General Vito L.

Belarmino National Grade

School Grade 11
High School Level
Learning Disaster Readiness and Risk
Teacher Renee Rose A. Cortez
Area Reduction
Week 1 (November 5-9, 2018)
DAILY
Lagundi – M, W, Th and F (8:20-
LESSON LOG
9:20)
Teaching Dates
Sambong – M, Th and F (2:00- Quarter Third
and Time
3:00), W (1:00-2:00)
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 …
The learners demonstrate understanding of the …
Various elements that may be exposed to hazards:
1. Concept of disaster
1. Physical
A. Content Standards 2. Concept of disaster risk
2. Social
3. Nature of disasters
3. Economic
4. Effects of disasters
4. Environmental
The learners conduct hazard hunts of exposed elements
B. Performance
The learners relate the concept of disaster with daily life. and propose corresponding corrective actions for one’s
Standards
preparedness.
The learner…
1. Enumerate elements exposed to hazards;
(DRR11/12-Ic-7)
The learner… 2. Explain the meaning of vulnerability; (DRR11/12-
C. Learning
Analyze disaster from the different perspectives (physical, Ic-8)
Competencies/Objec
psychological, socio-cultural, economic, political, and 3. Explain why certain sectors of society are more
tives
biological). (DRR11/12-Ia-b-6) vulnerable to disaster than others; (DRR11/12-Ic-9)
4. Analyze why certain structures are more
vulnerable to specific hazards than others;
(DRR11/12-Ic-10)
II. CONTENT Basic Concept of Disaster and Disaster Risk (continuation) Exposure and Vulnerability
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. Retrieved from http://teachtogether.chedk12.com/teaching_guides/view/306
1. Teacher’s Guide
pages 22-32
pages
2. Learner’s
Material pages
 3. Textbook pages
4. Additional
Materials from
Learning
Resource (LR)
portal
Hazard vs. Risk Hazard vs Risk
Retrieved from Retrieved from
https://www.youtube.com/w https://www.youtube.com/w
Concept of Vulnerability
atch?v=0b9gNy3whoI atch?v=0b9gNy3whoI Disasters and the Disabled
Retrieved from
B. Other learning Retrieved from
http://teachtogether.chedk
Resources Understanding Disaster Understanding Disaster https://www.youtube.com/w
12.com/teaching_guides/vi
Risk Risk atch?v=DLBa4gobjVY
ew/310
Retrieved from Retrieved from
https://www.youtube.com/w https://www.youtube.com/w
atch?v=O-SWl3J1aQc atch?v=O-SWl3J1aQc
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 Review of the previous Review of the previous Review of the previous
lesson lesson lesson: Unwrap the lesson
What are the examples of The teacher calls on Cabbage The teacher calls on
A. Reviewing previous
areas/locations exposed random learners to The teacher passes on random learners to
lesson or presenting
to hazards that may lead discuss the main point of crumpled papers with discuss the main point of
the new lesson
to disasters? the previous discussion question on it. The the previous discussion
and what they have person who was caught and what they have
learned from it. holding the cabbage learned from it.
when the music stops
answers the question.
(2 mins.) (2 mins.) (2 mins.) (2 mins.)
B. Establishing a
Learning Objectives Learning Objectives Learning Objectives Learning Objectives
purpose for the
The teacher communicates The teacher communicates The teacher communicates The teacher communicates
lesson
the learning objectives. the learning objectives. the learning objectives. the learning objectives.
C. Presenting (3 mins.) (3 mins.) (10 mins.) (5 mins.)
examples/instances Video Presentation Video Presentation Demonstration Video Presentation
of the new lesson Hazard vs Risk Hazard vs Risk Difference between the risk Disasters and the Disabled
factors hazard, exposure, 1. What physical
vulnerability and capacity challenges did the
*Instructions on the last residents of Tahanan
page Walang Hagdan
(TWH) face during
Typhoon Ondoy?
2. Why are people with
disabilities
vulnerable to
 discrimination
during disasters?

D. Discussing new (40 mins.) (40 mins.) (20 mins.) (40 mins.)
concepts and Group Report Group Report Interactive Discussion Simulation Game: “Not Able
practicing new skills Each group should come up Each group should come up Four Types of Vulnerability To”
#1 with a summary of each with a summary of each 1. Physical 1. The teacher tells the
category addressing the category addressing the 2. Social class that they will
following key points: following key points: 3. Economic play a simulation
a. Definition for the a. Definition for the 4. Environmental game called “Not
category category Able To” to help
b. Examples that of b. Examples that of them gain empathy
factors that directly factors that directly for persons with
affect them and affect them and disabilities.
possible effects possible effects 2. The following list of
c. Examples of factors c. Examples of factors common disabilities
that might not that might not will be shown:
necessarily affect necessarily affect blindness, deafness,
them them mute, stuttering,
d. Ways to address the d. Ways to address the dyslexia,
factors to be ready factors to be ready dysgraphia, speech
for disasters for disasters impediments,
Disaster Risk Factors Disaster Risk Factors cataract, ADHD
I. Physical I. Physical (attention deficient
II. Psychological II. Psychological hyperactivity
III. Socio-cultural III. Socio-cultural disorder).
IV. Economic IV. Economic 3. The teacher asks the
V. Political V. Political learners to explain
VI. Biological VI. Biological each disability is and
what the disabled
person is unable to
do. Correct any
misconceptions
about disability
learners may have.
If learners are
unfamiliar with
 disability, teacher
explains the
disability and what
the disabled person
is unable to do.
4. Each learner
chooses by lottery, a
disability and
performs a specific
task from the
following table:
*Table at the last page
5. After 30 minutes,
ask the class the
following discussion
questions:
a. How did it feel to be
disabled?
b. What were you not
able to do?
Conversely, what
were you able to
do?
c. Do you think that
person with
disabilities focus on
what they are able
to do rather than
what they are
unable to do?
d. Why might it be a
good idea to tell
others about your
disability?
e. How did you want to
be treated while you
were a person with
a disability?
f. Why did the only
when asked and
then only did those
things the person
with the disability
could not do for
him/herself?
 6. What qualities do
have a disability
have instill in
people? Trying
thinking of both
positive and
negative qualities.
(5 mins.)
Other Sectors Vulnerable to
E. Discussing new
Disasters
concepts and
The teacher asks the
practicing new skills
learners to enumerate
#2
other sectors vulnerable to
disasters.
(20 mins)
Group Work
Identifying hazards,
F. Developing mastery exposed elements and type
of vulnerability
*Instructions on the last
page
G. Finding practical
applications of
concepts and skills
in daily living
(3 mins.) (3 mins.) (5 mins.) (5 mins.)
Video Presentation Video Presentation Guide Questions Guide Questions
Understanding Disaster Understanding Disaster Risk 1. What is exposure? 1. Why are persons
Risk 2. What is with disability
H. Making vulnerability? socially more
generalizations and 3. What are the four vulnerable during a
abstractions about types of hazard event?
the lesson vulnerability? 2. What can be done to
help persons with a
disability reduce
their vulnerability to
hazards?
(10 mins.) (10 mins.)
Quiz 1 Quiz 1
 Hazard vs. Disaster  Hazard vs. Disaster
I. Evaluating learning
 Types of Disaster  Types of Disaster
 Impacts of Hazards  Impacts of Hazards
 Disaster Risk Factors  Disaster Risk Factors
 Vulnerability Assessment The learners will be divided
and Capacity Building Plan into groups of five
The learners together with members. Each group
the parents do a should bring the following
vulnerability assessment of materials:
their home, involving the  White cartolina
following steps:  Coloring materials
1. Make a list of the
three (3) most
possible hazards
likely to affect their
home. These can be
natural,
technological, or
J. Additional activities biological hazards.
for application or 2. Identify all the
remediation elements within the
home that will be
exposed to these
hazards.
3. Identify how each
exposed element is
vulnerable to each
of the three
hazards.
4. Based on identified
vulnerabilities, make
an action plan on
how to address
these
vulnerabilities.
IV. REMARKS
V. REFLECTION

Exposure and Vulnerability

Demonstration
1. Use the following demonstration to illustrate the difference between the risk factors hazard, exposure, vulnerability and
capacity.
2. Place the paper, plastic and glass cup on the edge of a table and explains these are the elements at risk.
 3. Ask the class to imagine a strong earthquake taking place. Ask learners to describe what will happen to each of the three cups
when the table vigorously shakes (the glass cup will fall and break, but the paper and plastic cup will be undamaged even if they fall off
the table). Emphasize that all three elements are exposed to the same hazard.
4. Then, place a pillow on the floor and ask a learner to describe what will happen to the glass cup if it lands on the pillow
instead of the hard floor during the earthquake. Note that the same glass cup was subjected to the same hazard but the outcomes are
different.
5. Ask the class to imagine a fire occurring and asks learners to describe what will happen to each of the cup if exposed to
intense heat and flames (the paper cup will burn, the plastic cup will melt, the glass cup may crack).
6. Ask the class to imagine a flood that submerges the room until the ceiling. Ask learners what will happen if the three cups are
submerged in water and kept there for a day (the plastic and glass cup will be undamaged, but the paper cup with prolonged exposure to
water may soften or break up)

Interactive Discussion
1. Ask learners to identify the intrinsic property or conditions of for each of the three elements that made it vulnerable to the
hazard. Teacher does this for all three hazards.
2. Summarize learners’ explanations under the Vulnerability Column.
3. Ask learners to identify the intrinsic property or conditions of for each of the three elements that made it resilient to the
hazard. Teacher does this for all three hazards.
4. Summarize learners’ explanations under the capacity column. Sample answers are shown below:
5. Ask a learner to explain what their concept of vulnerability, capacity and resilience as based on the demonstration. Accept all
ideas as learner will eventually discover if their answers are correct.
6. Ask learners to volunteer
reading the definitions of vulnerability,
capacity and resilience based on the
UNISDR Terminology.
7. Emphasize the fact that
vulnerability or capacity are affected by
many factors depending on the exposed
element. These factors are generally
classified under four (4) categories namely:
physical, social, economic and
environmental. Show the table with
examples under each of the four categories
for humans/people, structures and
businesses. Then, ask learners to suggest
additional factors for each category and
exposed element that can be added to the table.

Group Work
 1. Organize the class into groups of 5 and instructs each group to elect a facilitator and scribe.
2. Then, instruct each group to do one of the following:
a. Each group thinks of a disaster that all group members have first-hand knowledge of;
b. Each group thinks of a disaster that all group members are familiar although may not have first-hand information;
c. Read a news clipping provided by the teacher about a disaster.
3. Ask learners to identify the hazards and exposed elements. For each exposed element, write down the specific factor they
think may have made this exposed element vulnerable/resilient to the hazard. Have learners identify if the vulnerability/capacity is
physical, social, economic or environmental. Have the elected facilitator manage the discussion.
4. After 15 minutes, have the elected scribe of each group present the group’s work to the class. Learners from other groups can
comment and give suggestions regarding either additional elements at risk or the corresponding vulnerabilities or capacities.

Variations of Vulnerability Among Sectors

Adapted from http://teachtogether.chedk12.com/teaching_guides/view/306