Belarmino National High School Grade Level Grade 12
Teacher Renee Rose A. Cortez Learning Area Disaster Readiness and Risk Reduction Week 5 (July 2-6, 2018) DAILY Lagundi – M, W, Th and F (8:20-9:20) LESSON LOG Teaching Dates and Sambong – M, Th and F (2:00-3:00), W (1:00- Quarter First Time 2:00) Serpentina – M, Th (1:00-2:00), T and W (2:00- 3:00)
I. OBJECTIVES SESSION 1 SESSION 2 SESSION 3 SESSION 4
The learners demonstrate understanding of… The learners demonstrate understanding of potential earthquake A. Signs of impending volcanic eruptions hazards B. Potential volcano-related hazards: 1. Ground shaking 1. Lahar 2. Ground rupture A. Content Standards 2. Ash fall 3. Liquefaction 3. Pyroclastic flow 4. Earthquake - induced ground subsidence 4. Ballistic projectile 5. Tsunami 5. Volcanic gasses 6. Earthquake - induced landslide 6. Lava flow The learners develop a family emergency preparedness plan to B. Performance The learners develop a family emergency preparedness plan to guide them on what to do before, during, and after a volcanic Standards guide them on what to do before, during, and after an earthquake. eruption. The learners: The learners: 1. Identify various potential earthquake hazards; (DRR11/12- 1. Explain various volcano-related hazards; (DRR11/12-If-g- If-g-17) 22) 2. Recognize the natural signs of an impending tsunami; 2. Differentiate among different volcano hazards; (DRR11/12- C. Learning (DRR11/12-If-g-18) If-g-23) Competencies/Objectiv 3. Analyze the effects of the different earthquake hazards; 3. Recognize signs of an impending volcanic eruption; es (DRR11/12-If-g-19) (DRR11/12-If-g-24) 4. Interpret different earthquake hazard maps; and (DRR11/12-If-g-20) 5. Apply precautionary and safety measures before, during, and after an earthquake. (DRR11/12-If-g-21) Earthquake-related Hazards (Continuation) Different Types of Volcanic Hazards Tsunami Signs Signs of Volcanic Eruption II. CONTENT Earthquake Hazard Maps Volcanic Hazard Maps Precautionary Safety Measures for Earthquakes Precautionary Safety Measures for Volcanic Eruption III. LEARNING RESOURCES Department of Education (2008). Disaster Risk Reduction Resource Manual A. References Commission on Higher Education (2016). Teaching Guide for Senior High School on Disaster Readiness and Risk Reduction 1. Teacher’s Guide pages 22-32 pages 2. Learner’s Material pages 3. Textbook pages 4. Additional Materials from Learning Resource (LR) portal B. Other learning Resources PROCEDURES (3 mins.) (3 mins.) (3 mins.) (3 mins.) Prayer and Greetings Prayer and Greetings Prayer and Greetings Prayer and Greetings Review of the previous lesson Review of the previous lesson Review of the previous lesson Presentation of Poster The teacher calls on random The teacher asks the class The teacher asks the class the Advertisement learners to discuss the main what they remember about the following: The teacher asks for volunteers point of the previous discussion major hazards related with 1. Name several who will present their poster and what they have learned earthquake event. volcanoes you know advertisement about a province of A. Reviewing previous from it. (aside from the his/her choice. The outputs will be lesson or presenting assigned list). submitted to the teacher. the new lesson 2. What do you know about major volcanic eruptions in the Philippines? 3. What are the negative impacts during an eruption? (2 mins.) (2 mins.) (10 mins.) (2 mins.) Learning Objectives Learning Objectives Learning Objectives Learning Objectives The teacher communicates the The teacher communicates the The teacher communicates the The teacher communicates the B. Establishing a purpose learning objectives. learning objectives. learning objectives. learning objectives. for the lesson Group Song Presentation The learners present their song about the important actions on earthquake preparedness. (2 mins.) (2 mins.) (10 mins.) (5 mins.) People living in coastal areas Photographs Photographs Pose a Question are vulnerable to what 1. The teacher shows 1. The teacher shows The teacher shows photos of earthquake-related hazard? photos of impacts of a photos of impacts of impacts of volcanic eruptions an Answer: Tsunami major earthquake. volcanic eruptions. asks the learners the following: C. Presenting 2. The teacher asks the 2. The teacher then asks How can we protect examples/instances of learners “How can we to describe the pictures ourselves? the new lesson avoid this from presented. How can we avoid or happening?” minimize the negative 3. The teacher post a impacts of volcanic cartolina with this eruptions? written: “Earthquakes alone don’t injure or kill people. It is our practices at home, in school, in the workplace or outside that could hurt or injure us and others. Why is this so?”
(5 mins.) (35 mins.) (10 mins.) (30 mins.)
The teacher describes what a Group Discussion Session Instruction Group Presentations tsunami is and how it is 1. The teacher divides the The teacher will discuss the different from a storm surge. class into 3 groups. volcanic hazards. The also explains the difference They need to identify a between the two types of leader to lead the tsunami: local and distant discussion, a secretary tsunami. to write down answers in the Manila paper and a speaker to present the group outputs. 2. The group needs to provide manila paper and pens per group. They will be asked to discuss the assigned D. Discussing new topics / tasks for concepts and discussion: practicing new skills #1 Group 1. List the ways by which we can prepare before an earthquake. Group 2. List actions that one must do during an earthquake. Group 3. List possible actions that one must do after an earthquake. 3. Each group is given 5 minutes to present their work. (30 mins.) (30 mins.) Reading and Discussion Learner Activity and Natural Signs of Tsunami Presentations 1. The learners will be 1. Attributing impacts to divided into five groups. specific hazards as 2. They will analyze discussed. reading materials to be 2. Based on the discussed in class with researched materials the group. brought by learners, 3. They will be asked to the teacher asks E. Discussing new read the assigned learners to identify concepts and material, and discuss which type of volcanic practicing new skills #2 with the members The hazards are present in group should answer the 6 most active this question: volcanoes of the Can you recognize Philippines. what sign was 3. Each group is given 5 observed by the main minutes to present their narrator of the story? work. 4. Let the learners have time to explain and discuss the answers. (3 mins.) Reflection 1. “Earthquakes alone don’t injure or kill people. It is our practices at home, in school, in the F. Developing mastery workplace or outside that could hurt or injure us and others.” Why is this so? 2. How can I help spread the right information about earthquake preparedness? G. Finding practical applications of concepts and skills in daily living H. Making generalizations (2 mins) (3 mins.) and abstractions about What are the natural signs of Why is it important to monitor a the lesson approaching tsunami? volcano’s status? (5 mins.) (5 mins.) (10 mins.) (5 mins.) I. Evaluating learning Miss Q and A Quiz - True or False? Quiz - True or False Quiz - True or False Tumpak Ganern or Ligwak Ganern 1. The teacher presents statements to be answered with Tumpak Ganern (true) or Ligwak Ganern (false). 2. Random learners will answer the questions. Group Song Research Assignment The learners need to prepare a 1. The class will be song about the important divided into five groups. actions on earthquake 2. Each will be assigned preparedness. of a particular topic to research on: Ground deformation J. Additional activities for Geochemistry application or Seismic activity remediation Remote sensing Sensory observations 3. They need to prepare a group poster presentation on the assigned topic. IV. REMARKS V. 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?
Ward A. Thompson v. City of Lawrence, Kansas Ron Olin, Chief of Police Jerry Wells, District Attorney Frank Diehl, David Davis, Kevin Harmon, Mike Hall, Ray Urbanek, Jim Miller, Bob Williams, Craig Shanks, John Lewis, Jack Cross, Catherine Kelley, Dan Ward, James Haller, Dave Hubbell and Matilda Woody, Frances S. Wisdom v. City of Lawrence, Kansas Ron Olin, Chief of Police David Davis, Mike Hall, Jim Miller, Bob Williams, Craig Shanks, John L. Lewis, Jack Cross, Kevin Harmon, Catherine Kelley, Dan Ward and James Haller, Jr., 58 F.3d 1511, 10th Cir. (1995)