School Grade Level Grade 11 –

Daily Lesson Plan Topaz/Jade

Teacher Learning Area Earth & Life
Science 11
Dates and Time
Quarter First Quarter

I. OBJECTIVES
A. Content Standards The learners demonstrate the different hazards caused by coastal processes (waves, tides, sea-level changes, crustal
movement, and storm surges)
B. Performance Standard The learner can conduct a survey to assess the possible geologic/ hydrometeorological hazards that your
community may experience.
The learners will be able to:
Cite ways to prevent or mitigate the impact of land development, waste disposal, and construction of structures on
control coastal processes
C. Most Essential Learning SPECIFIC OBJECTIVE:
Competencies The learners are expected to:
(Write the LC code for Enumerate different ways to prevent or mitigate the impact of land, waste disposal, and construction of structures on
each) coastal processes.
1) Mathematics –
Calculating the potential increase in coastal erosion due to land development.
II. INTEGRATION WITH OTHER 2) Social Studies –
DISCIPLINES Analyzing the historical impact of waste disposal on coastal communities.
3) Economics –
Evaluating the economic consequences of construction on coastal processes.
III. 21ST CENTURY SKILLS Critical thinking, Creativity, Communication, and Digital Literacy
IV. LEARNING STRATEGY 7 E’s
V. CONTENT Mitigation to Coastal Processes and Hazards
VI. LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide Earth and Life Science Quarter 1 – Module 20: Mitigation to Coastal Processes and Hazards
2. Learner’s Material Earth and Life Science Quarter 1 – Module 20: Mitigation to Coastal Processes and Hazards
3. Other materials laptop, TV, slideshow
VII. PROCEDURE
i. Greetings
ii. Start the class with a prayer. Give space and respect to the learners who have different religions.
iii. Checking of attendance
Preliminaries
iv. Reminders and classroom rules
v. REVIEW

Teaching Strategy: Brainstorming

ELICIT
Share a story about a coastal community that experienced severe flooding due to poor waste disposal practices.
Teaching Strategy: Cooperative Learning
Instructional Materials: PowerPoint presentation
ENGAGE Divide the students into groups and assign each group a specific coastal process (e.g., erosion, sedimentation). Have
them create a concept map showing the connections between land development, waste disposal, construction, and the
chosen coastal process.
EXPLORE Activity: Waste Disposal and Coastal Communities
Teaching Strategy: Case Studies
Materials: Case study scenarios, paper, pens

Significance: This activity allows the students to analyze real-life situations and explore the consequences of poor waste
disposal in coastal communities.

Instructions:
1) Provide students with different case study scenarios related to waste disposal and coastal communities.
2) In groups, have the students discuss the scenarios and identify the impacts of poor waste disposal on
coastal processes and the communities.
3) Ask each group to present their findings and propose solutions to mitigate the negative impacts.
Rubric:
- Analysis and understanding of the consequences of poor waste disposal on coastal communities: 15 pts
- Presentation and communication skills: 10 pts
- Creativity and feasibility of proposed solutions: 10 pts
 Assessment Questions:
1) What are the common consequences of poor waste disposal on coastal processes and communities
based on the case studies?
2) How can proper waste disposal practices help mitigate the negative impact on coastal processes and
communities?
3) What are some sustainable waste management solutions that can be implemented in coastal
communities?
Teaching Strategy: Lecture and Discussion
Explain the concepts of land development, waste disposal, and construction and their impact on coastal processes.
EXPLAIN
Engage students in a discussion by asking questions and encouraging them to share their insights and experiences
related to the topic.
Teaching Strategy: Experiential Learning
Task: Based on their experience going to a coastal area, ask them what they have observed on the impact of land
ELABORATE
development, waste disposal, and construction on coastal processes. Students should document their observations and
reflect on the possible solutions to mitigate the negative effects.
Multiple Choice. Choose the letter of the best answer.
1. Which of the following processes is described as pumping out water from the shores to prevent erosion?
a. Beach dewatering
b. Beach nourishment
c. Breakwater construction
d. Installation of sandbags
2. Which method are you going to use when there is a need to add a large amount of sand to the coast?
a. Beach dewatering
b. Beach nourishment
c. Breakwater construction
d. Installation of sandbags
3. What will you construct to prevent further advancement of saltwater if already present in the coastal area?
A. Beach hotels
EVALUATE B. Beach house
C. Breakwater
D. Sandbags
4. Which of the following is not a result of a geologically active zone on Earth's coastal system?
a. Erosion
b. Salt intrusion
c. Sea-level change
d. Water nourishment
5. What refers to a climate change phenomenon through which ocean water volume increases, ice sheets and
glaciers melt, and thermal expansion occurs?
a. Erosion
b. Salt intrusion
c. Sea-level change
d. Water nourishment
Write a reflection paper on the importance of sustainable land development, waste disposal, and construction practices
EXTEND in coastal areas. Discuss the potential consequences of ignoring these practices and propose solutions to address the
challenges.
VIII. REMARKS
IX. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for remediation who scored
below 80%
C. Did the remedial lesson 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 this work?
F. What difficulties did I encounter that my principal or supervisor can help me
solve?
G. What innovation or localized material did I use/discover that I wish to share
with other teachers?

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