Division of City School

CULIAT HIGH SCHOOL

Quezon City, District VI, Metro Manila
Tandang Sora Ave., Bargy. Culiat, Quezon City

Learning Area: Disaster Readiness and Risk Reduction

Topic / Lesson: Introduction to Disaster Concepts
Target Learner: SHS – 12 TVL
Duration: November 11 - 15, 2019
Learning Objective: At the end of the lesson, the learner will be able to:

1. Relate the concept of disaster with daily life

2. explain the meaning of disaster
3. differentiate the risk factors underlying disasters
4. describe the effects of disasters on one’s life
5. explain how and when an event becomes a disaster
6. analyze disaster from the different perspectives (physical, psychological, socio-
cultural, economic, political, and biological)

Learning Materials: Laptop, PowerPoint presentation, projector, Chart Picture,

Learning resource: TEACHING GUIDE
Time Allotment: 4 session
Lesson Outline:

A. Daily Routine:
1. Attendance
2. Cleanliness of the room
B. Procedure
Review: basic definition of Hazard and Disaster

1. Hazard - A dangerous phenomenon, substance, human activity or condition that may

cause loss of life, injury or other health impacts, property damage, loss of livelihoods
and services, social and economic disruption, or environmental damage.
2. Disaster - A serious disruption of the functioning of a community or a society
involving widespread human, material, economic, or environmental losses and
impacts which exceeds the ability of the affected community or society to cope using
its own resources

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Motivation:
Ak the student the possible hazards on their area.

Lesson proper.

Activity 1: Understanding Disaster Risk Factors: Part 1 (Building background

knowledge protocol)

Pre-activity
1. Divide the class into groups of four to five.
2. Provide each group with a set of 4 different colored markers, a piece of chart paper, texts,
loose leaf paper, and display a copy of the “mystery map”

During the activity (50 mins)

1. Have participants write down what they think the map is about and draw a line after
thoughts are jotted down.

2. Introduce the topic of DISASTER RISK. Ask participants to write what they know about
the topic in their journals.

3. Ask participants, in their small groups, to share what they know about the topic.

4. Ask participants to create a web or visualization of their collective

knowledge/understanding of the topic on a piece of chart paper using just one of the colored
markers.

5. Provide an article or essay on the topic that is interesting, offers a solid introduction to the
topic, and provides multiple perspectives. All participants read this article.

Exposed: Why Vanuatu is the world's most 'at-risk' country for natural hazards
(http:// www.dw.com/en/exposed-why-vanuatu-is-the-worlds-most-at-risk-country-
for-natural-hazards/ a-18319825)

6. Ask participants to text code the article with “N” for new information

7. Ask participants to add their new knowledge to their web using a different color of marker.

8. Distribute “expert texts”: Hand out a different text on the topic to each member of the
group.

articles:

(1) State failure as a risk factor – How natural events turn into disasters, World Risk
report 2011, p44-47

(2) Environmental degradation as a risk factor (Welle, Beck, and Mucke), Work Risk
Report 2012, p28-31

pg. 2
 (3) Health and healthcare as risk factors (Michael Marx), World Risk Report 2013,
p12-18

(4) Urbanization and risk – challenges and opportunities (Matthias Garschagen),

World Risk Report 2014, p12-18

(5) How food insecurity influences disaster risk (Matthias Garschagen), World Risk
Report 2015, p19-26

9. After everyone has read, each participant shares new knowledge with his/her group and
captures key points on the chart paper using the fourth color. Again, ask participants to text-
code for new information.

10.Return to the “mystery map”. Re-display the initial map again.Ask participants to go back
to where they had initially written about the “mystery map”; have participants note what they
now think about the “mystery map”.

11. Debrief the experience. Ask the learners to post their charts on the board or wall. Give
the learners time to observe everyone’s work.

12. Ask for volunteers or cold call learners to share to the class any observations on
everyone’s output
I. Guide questions:
A. Are there similarities between each group's work?
B. Are there differences?
C. What factors define disaster risk?
D. What the process was like to read successive, multi-perspective articles.
E. Did they know much about the topic before?
F. Had they been curious about the topic?
G. What inspired their curiosity?

13. Reveal to the learners the complete World Risk Index Map

Post-activity

1. Discuss the nature of Risk =

When applied to disasters: Disaster Risk = Exposure to natural or man-made hazards x

vulnerability

Summarize with “Disasters are often described as a result of the combination of:

I. The exposure to a hazard;

II. The conditions of vulnerability that are present, and;
III. Insufficient capacity or measures to reduce or cope with the potential negative
consequences.”

2. From the discussion, ask the learners to write an essay about how the risk factors concern
them personally. They should try to identify

pg. 3
  Physical,
 Psychological,
 Socio-cultural,
 Economic,
 Political, and
 Biological risk factors that either affect or not affect them.

3. Assign a group of learners for each category of disaster risk factor.

4. In preparation for presentation for the next meeting, each group should come up with a
summary of each category addressing the following key points:

I. Definition for the category

II. Examples that of factors that directly affect them and possible effects
III. Examples of factors that might not necessarily affect them

ENRICHMENT

When does an event become a disaster? (essay)

Evaluation:
Will check the essay
Prepared by:

Benjamin G. Fernandez Jr
TEACHER II

Checked By

Rio DR. Demiao

SHS- COORDINATOR

Noted by:

Dr. Florito J. Gerenia

PRINCIPAL IV

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