I.
OBJECTIVES
A. Content Standard
B. Performance Standards
C. Learning Competencies
Write the LC code for
each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning
Resources
V. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
B. Establishing a purpose
for the lesson
C. Presenting
examples/instances of
the new lesson
D. Discussing new concepts
and practicing new skill
#1
E. Discussing new concepts
and practicing new skills
#2
F. Developing mastery
(Leads to Formative
Assessment)
The learners demonstrate understanding of various elements that may be
exposed to hazards:
1. Physical
2. Social
3. Economic
4. Environmental
The learners conduct hazard hunts of exposed elements and purpose
corresponding corrective actions for one’s preparedness.
Enumerate elements exposed to hazards. (DRRR11/12-Ic-7)
a. identify the elements exposed to hazards;
b. differentiate the various types of elements at risk.
Exposure and Vulnerability
Disaster Readiness and Risk Reduction by Oliva (Diwa Learning System)
Pages 24-25
Picture Analysis
Let the students analyze the picture showing different situation of disasters and
ask them if they could be affected or not. The students will also categorize the
effects of disaster (physical, psychological, socio-cultural, economic, political, and
biological).
Video viewing (Disaster Video)
The teacher will give meta cards to students where they will be asked to
enumerate the affected elements shown in the video.
The meta cards will be posted on a prepared graphic organizer like shown
below: (Note: The teacher will not reveal the correct answers until the discussion
is done.)
Physical elements
Socioeconomic elements
Environmental elements
Power point presentation:
The teacher will give a guided lecture and discussion of the different elements
exposed to hazards.
Group work:
1. Ask the students to choose two from the three types of elements and answer
the guide questions below for 5 minutes.
 Which of these can be affected in case of:
a. a large magnitude earthquake
b. flooding due to river or sea water
c. landslide
2. Each group will present their outputs in front of the class and be graded
according to the rubrics. (see attached rubric)
 G. Finding practical How can an awareness of the different elements expose to hazards is important
applications of concepts
to you as students?
and skills in daily living
H. Making generalizations
and abstractions about Give and differentiate with examples the different elements exposed to hazards?
the lesson
Write P if physical, S if socioeconomic, and E if environmental the following:
1. bank and financial centers
I. Evaluating learning 2. highways bridges and railways
3. potable water
4. people with disabilities
5. dense population
J. Additional activities for
application or
remediation

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
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:

MARY ANN I. SANTOS

BULACAN

MARICEL P. SANTILLAN
MEYCAUAYAN CITY
 RUBRIC FOR GROUP WORK (Group Discussions, Group Projects, etc)

Advanced Competent Progressing Beginning

4 points 3 points 2 points 1 point
Contributions/ Always willing to help Cooperative; usually Sometimes Seldom cooperative;
participation and do more; offers useful ideas; cooperative; rarely offers useful
Attitude routinely offered and generally displays sometimes offers ideas; and is
useful ideas; and positive attitude useful ideas; and disruptive
always displays rarely displays
positive attitude positive attitude
Working with Does more than Does part of the work; Could have done Did not do any work –
others/ others; is highly is cooperative; more of the work – does not contribute;
Cooperation productive; assumes works well with has difficulty; requires does not work well
leadership role as others; and rarely structure; directions with others; usually
necessary; and works argues and leadership; argues with
extremely well with sometimes argues teammates
others.
Focus on task Tries to keep people Does not cause Sometimes not a Provided no
/commitment working together; problems in the good team member; leadership; often is
almost always group; focuses on the sometimes focuses not a good team
focused on the task task and what needs on the task and what member; does not
and what needs to be to be done most of needs to be done; focus on the task and
done; is very self- the time; participated must be prodded and what needs to be
directed; and in most group reminded to keep on done; lets others do
participated in all meetings; and task; and the work; and
group meetings provides leadership participated in some participated in few or
when asked group meetings. no group meetings
Communication/ Always listens to, Usually listens to, Often listens to, Rarely listens to,
listening shares with, and shares with, and shares with, and shares with, or
Information supports the efforts of supports the efforts of supports the efforts of supports the efforts of
sharing others; provides others; sometimes others; usually does others; is always
effective feedback to talks too much; most of the talking – talking and never
other members; and provides some rarely listens to listens to others;
relays a great deal of effective feedback to others; provides little provides no feedback
related information. others; and relays feedback to others; to others; and does
some basic related and relays very little not relay any related
information. related information information to
teammates
Adapted from : SMET Group work rubric. web.alfredstate.edu/assessment/GenEd/