SELF-LEARNING HOME TASK (SLHT)

Subject: Disaster Readiness and Risk Reduction Grade Level: 11/12 Quarter: II Week: 3

MELC: Recognize signs of impending hydro meteorological hazards; DRR11/12-IIc-d-33

Interpret different hydro-meteorological hazard maps; DRR11/12-llc-d-35;
Use available tools for monitoring hydro-meteorological hazards. DRR11/12-llc-d-36

Name:___________________________________ Section:______________ Date:__________

School:___________________________________ District: ____________________________

A. Readings/Discussions

HYDROMETEOROLOGICAL HAZARDS

The Philippines is located within a typhoon belt in the Pacific and is vulnerable to
approximately 20 typhoons annually. In addition to typhoons, the country suffers from
earthquakes, volcanic eruptions, storm surges, flooding, and landslides. The Philippines has
endured disasters that involve national and international assistance. (Philippines Disaster
Management Reference Handbook | March 2018)

According to UNISDR, HYDROMETEOROLOGICAL is a process or phenomenon of

atmospheric, hydrological, or oceanographic nature that may cause...
Loss of life, injury or other health impacts, property damage, loss of livelihoods and
services, social and economic disruption, or environmental damage.

Hydrometeorological hazards include.

• TYPHOON– extremely large powerful, destructive storm that occurs especially in the
region of Philippines and China Sea.
• THUNDERSTORM– a violent, short-lived weather disturbance that is almost always
associated with lightning, thunder, dense clouds, heavy rain or hail, and strong, gusty
winds.
• FLOOD– An overflow of water onto normally dry land in an existing waterway, such as
a river, stream, or drainage ditch.
• FLASH FLOOD– A flood caused by heavy or excessive rainfall in a short period of time,
generally less than 6 hours.
• STORM SURGE– is an abnormal rise of water generated by a storm, over and above
the predicted astronomical tides.
• EL NIÑO– refers to the large-scale ocean-atmosphere climate interaction linked to a
periodic warming in sea surface temperatures across the central and east-central
Equatorial Pacific.
• LA NIÑA– represents periods of below-average sea surface temperatures across the
east-central Equatorial Pacific.
What are the Signs of Hydro-meteorological Hazard?

Typhoon
• Increased ocean Swell
• Barometric Pressure Drop
• Wind Speed
• Heavy Rainfall
Thunderstorm
• Cloud Formation
• Darkening Sky
• Lightning Wind
Flashflood / Floods
• Continuous storms, typhoons and rain
• Distant Thunder
• Rapidly Rising water
• Muddy Water
• Water carry twigs, logs and other debris
Storm Surge
• Cumulu-nimbus ⇒ Darker sky ⇒ Low pressure ⇒ Strong Winds ⇒ Rising of Seawater
El Nino
• Hot Weather ⇒ High pressure ⇒ Change in temperature ⇒ Gradually Drying of land

Return period, also referred to as recurrence interval, is the probability of an event such
as heavy rain, intense typhoon of floods to happen. It is a statistical measurement mainly
based on historical data that gives the estimated time interval between similar extreme
events.

For example, the return period of a heavy rainfall event is 100 years, this can be
expressed as an event with a probability of happening equivalent to 1/100 or 1%. This does
not mean that the next similar extreme event will happen 100 years after, instead, it means
that each year, there is a 1% chance that the event will happen. Consequently, 100-year
floods can happen in 2 consecutive years. In analysis of extreme hydrometeorological
events, “return periods” are usually used to infer the severity of an event.

Rainfall in the Philippines Rainfall is the most important climatic element in the
Philippines. Rainfall distribution throughout the country varies from one region to another,
depending upon the direction of the moisture-bearing winds and the location of the mountain
systems. The mean annual rainfall of the Philippines varies from 965 to 4,064 millimeters
annually. Baguio City, eastern Samar, and eastern Surigao receive the greatest amount of
rainfall while the southern portion of Cotabato receives the least amount of rain. At General
Santos City in Cotabato, the average annual rainfall is only 978 millimeters for the whole year.
What is the usual rainfall in your area?
Rainfall Observation

Aside from rain gauge monitoring in different parts of the Philippines, PAGASA
publishes regularly updated color-coded satellite images (Fig. 2) from the Multi-Functional
Transport Satellite or MTSAT (as of Dec 2015 but will soon shift to a newer satellite called
Himawari-8) to visualize rain distribution across the country. Color code is as follows: Red –
heavy rain; Yellow – light to moderate rain; White – clouds; Blue – clear sky.

Radar Image

In addition to the satellite observation, PAGASA operates 10 weather radar stations (as
of 2015) all over the Philippines. Fig. 3 shows the locations of these weather radar systems.
Weather radar can detect hydrometeors (e.g. rain, clouds) by transmitting electromagnetic
radiation to the atmosphere then analyze the returning “echoes” reflected by weather
elements present in the sky. Figure 4 shows a sample radar image over Bataan also using a
color-coding scheme to visualize rainfall in the region.

Flood Monitoring System

Another product of PAGASA is its watershed monitoring network or Flood monitoring

system. Using water level sensors that measures the height of the water level of major river
systems, users can monitor impending flooding in major river systems in the Philippines.
Figure 5 show the major waterways of Metro Manila and their corresponding water levels.

While we are usually concerned with heavy rainfall events, lack of rain is also a
significant condition that we also experience. Weather in different parts of the Philippines can
vary significantly for certain years as a response to changing global climate. One of the main
climate drivers that affect the Philippines is the El Niño Southern Oscillation (ENSO) or simply
El Niño.

El Niño is a significant increase in ocean temperature over the eastern and central
Pacific Ocean. It occurs at irregular intervals ranging from 2-7 years usually developing in the
early months of the year and decay the following year. In the Philippines, El Niño conditions
are often characterized by dry and warm to hot climate.

Months prior to the onset of El Niño, PAGASA publishes Drought/Dry spell outlook that
can warn us of impending dry conditions so we can prepare for such extreme events.
Drought/Dry spell assessment is also regularly published to report unusual climate conditions
in different parts of the Philippines.

B. Exercises

Exercise 1: Empathy

Directions: If you were the Barangay Chairman, enumerate at least five the programs that
you will impose or implement to lessen casualties during any of the hydro-meteorological
hazards. Give a brief explanation of each program.
 Exercise 2: Interpretation of Hydrometeorological Maps

Directions: Examine the Hydrometeorological Map below and answer the guide questions.

Guide Questions:

1. Give three (3) places/cities/provinces that are considered high risk to the hazard.
2. Give three (3) places/cities/provinces that are considered medium risk to the hazard.
3. Give three (3) places/cities/provinces that are considered low risk to the hazard.
4. Do you think hazard maps are important? Why do you say so?
C. Assessment/Application/Outputs (Please refer to DepEd Order No. 31, s. 2020)

Direction: Shade the circle that corresponds to the letter of the correct answer.

1. A program under the Department of Science and Technology (DOST) with the mission
to undertake disaster science research and development, advance the use of cutting-
edge technology and recommend innovative information services in government’s
disaster prevention and mitigation efforts?
A. Project NOAH C. Flood Monitoring System
B. (NAMRIA) D. Radar Image System
2. Is a significant increase in ocean temperature over the eastern and central Pacific
Ocean. It occurs at irregular intervals ranging from 2-7 years usually developing in the
early months of the year and decay the following year.
A. El Niño B. La Niña C. Storm Surge D. Typhoon
3. Which enerally local storms produced by cumulonimbus clouds and are always
accompanied by lightning and thunder, usually with strong wind gusts, heavy rain and
sometimes with hail and/or tornado
A. El Niño B. La Niña C. Storm Surge D. Thunderstorm
4. Which of the following hydrometeorological hazards has an overflow of water onto
normally dry land in an existing waterway, such as a river, stream, or drainage ditch.
A. El Niño B. La Niña C. Storm Surge D. Flood
5. The rise and onshore surge of seawater as the result primarily of the winds of a tropical
cyclone, and secondarily of the surface pressure drop near the center of the tropical
cyclone.
A. El Niño B. La Niña C. Storm Surge D. Typhoon

D. Suggested Enrichment/Reinforcement Activity/ies

Directions: Before, During and After a (choose one hydrometeorological hazard). Fill in the
blanks on what would you do if you were in the same situation. (Complete the ‘To stay
SAFER section)

BEFORE the ______ did these things:___________________________________________.

To stay SAFER, I would ______________________________________________________.

DURING the _______did these things: __________________________________________.

To stay SAFER, I would ______________________________________________________.

AFTER the __________ did these things:_________________________________________.

To stay SAFER, I would ______________________________________________________.

References:

Department of Education (n.d.) Disaster readiness and Risk Reduction Teaching guide

United Nations Office for Disaster Risk Reduction. (n.d.). Terminlogy - unisdr. Retrieved from
https://www.unisdr.org/we/inform/terminology

Phoenix Publishing House 2016. Building Resilient Communities Disaster Readiness and Risk
Reduction

USAID 2011. Introduction To Disaster Risk Reduction.

https://science4inquiry.com/LessonPlans/EarthScience/Sinkhole/S4ISinkholeLessonFinal.pdf

Prepared by: Jerah Mae C. Bordario Edited by: Reymond S. Abella

Reviewed by: Sergio T. Jacobe III

 GUIDE

For the Teacher

Department of Education, as one of the significant stakeholders of learning, researched

and explored innovative ways on how to address the learners’ need of education amidst today’s
circumstance. DepEd initiated the making of Alternative Delivery Mode of teaching using teacher–
made self–learning home tasks.

For the Learner

The key to successfully finish this self–learning home task lies in the learners’ hands. This
self–learning home task is especially crafted for the learners to grasp the opportunity to continue
learning diligently, intelligently, and independently even at home. Learners are expected to meet
the Most Essential Learning Competencies (MELCs) specified in each self–learning home task.

Here are some rules for the learners to follow in accomplishing the self–learning home
tasks.

1. The learners should schedule and manage their time to read and understand every part
of the self–learning home tasks.
2. The learners should study how they can manage to do the activities of this subject in
consideration of their other self–learning home tasks from other subjects.
3. The learners should finish one task at hand before proceeding to the next.
4. This self–learning home tasks is organized according to the learners’ level of
understanding. Skipping one part may lead them to confusion and misinterpretation.
5. If learners do not understand the activities and other tasks, they should re-read and
engage all possible resources. They may ask other family members to help them.
6. Learners should not procrastinate.
7. Learners are free to browse and read other different materials.
8. Learners should not copy their classmates’ answers through asking their answers online.
In this independent type of learning, honesty is always the best policy.
9. Lastly, learners should do the self–learning home tasks on their own. Family members
and friends at home may support the learners but the activities must be done by
themselves.

For the Parent/Home Tutor

The role of the facilitator is to support, help, and guide the learners in accomplishing all
the tasks in all self–learning home tasks. This is a Disaster Readiness and Risk Reduction subject,
one of the core subjects in the Senior High School Curriculum, which demands a lot of time and
effort for the learners to study. Boosting the learners’ focus and determination will really help them
complete the self–learning home tasks. Facilitators are anticipated to persuade learners to comply
and to finish the self–learning home tasks on or before the scheduled time.