellite imagery for the Philippines:

Real-time updates:

Zoom Earth displays near real-time satellite imagery, updated every 10-15 minutes,
providing the latest weather conditions.

Himawari Satellites:

The Himawari satellites (Himawari-8 and Himawari-9), launched by the Japan

Meteorological Agency (JMA) and utilized by PAGASA, are a key source of imagery
for Zoom Earth. They provide images every 10 minutes, which are then used to create
the interactive weather maps.

Interactive Maps:

Zoom Earth allows you to zoom in and out on the Philippines, view specific areas like
Manila or Luzon, and explore various weather layers, such as satellite imagery, wind,
and temperature.

In essence, Zoom Earth provides a user-friendly way to access and visualize satellite
imagery of the Philippines, offering a constantly updated view of the current weather
situation.

The hands-on activity (online or offline) intends students to:

 interpret hazard maps by analyzing colors and symbols to identify areas at risk of
natural hazards such as floods or typhoons using real-time data from Zoom Earth.

Activity 2: Interpreting Hazard Maps on Zoom Earth

Needed: Computers/tablets with internet access Access to Zoom Earth Printed or
digital worksheet (to guide the activity) Projector or screen (for class discussion)

Procedure:
Explore Zoom Earth (15 minutes):
 Have students open Zoom Earth and locate an ongoing or recent typhoon or flood-
prone area (e.g., Southeast Asia during typhoon season).
Ask students to identify the following:
 Areas with heavy rainfall (usually shown in dark blue or purple)
 Wind patterns and storm paths (often spirals or lines)
 Flooded areas (where applicable, using color overlays)
Color and Symbol Analysis (15 minutes):
Students will match colors/symbols they see with hazard types:
 Blue shades = Rainfall
 Red/orange = Wind intensity
 Spiral shapes = Cyclones
 Dark areas = Heavy cloud coverage
They will complete a worksheet noting:
 What the color/symbol represents
 What areas are at highest risk and why
 Predictions about where the hazard may move
Discussion and Reflection (10 minutes): Students share their findings.
Discuss how this information could help communities prepare for disasters. Reflect on
the importance of map literacy for disaster readiness.
Assessment: Completed worksheet with accurate identification of hazard zones.
Participation in group discussion. Optional: Students create a mini report or
presentation on one affected region using Zoom Earth data.

Chunk 3: Hydrometeorological Hazard Preparedness

Prompting Connection to Prior Knowledge, Prompting to Effortful Thinking, Using

examples and nonexamples, and Drawing Attention to Meaning

Formative Question: Which communities are most at risk, and what preparedness
or evacuation actions would you recommend for them?
Targeted objective: [Apply] Analyze/ carefully study a given hazard map to
determine which communities may need evacuation or preparedness measures

The Philippines ranks among the world’s most disaster-prone countries. It is highly
prone to natural disasters, particularly typhoons, floods, landslides, volcanic eruptions,
earthquakes, and tsunamis, lying as it does in the typhoon belt, in the active volcanic
region known as the “Pacific Ring of Fire,” and in the geologically unstable region
between the Pacific and Eurasian tectonic plates.
Aside from the natural disasters that reap an especially heavy human toll each year,
thousands are also displaced by human-made disasters like armed conflict and
development aggression. The intensifying effect of climate change also aggravates the
already burdened citizens with the worsening economic instability worldwide (CDRC,
2014)
It is always important to take precautionary measures for hydrometeorological hazards.
Knowing what to do can be the difference between surviving the disaster and being in
trouble.
The hands-on activity (online or offline) intends students to:
 Students will be able to identify key strategies and practices for disaster resilience
by watching an informational video, and demonstrate their understanding through
guided discussion and a short reflective summary.
Activity 3:Brainstorming
Carefully watch the assigned video on disaster resilience. Pay close attention to the key
concepts, strategies, and real-life examples presented
https://www.youtube.com/watch?v=RMkWBWmUHRg .
Offline Brainstorming: After watching, participate in a small group discussion to share
your insights.
Each member should contribute at least one key takeaway from the video.
Process questions: How can you properly prepare and deal with a disaster or calamity?
Suggest ways how to be resilient at all times.

Online (Self-reflection): Write a short reflection (5–7 sentences) summarizing what you
learned from the video and how it can apply to your community or personal life.

Synthesis Using examples and nonexamples, and Drawing Attention to Meaning

Hydrometeorological hazards are natural disasters related to atmospheric and water

processes, such as floods, droughts, storms, and heatwaves. They can cause severe
damage to lives, property, and the environment. These hazards are often worsened by
climate change and human activities. Effective management includes early warning
systems, preparedness, and sustainable practices to reduce risk and impact.
Things to Remember About Hydrometeorological Hazards:
They are natural hazards caused by weather and water processes (e.g., floods, storms,
droughts).

Examples: Tropical cyclones, heavy rainfall, landslides, heatwaves, and blizzards.

Causes: Natural climate systems, but often worsened by human activities like
deforestation and poor land use.
Impacts: Can cause loss of life, property damage, food and water shortages, and
displacement.
Prevention/Mitigation: Includes early warning systems, disaster preparedness, proper
infrastructure, and climate adaptation. Vulnerability: Poor, densely populated, or
unprepared areas are most at risk.
Climate Change Link: Global warming increases the frequency and severity of many
hydrometeorological events.
Importance of Education: Awareness and preparedness can greatly reduce risks and
save lives.

Guide Questions:
1. What causes hydrometeorological hazards in places based on geographical
location?
2. How do the colors and symbols on a hazard map help identify areas at risk of natural
hazards like floods or typhoons?

Which communities are most at risk, and what preparedness or evacuation actions
would you recommend for them?

RUA of a Student’s Learning:

Using examples and nonexamples, and Drawing Attention to Meaning

The students are expected to gain essential concepts targeting the levels of thinking:
 Remember: List the types of hydrometeorological hazards that occur in the
Philippines.
 Understand: Explain how hazard maps indicate areas at risk of specific natural
hazards.
 Apply: Analyze/ carefully study a given hazard map to determine which
communities may need evacuation or preparedness measures.

to assess critical thinking, communication, technology, collaboration and problem

solving through any of the following output:
Make a short skit showing the precautionary measures before, during and after a
hydrometeorological hazards. The output will be graded with the rubric below:
4 - Excellent 3 - Good 2 - Satisfactory 1 - Needs Improvement

The skit clearly demonstrates Good The skit shows a good The skit covers the basic idea The skit shows minimal
a deep understanding of grasp of hydrometeorological of a hydrometeorological understanding of the topic. It
hydrometeorological hazards. concepts with mostly accurate hazard but lacks depth or lacks accurate information,
It presents accurate information. It communicates clarity. Some information may organization, and creativity.
information, integrates a relevant message with be unclear or slightly Dialogue and performance
scientific terms appropriately, moderate creativity and inaccurate. Creativity and are weak or confusing, with
and delivers a strong effective dialogue. Some engagement are limited, and little effort to convey a
message on preparedness minor issues in delivery or the performance may feel meaningful message.
and response. Acting is clarity, but overall a solid rushed or underdeveloped.
engaging, dialogue is well- performance.
written, and the performance
leaves a lasting impact.
Creative and well-rehearsed.

Post-lesson Remediation Activity: Using examples and nonexamples, and Drawing

Attention to Meaning

Being a responsible and concerned citizen in your community, you along with your
friends may inquire, join or become an active member of the emergency, rescue and
response team in your own baranggay or town. Trainings, seminars and certifications
may be required on this selfless service for others.
With this, create a proposal for the mitigation of the effects of floods in your community.

N. b. Secure a parental consent first on this endeavor.

References:
https://carmelaochea.wordpress.com/2018/01/24/precautionary-and-safety-measures-
for-hydrometeorological-hazards/
https://www.youtube.com/watch?v=RMkWBWmUHRg
https://noah.up.edu.ph/
https://www.pagasa.dost.gov.ph/