QUARTER ONE DISASTER READINESS and RISK REDUCTION

TOPIC / LESSON NAME Basic concept of disaster and disaster risk

CONTENT STANDARDS
PERFORMANCE STANDARDS
LEARNING COMPETENCIES
SPECIFIC LEARNING OUTCOMES
TIME ALLOTMENT
The learners demonstrate understanding of the effects of disasters
The learners relate the concept of disaster with daily life.
The learners identify areas/locations exposed to hazards that may lead to disasters.
(DRR11/12-Ia-b-5)
At the end of the lesson, the learners will be able to:
1. Draw a hazard map of their classroom, correctly identifying at least 5 potential hazards and
3 safe spaces
2. Explain their hazard map to their classmates, justifying the identified potential hazards and
safe space, within one (1) minute
60 minutes

LESSON OUTLINE:
1. Introduction/Review: Communicating learning objectives & Definitions of Disasters and Hazards (10 minutes)
2. Motivation:UNDP Video (Act Now, Save Later) (7 minutes)
3. Practice:
Group Work on Hazards in the Classroom (43 minutes)
4. Enrichment: After Class

MATERIALS manila paper, markers, and coloring materials

1. Act Now, Save Later Campaign by the United Nations.
https://www.youtube.com/watch?v=P1UmHS9kJgc (06/24/15)
RESOURCES
2. RA 10121: Philippine Disaster Risk Reduction and Management Act of 2010
http://www.lawphil.net/statutes/repacts/ra2010/ra_10121_2010.html (06/24/15)

PROCEDURE MEETING THE LEARNERS NEEDS

INTRODUCTION (3 MINUTES) Teacher Tip:
Here are the operational definitions of
Communicate learning objectives the words, based on RA 10121:
1. Introduce the following learning objectives using any of the suggested protocols
(
Verbatim, Own Words ,Read-aloud ) Disaster - a serious disruption of the
a. I can critically identify areas/locations exposed to hazards that may lead to disasters. functioning of a community or a
b. I can work with other people to create a hazard map. society involving widespread human,
material, economic or environmental
losses and impacts, which exceeds the
ability of the affected community or
 QUARTER ONE DISASTER READINESS and RISK REDUCTION
Review (5 MINUTES) society to cope using its own
1. Ask the types of disasters discussed in class. resources. Disasters are often
Sample responses: described as a result of the
a. Earthquake d. El Nino g. Sinkhole j. Landslide combination of: the exposure to a
b. Volcanic eruption e. La Nina h. Flood k. Tsunami hazard; the conditions of vulnerability
c. Typhoon f. Fire i. Storm surge that are present.
2. Ask them the meaning of the following terms:
a. Disaster Disaster - Disaster impacts may
b. Hazard include loss of life, injury, disease, and
3. As much as possible, have them define the terms in their own words. Write their other negative effects on human,
responses on the board. physical, mental and social well-being,
4. Say, The Philippines is one of the most storm-exposed countries on Earth. Its design as together with damage to property,
an archipelagic country exposes it to a number of water sources; thus creating a direct destruction of assets, loss of services,
source of typhoons. Likewise, it is also vulnerable to earthquakes especially since we Social and economic disruption and
have our own tectonic plate. Furthermore, the Philippines is included in the Pacific Ring environmental degradation.
of Fire which means that we have a number of active volcanoes that may erupt anytime.
These factors contribute to the high possibility that a number of disasters may occur in Hazard a dangerous phenomenon,
our country, adversely affecting millions of lives and disrupting the normal flow of our substance, human activity or condition
economy. that may cause loss of life, injury or
5. Explain, Our school is also a place filled with hazards. We never know when a disaster other health impacts, property
might hit us. As such, we must know which parts of our classroom are the most damage, loss of livelihood and services,
hazardous and where we must go for safety in times of disaster. social and economic disruption, or
environmental damage.

MOTIVATION (7 MINUTES) Teacher Tip:

1. Tell them that they will watch a video. Remind that this video will be played only once. Before playing the video, make sure
2. Show this video from the United Nations Development Program: The Act Now, Save that the learners are prepared to watch
Later campaign. (See Resource no. 1) it. They must not be preoccupied with
3. After playing the video, use Think-Pair-Share to ask the learners to answer these questions something else. State the directions as
on their notebooks: clearly as possible.
a. What can the government do to support this international campaign?
b. As a Grade 11 learner, what can you do to support this campaign?
4. Give them two (2) minutes to answer these questions.
5. Then, ask five (5) learners to share their answers to the class.
 QUARTER ONE DISASTER READINESS and RISK REDUCTION

Sample responses:
1. The government could allocate more funding for disaster risk measures to mitigate the
impact of disasters. These measures could focus on planting trees, fixing water pipes, or
investing more money for our dams so we would not experience problems with flooding
and landslides.
2. I can do my part in recycling more resources, such as paper and plastic, to lessen the
amount of trash that could impact the way pollution is impacting the environment.

PRACTICE Teacher Tip:

Activity One
(10 MINUTES) Remind the learners that they should
Pre-Activity be able to defend why the things they
1. Require them to number their papers from one to ten (1 10). will write in their notebooks could be
considered hazardous.
During Activity
1. After they have numbered their papers, tell them to list down ten things or places inside the Ex. A learner writes blackboard.
classroom that are considered a potential hazard. He/She must be able to explain why
2. Give them three (3) minutes to write their answers in their notebooks. this could be a potential hazard (If the
3. Encourage them to write more items if they are done with ten (10) items before the time blackboard falls from the wall and
limit. drops on a learner, this will cause
harm.)
Post-Activity
1. Once the time ends, group them into teams of five (5). Teacher Tip on the Groupings:
2. Remind the learners to bring their notebooks with them. If there is a group which is only
3. Assign a Group Facilitator who will be responsible to guide the group discussion. The Group composed of four (4) learners, use this
Facilitator is the one responsible to guide the discussion between his group mates. configuration:
4. Tell that two groups members will be the Reporters who will share their group output once
the activity ends.
5. Likewise, tell the class that the other two learners will act as Scribes. They will take note of 1 Group Facilitator
the reports of the other groups once the sharing starts. 1 Scribe
6. Give the groups five minutes to share their answers to Activity One (1) to their classmates. 2 Reporters

For the remaining learners who do not

Activity Two have any groups, distribute these
Pre-Activity (3 MINUTES) learners to groups which are already
1. Give the groups these materials: existing.
a sheet of manila paper or cartolina
coloring materials (crayons, oil pastel, markers, etc.)
 QUARTER ONE DISASTER READINESS and RISK REDUCTION
2. Give these directions: Teacher Tip on the Materials:
a. Raise your hands if your group has a sheet of manila paper and a set of coloring The teacher could assign the learners
materials. to bring these materials the day
b. Draw a classroom map on the manila paper. before.
c. Color the potential hazards in red.
d. Write the names of the potential hazards in orange. You may change the colors based on
e. Color the safe places in blue. Remember, these are the places where we could go to, the available materials.
perform a Duck-Cover-Hold.
f. Write the names of the potential safe places in green.
g. Your group is given twenty (20) minutes to accomplish the hazard map.
h. Your group will be graded based on these rubrics:

(2) Needs (3) Meets (4) Exceeds Teacher Tip:

(1) Not visible
improvement expectations expectations Challenge the learners to be as precise
Comprehen- The map does The map shows The map shows 5-7 The map shows 10 as possible. Remind them to be more
siveness of not show the 1-4 potential potential hazards. potential hazards. observant and be critical about the
the Map potential hazards. conditions of the room. Tell them to
hazards. The map shows use their other senses besides their
The map shows The map shows 3-5 3-5 safe spaces sense of sight to come up with a better
The map does 1-2 safe spaces. safe spaces. and the path to map.
not show the outside of the
safe spaces. room. Remind the learners to write their
Cooperation The learners do The learners The Facilitator and The Facilitator was names at the back of their maps.
between not know their know their the Reporters were able to lead the
Members roles and the roles but were able to help each discussion well;
discussion was not actively other and were the Reporters
not properly portraying their able to come up rehearsed before
facilitated responsibilities with a the presentation
between the the entire time. comprehensive of their maps.
learners. output.

During Activity: Illustration (20 MINUTES)

3. The groups create their hazard maps.
Sample map:
 QUARTER ONE DISASTER READINESS and RISK REDUCTION

Teacher Tip:
Some Reporters may not be able to
talk to other groups Group Facilitators
and Scribes. This is acceptable, only if
all Reporters were able to talk with the
same number of Group Facilitators and
Scribes. Also, be very strict with the
time limit for each round.

4. Alert them five (5) minutes before the given time limit.

During Activity: Reporting (10 minutes)

1. Remind the learners of their roles: Group Facilitator, Reporters and Scribes.
2. Each group will be assigned a letter name and a group area.
3. The Reporters will stay in their designated area at all times (as they are tasked to present
their work to the other groups).
4. Each Group Facilitator and Scribe will go from one designated area to the next, and will listen
to the presentation of the other groups Reporters.

5. The Reporters will present their hazard maps to the other Group Facilitators and Scribes
from the other groups. They will repeat their presentation for each round.
6. The Scribes will take note of the presented output of the other groups, noting if there are
other potential hazards that the group was able to point out that their own group wasnt able
to notice.
7. The Reporters will report for only one (1) minute for each round.
 QUARTER ONE DISASTER READINESS and RISK REDUCTION
8. Likewise, remind the Reporters that they will be graded using these rubrics:

2 NEEDS 3 MEETS 4 EXCEEDS

1- NOT VISIBLE
IMPROVEMENT EXPECTATIONS EXPECTATIONS
Presentation The Reporters The Reporters The Reporters The Reporters
of the Map did not try to pointed out pointed out pointed out
explain the where the where the where the
hazards placed in hazards are. hazards are and potential hazards
the map. why they are are and gave a
potential solution as to
hazards. how these could
be mitigated.

ENRICHMENT Teacher Tip:

1. Ask the Reporters to post their hazard maps on the wall. (Designate a wall where the maps For Peer Evaluation, Group Facilitators
could be posted.) and Scribes can also rate other groups
2. Have these hazard maps posted for a few days and have other learners look at other Reporters. The results are an effective
learners works. formative tool for the Reporters.
3. For the succeeding meetings, have the learners label the potential hazards in the room; or
have them ask the assistance of the Maintenance Staff to help them fix the weak parts in the
room and make them sturdier (ex. fixing chairs, boards and cabinets; removing broken glass
or tiles or rusty nails.)
4. If possible, have the learners create a digital campaign (related to their Information and
Media Literacy subject) for disaster risk management.