Alesson Plan in Disaster Readiness and Risk Reduction (DRRR) Grade 11/12

aLesson Plan in Disaster Readiness and Risk Reduction (DRRR)
Grade 11/12
Content Standards: The learners demonstrate understanding the concept of disaster

Performance Standards: The learners relate the concept of disaster with daily life.
Learning Competency and Code:
Explain the meaning of disaster (DRR11/12-Ia-b-1)
Quarter: 1st Week: 1-2 Day: 1
I. Objectives
At the end of the lesson, 100% of the learners are expected to:
1. Explain the meaning of disaster
2. Show willingness to learn the meaning of disaster
II. Content: Concept of disaster

Subject Matter: Disaster Readiness and Risk Reduction
Integration: Science
Strategies: Group Dynamics, Think-Group,
Materials: Word Cut Outs, Video Clips, Chalkboard, Worksheets, Manila Paper,
Laptop, TV
References: Learning Module, Department of Education (DepEd)2008
Philippine Disaster Risk Reduction Resource Manual
Internet:
International Federation of Red Cross and Red Crescent Societies
https://www.teachingenglish.org.uk/
III. Learning Tasks

A. Elicit
Preliminary Activities
 Opening Prayer
 Greetings
 Checking of Attendance
The teacher selects a student to recap their understanding of the previous lesson.
B. Engagement
Task 1: Pictionary
Divide the board in two by making a vertical line and group the students into
two teams. Ask one volunteer from each team to go to the board and show the word
cards. Ask them to draw the word on the board and their team must guess what it is.
The first team who can guess the word wins a point. Two more students come up to
draw the next word, and so on. If your students aren’t up for drawing, use the word
cards for them to simply take and describe the word to the group. The student who
guesses the word correctly wins the card.
Suggested words to use:
Crisis Victim Emergency Missing
Survivor Tragedy Casualty Fire Fighters
Catastrophe Destruction Calamity Rescue Team 1

C. Exploration
Task 2: Fact Checking: Think-Group-Collaborate
Group the students into five (5). Each group will be given a worksheet on what they
know about disaster.
WHAT I KNOW ABOUT DISASTER

Before Now
The group collaborates ideas and will fill in the BEFORE column for 2 minutes.
Afterwards, the teacher will show an actual footage of a disaster that took place in
Concepcion, Valencia City, Philippines. Based on the video clips, each group will
collaborate and write their disaster of disaster on the NOW column for 2 minutes.
Each group will be given 2 minutes to present their group work. Teacher corrects
misconceptions of the definition presented if there are any.
D. Explanation
Task 3: Fact Finding
After the presentation, each group will be given word cut outs. Each group
will be given 3 minutes to arrange the words and form the correct statement that
define disaster. After which, the groups will post the words on a manila paper
provided for this task.
Group 1
Disasters are emergencies that cannot be handled by those affected without
outside assistance.
Group 2
Disasters are caused by natural or manmade events wherein communities
experience severe danger.
Group 3
Disasters incur loss of lives and properties causing disruption to their social
structures.
Group 4
Disasters can be less damaging if the population has better understanding of
locally-experienced hazards.
Group 5
Disasters can be less damaging if the population implements preventive or
mitigating measures against them.
Teacher’s role is to help the students explain the concept.
E. Elaboration
Task 4: Newspaper Article: Case Analysis
The end product of this task is group writing, but the process of the task will
generate a lot of conversation. Teacher will need to prepare a little in advance by
finding a newspaper article about a natural disaster from the library, or internet. The
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teacher should read the article through before the class and take it with him/her into
the classroom. Tell students that you have a newspaper article about a natural disaster
that took place in Northern Mindanao. Each group will be given a copy of the
newspaper article and will perform the given worksheet.
Surprise
Iligan City Mayor Lawrence Cruz said many people were caught by surprise
when water rose one metre (three feet) high in less than an hour, forcing people onto
roofs. "Most of them were already sleeping when floodwaters entered their homes.
This is the worst flooding our city has experienced in years. "The national disaster
agency said it could not estimate crop and property damage because emergency
workers, including soldiers and police officers, were evacuating families and
recovering casualties. Benito Ramos, head of the NDRRMC told reporters Mindanao
residents were warned about the dangers posed by the storm days earlier but elected
not to move to safer areas. He said Mindanao was rarely visited by storms, even as 20
major storms strike the Philippines annually, with most hitting Luzon, the largest and
most populous island in the Southeast Asian archipelago. "We expect huge damage,
especially on agriculture," Ramos said. Two of the three rivers that flow into the port
of Iligan had overflowed, he added, and a popular radio commentator was among
those killed. Other affected areas on Mindanao included Bukidnon province, where 47
people died, while nine other people were killed elsewhere on the island, Pang of the
Red Cross said.
Directions: Read the newspaper article with your group mates. Based on the details
of the articles, provide the indicated key concepts on the blank provided for.
Group 1: What disaster has taken place?
Group 2: Was the disaster caused by

natural or manmade event?
Group 3: What did the disaster incur to

the community?
Group 4: Did the community know about

the occurrence of the disaster?
Group 5: What did the community do to

prepare for the impacts of the disaster?
Set a time limit or a limit of the number of questions they can ask. As much as
possible, set only 5 minutes for this task. Teacher can monitor and offer help as they
write. At the end, give the students a chance to read the other groups’ summaries.
Each group will be given 2 minutes each to present their work.
F. Evaluation
Provide a word that associate the word DISASTER inside the cloud that surround.
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Disaster
G. Enrichment
Give a 3-2-1 assessment to determine students who were able and not able to meet the
objectives of the day.
3 – Concepts that the students learned about the lesson.
2 – Concepts that the students find to be interesting.
1 – A question that the students want to clarify about the lesson.
Reflection
No. of learners who earned 80%: _____________
No. of learners who require additional activities for remediation: _______
Did the remedial lessons work? ____________
No. of learners who have caught up the lesson: _________
No. of learners who continue to require remediation: ___________
Which of my teaching strategies worked well? Why did these works? _______
What difficulties did I encounter which my principal or supervisor can help me solve?
What innovation or localized materials did I use/discover which I wish to share with other
teachers?
4
Lesson Plan in Disaster Readiness and Risk Reduction (DRRR)
Grade 11/12
Content Standards: The learners demonstrate understanding the concept of disaster

risk
Differentiate the risk factors underlying disasters
(DRR11/12-Ia-b-2)
Quarter: 1st Week: 1-2 Day: 2
I. Objectives
1. Differentiate the risk factors underlying disasters
2. Relate the significance of understanding risk factors underlying disaster
II. Content: Basic Concept of Disaster and Disaster Risk

Integration: Science, Aral Pan.
Strategies: Collaborative Learning
Materials: Laptop, TV, Projector
References: DRRR Learning Module
http://www.climateadapt.asia/upload/events/files/4f7aad3c2d094manil
aobservatory 2.pdf
http://www.preventionweb.net/files/670 72351 .pdf
https://www.youtube.com/watch?v=y16aMLeh91Q
https://www.youtube.com/watch?v=USLHmwvpjX8&spfreload=10
III. Learning Tasks

A. Elicit
 Opening Prayer
 Greetings
The teacher selects a student to recap their understanding of the previous lesson.
B. Engagement
Let the students arrange the scrambled letters 5minutes
1. IKSR -RISK
2. SASTREDI -DISASTER
3. TROACFS - FACTORS
4. ULNVEARIBLTIY – VULNERABILITY
5. ZDRAHA - HAZARD
C. Exploration
Give one word/phrase that best describes the following pictures. (you may add
pictures)
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D. Explanation
The teacher will show a video clip or if none, pictures on risk and disaster to the class.
Two students will be called to explain.
A. B.
Note: Picture A shows risk while Picture B shows disaster.
After the video/picture analysis, the teacher will present the objectives of the day.
Then, each group of five members will be given a short article with pictures on
hazard, exposure and vulnerability. They will brainstorm for about 5 minutes.
E. Elaboration
Explanation on disaster risk factors underlying disasters
The teacher will correct some misconceptions and at the same time
elaborate on the concept of energy pyramid by giving more examples.
Pose to the class the following questions:
A. What do you think is disaster risk?
B. When can we say that a place is at risk?
C. What are the risks factors underlying a disaster?
D. How are these factors different from each other?
F. Evaluation
How does vulnerability, exposure and hazard different from among each
other? Construct a Venn Diagram.
G. Enrichment
EXIT CARD
Give your most important learning for today’s lesson.
If they have internet data, RESEARCH Video showing on “10 things you should
know about disaster risk reduction”
https://www.youtube.com/watch?v=y16aMLeh91Q
Or “Education for disaster preparedness”
https://www.youtube.com/watch?v=USLHmwvpjX8&spfreload=10
Reflection
A. No. of learners who earned 80%: _____________
B. No. of learners who require additional activities for remediation: _______
C. Did the remedial lessons work? ____________
D. No. of learners who have caught up the lesson: _________
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E. No. of learners who continue to require remediation: ___________
F. Which of my teaching strategies worked well? Why did these works? _______
G. What difficulties did I encounter which my principal or supervisor can help me solve?
H. What innovation or localized materials did I use/discover which I wish to share with other
teachers?
7
Grade 11/12
Content Standards: The learners demonstrate understanding of the effects of

disasters
Describe the effects of disaster on one’s life
(DRR11/12-Ia-b-3)
st
Quarter: 1 Week: 1-2 Day: 3
I. Objectives
1. Describe the effect of disaster on one’s life
2. Show awareness the effects of disaster on one’s life

Reference: DRRR Learning Module
III. Learning Tasks

A. Elicit
 Opening Prayer
 Greetings
Review the past lesson
B. Engagement
Activity 1 Group the class into 4. Each group will role play about the scenario of
disaster.
a. Typhoon
b. Earthquake
c. Storm surge
d. Fire
The group will have 5 minutes’ practice and present to class in 3 minutes with rubrics
to be followed in grading
C. Exploration
How did you find the activity?
Presentation:
This morning we are to look into How disaster affect our life
Let the learners fill in the second column of the KWL- Chart to
showcase their expectation of the topic.
The teacher presents the objective of the day.
D. Explanation
(Refer to Activity 1 motivation about the Role playing
* Disaster often results from failure to anticipate the timing and enormity of
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natural hazards. Disaster does not only result in deaths and destruction or
damage to homes and buildings, but also destruction of crops and decrease
quality and quantity of water. Apart from these effects let us take a look at
other impacts of Disaster
* Medical effects
* Damage to critical facilities
* Disruption of transportation
* Economic impact
*Global environmental change
* Social and political impact
E. Elaboration
Activity 2. With the following impacts divide the class into 6 assign different impacts
to the group and conduct a mini talk show assign a 2 host from the class and 1
representative from each group to portray victim of that impact that to be interviewed
as representative
F. Evaluation
Activity 3. Write a reflection on the effects or impacts of disasters to our life. How
this affects your life
G. Enrichment
For assignment the class will read on how the event becomes a disaster for
the next topic
Reflection
teachers?
9
Grade 11/12
Content Standards: The learners demonstrate understanding of the concept of

disaster, concept of disaster risk, nature of disasters and effects
of disasters
Explain how and when an event becomes a disaster
(DRR11/12-Ia-b-4)
st
I. Objectives
1. Explain how and when an event becomes a disaster
2. Show awareness of disaster on one’s life

Materials: Laptop, TV, Projector, Pictures
References: Learning Module
https://news.abs-cbn.com/news/01/09/17/look-auring-causes-flooding-
in- toledo-city
https://www.bbc.com/news/world-europe-48185786
https://www.farmprogress.com/livestock/green-grass-and-cows-don-t-
mix
http://lostwaldo.com/10-of-the-most-magnificent-volcanoes-on-earth/
https://www.consumer.org.nz/articles/fencing-law
III. Learning Tasks

A. Elicit
 Opening Prayer
 Greetings
Prepare different pictures (ex. Flooding, child enjoying the rain, landslide, plane
crash, green grasses with animals, magnificent inactive volcano and etc). Upon
presenting the pictures, students are instructed to act what could be the reaction of
their faces (sad, happy cry or worried) when they experienced it. Teacher will then,
ask why they react that way.
B. Engagement
Picture analysis. Pose picture of a very weak concrete fence. Call volunteers to
describe it. Ask these questions:
What would happen if you are going to push it?
When this become a hazard?
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Process student’s response after that introduces the objective of the lesson.
C. Exploration
Divide the class into groups composed of 5 members, they will be assigned to
different natural phenomena and they will discuss and make a profile of each event
using the following questions:
Where does this kind of event occur?
What causes the natural phenomena?
Can it cause damage people and environment? If so, what sort of damage can
it cause?
How are different people (e.g. students, farmers, labor’s and office
Employees) affected when a natural event occurs in the community? Who
would be most affected?
How big should a natural phenomenon be for it to consider a hazard?
Why do people live in areas affected by a natural hazard strikes?
How could people prevent disasters when a natural hazard strikes?
D. Explanation
The groups profile will be shared and explain to the whole class.
E. Elaboration
The teacher will further facilitate learning by giving inputs and checking
misconceptions and asking students the difficulties they encountered in their
activities.
F. Evaluation
1. Explain how an event becomes a disaster at least 200 words (10pts.)
Standard Science Essay Rubric
Name of Student: __________________________________
5 4 2 1
CATEGOR Above Meets Approaching Below Score
Y Standards Standards Standards Standards
Support for All supportive Almost all Most supportive Most
Topic facts are supportive facts facts are supportive
reported are reported reported facts were
accurately. accurately. accurately. inaccurately
reported.
All of the Most of the At least one of Evidence and
evidence and evidence and the pieces of examples are
examples are examples are evidence and NOT relevant
specific, specific, examples is AND/OR are
Evidence and relevant and relevant and relevant and has not explained.
Examples explanations explanations are an explanation
are given that given that show that shows how
show how each how each piece that piece of
piece of of evidence evidence
evidence supports the supports the
supports the topic topic.
topic.
Arguments and Arguments and A few of the Many of the
support are support are support details support details
provided in a provided in a or arguments or arguments
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logical order fairly logical are not in an are not in an
that makes it order that expected or expected or
Sequencing easy and makes it logical order, logical order,
interesting to reasonably easy distracting the distracting the
follow the to follow the reader and reader and
author's train author's train of making the making the
of thought. thought. essay seem a essay seem
little confusing. very
confusing.
G. Enrichment
The students will make an essay about this question “Will always cause a disaster?”
Reflection
teachers?
12
Grade 11/12

disaster and disaster risk, and the nature and effects of disaster
Identify areas/locations exposed to hazards that may lead to
disaster
(DRR11/12-Ia-b-5)
st
I. Objectives
1. Identify hazards in the classroom that may lead to disaster
2. Show awareness of hazards in the classroom that may lead to disaster

Integration: Science, Aral. Pan.
Materials: Any existing hazard map (e.g DENR-MGB Flood and Landslide
Hazard Map)
References: Learning Module, Disaster and Risk Reduction TG (page 36)
Internet: www.unsdr.org/we/inform/technology
www.ndrrmc.gov.ph/attachments/article/95/Implementing_Rules_and_
Reulations_RA_10121.pdf
III. Learning Task

A. Elicit
 Opening Prayer
 Greetings
Can you still remember our previous topic? “DISASTER”
Show to the class different pictures of disaster.
Instructions: Stand up if the picture shown an example of a disaster. Sit-down if it
is not an example of a disaster.
B. Engagement
Show a picture to the class and let them describe it.
Are there any hazard present in the picture?
C. Exploration
GROUP PRESENTATION (Rubric will be given to each group)
Each group will be given 7 minutes for the preparation and 2 minutes for the
presentation of output.
GROUP 1 – DO the TRANSECT WALK
1. Group the learners will identify hazards inside the classroom.
2. One will act as group Facilitator to guide the discussion.
3. Two will report the group output to the class (the Reporters).
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4. Two will take note of the discussions in the group and the reporting.
5. The groups should come up with a consensus of the hazards, and how it could lead
to a disaster (the impact), that everyone has identified.
GROUP 2 – CREATE A HAZARD MAP
1. Each group should have a sheet of manila paper and coloring materials.
2. Learners are to create a “Classroom Hazard Map”.
The maps should be easy to follow and understand and still roughly to scale.
3. Potential hazards should be colored in red and labeled properly. Possible impacts
of these hazards should be noted by reporters.
4. Safe areas and paths should be colored blue.
5. Works will be graded by the teacher based on the rubric.
GROUP 3 – PRESENT a YELL
1. The group will present a yell. The content of the yell should contain important
details regarding the importance of identifying hazards.
D. Explanation
Ask the class:
What went right with the presentation?
What part of the presentation needs to be improved?
What is the importance of identifying hazards?
E. Elaboration
1. The rest of the group will go around and listen to the reports of the other groups.
2. They are encouraged to ask questions and make constructive reviews of their
classmates’ works.
3. Each group should take note of potential hazards they might have missed.
4. When everyone is done, debrief the activity.
F. Evaluation
1. Identify the different types of hazard that can be found inside the classroom.
G. Enrichment
The Classroom Hazard maps may be used by the class for the whole year. Learners
can recreate their work using digital media, if possible. You can introduce a long-term
project where in the learner’s will identify hazards and create a hazard map of their
home, their classroom, the school, or a place that they frequent. As the course
continues, the learner may improve their map, and develop disaster mitigation plans.
Reflection
teachers?
14
Grade 11/12

disaster and disaster risk, and the nature and effects of disasters
Analyze disaster from the different perspectives (physical,
psychological, socio-cultural, economic, political, and
biological) (DRR11/12-Ia-b-6)
st
I. Objectives
1. Analyze disaster from the different perspectives
2. Value the disaster from different perspective

Integration: Science, Aral Pan
References: Learning Module, Disaster Readiness and Risk Reduction by: Villamor
S. Quebral, Ed.D.
Internet: Business Portal websites
III. Learning Tasks

A. Elicit
 Opening Prayer
 Greetings
Let the student watch a video clips about natural calamity and man-made calamity
with guided questions to be answered.
B. Engagement
The students make a poster out of their respective answer
reflections from the video they had watch.
C. Exploration
Differentiated Instruction. The students will be group accordingly and have their
differentiated performance. They will be randomly selected the following output
performance to be done (role playing, song-writing, jingle, interpretative dance, poem
writing and caricature making) aligned with disaster perspectives with rubrics given.
D. Explanation
The teacher will discuss the different perspectives (physical psychological, socio-
cultural, economic, political, and biological) in related to disaster preparedness
concerns and its importance in the application of our daily lives.
E. Elaboration
The students will make a Venn Diagram in tracing the relationships in between of the
different disaster perspective. It will be done by group and with rubrics to be given
15
by the teacher.
F. Evaluation
The students will write a reflective journal writing about the disaster perspective
(physical, psychological, socio-cultural economic, political, and biological).
G. Enrichment
Benchmarking. The students will go for community scanning and identify
at least two contributions in each perspectives and how it can apply to the
disaster preparedness plan.
Survey Plan
Different Contribution/s to Uses to the disaster Remarks
Perspectives: the community preparedness
Physical
Psychological
Socio-cultural
Economic
Political
Biological
Rubrics in Presenting an Action Plan

Relevance- 30
Idea presented- 35
Teamwork- 35
Total- 100
Reflection
teachers?

Grade 11/12
16
Content Standards: The learners demonstrate understanding of various elements
that may be exposed to hazards1. Physical 2. Social 3.
Economic 4. Environmental
Performance Standards: The learners conduct hazard hunts of exposed elements and
purpose corresponding corrective actions for one’s
preparedness.
Enumerate elements exposed to hazards
(DRR11/12-Ic-7)
Quarter: 1st Week: 3 Day: 7
I. Objectives
1. Enumerate elements exposed to hazards
II. Content: Exposure and Vulnerability

Materials: Laptop, TV, Projector, Meta Cards
III. Learning Tasks

A. Elicit
 Opening Prayer
 Greetings
Inquiry Method:
Identify and give areas in your house/school that are hazard?
B. Engagement
Different pictures showing the physical, social, economic and evironmental element
of hazard.. Let the students guess each picture all about…
C. Exploration
Brain storming
Collaborative learning
1. The students will be grouped into 5 with 6-8 members in each group.
2. Using the picture provided by the teacher they are going to brainstorm on what are
the elements exposed to hazards in the picture.
3. The documenter will consolidate the solicited ideas from each member and write it
in the meta cards provided by the teacher.
D. Explanation
Group output presentation 3 minutes each.
E. Elaboration
Critiquing the output and scaffolding
F. Evaluation
Enumerate the elements exposed to hazard.
G. Enrichment
How can you say that you are vulnerable? (¼ sheet of paper)
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Reflection
teachers?

Grade 11/12
18
preparedness.
Explain the meaning of vulnerability
(DRR11/12-Ic-8)
I. Objectives
1. Explain the meaning of vulnerability

Integration: Science, Aral.Pan
III. Learning Task

A. Elicit
 Opening Prayer
 Greetings
The students will answer the KWL Chart
What I KNOW What I WANT to know What I LEARNED
B. Engagement
The teacher will ask the students opinion on this statement:
“Those which can hurt you are those which you do not see coming”
C. Exploration
The students will form groups of 3 members. They will discuss the following
statement and write their ideas in 1 whole sheet of paper
a. The location of the Philippines makes it very vulnerable to disasters
b. Poverty makes people more vulnerable to disasters
c. Disaster is a social phenomenon
d. Practices that are harmful to the environment contribute to our vulnerability to
disaster
D. Explanation
The teacher will then call at least 3-5 groups to present their output in the
class.
E. Elaboration
The teacher will explain the meaning of vulnerability and check if the student’s
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answers/ideas in the previous activity matches the meaning of vulnerability
F. Evaluation
Give at least 2 situations that explains the meaning of vulnerability.
G. Enrichment
Who are more vulnerable to disaster? Rich or poor? Old or young?
Profession or non-professional? Justify your answers.
Reflection
teachers?

Grade 11/12
20
preparedness.
Explain why certain sectors of society are more vulnerable
to disaster than others (DRR11/12-Ic-9)
I. Objectives
1. Explain why certain sectors of society are more vulnerable to disaster than others

Integration: Science, Aral. Pan
III. Learning Task

A. Elicit
 Opening Prayer
 Greetings
4 Pics, 1 Word (Review)
*Physical
*Social
*Economic
*Environmental
Ask the students on what are those words based on the previous discussion taken
B. Engagement
Introduce the Learning Competency that has to be taken up for the day’s session
depends on the formulated sentences of each group
1. Explain why certain sectors of society are more vulnerable to disaster than
others?
C. Exploration
Group Work:
Community Scanning; Problem Tree making – Cause and Effect:
The students will be grouped according to what barangay they lived in then each
group will create a Problem Tree containing the common disaster that happens in
their barangay then they will identify the possible causes and affects each disaster
identified then the group will present their output in class.
D. Explanation
The class will have a panel discussion in response to the output presented by each
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group
E. Elaboration
PowerPoint Presentation containing pictures that shows reasons of vulnerability in
every particular sector approaching to disaster
F. Evaluation
Explain what is vulnerable?
Standard Essay Rubric
Name of Student: __________________________________
5 4 2 1
Support for All supportive Almost all Most supportive Most
Topic facts are supportive facts facts are supportive
reported are reported reported facts were
accurately. accurately. accurately. inaccurately
reported.
examples are examples are evidence and NOT relevant
specific, specific, examples is AND/OR are
Evidence and relevant and relevant and relevant and has not explained.
Examples explanations explanations are an explanation
are given that given that show that shows how
show how each how each piece that piece of
piece of of evidence evidence
evidence supports the supports the
supports the topic topic.
topic.
Arguments and Arguments and A few of the Many of the
support are support are support details support details
provided in a provided in a or arguments or arguments
logical order fairly logical are not in an are not in an
that makes it order that expected or expected or
Sequencing easy and makes it logical order, logical order,
interesting to reasonably easy distracting the distracting the
follow the to follow the reader and reader and
author's train author's train of making the making the
of thought. thought. essay seem a essay seem
little confusing. very
confusing.
G. Enrichment
Draw a hazard map of your community then analyze why the structure
of your community is vulnerable to a certain hazard
Reflection
22
teachers?

Grade 11/12
23
preparedness.
Analyze why certain structures are more vulnerable to
specific hazards than others (DRR11/12-Ic-10)
I. Objectives
1. Analyze why certain structures are more vulnerable to specific hazards than others
2. Show awareness in vulnerable to specific hazards than others

https://www.youtube.com/watch?v=xivpP7qVrEU
https://www.youtube.com/watch?v=LCJtvtUlhPk
III. Learning Task

A. Elicit
 Opening Prayer
 Greetings
Review the previous topic to connect it with your present topic. Ask student who will
give the recap of what are the different sectors of society that are more vulnerable to
disaster?
Picture analysis/slide show
A video clip presentation on the Typhoon Sendong and Earthquake in Bohol will be
presented to the students. Guided questions will be provided on what to do. As shown
in the different pictures, analyze them as to their vulnerability to specific
hazards and why?
B. Engagement
Group activity
Group the students into three.
C. Exploration
Graphic organizer
Effects of Vulnerable to Disaster
. D. Explanation
Presentation Proper Oral presentation of group outputs
Each group will be given 3 minutes to present their output and the teacher
will see to it that each presentation is evaluated properly, based on the rubrics.
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The first to present is Group 1, followed by Group 2 and lastly Group 3.
E. Elaboration
Discussion
The teacher will do a discussion in social, environmental, and economic factors of
vulnerability
F. Evaluation
Identify at least five structures in your locality and state the reasons why they are
vulnerable to specific hazards.
G. Enrichment
Essay
Explain why some structures are more clearly vulnerable to specific hazards and
some are not.
Reflection
teachers?

Grade 11/12
25
preparedness.
Determine the elements that are exposed to a particular
hazard (DRR11/12-Id-11)
I. Objectives
1. Determine the elements that are exposed to a particular hazard.

Integration: Science, Aral. Pan
Materials: Laptop, TV, Projector, Meta Cards, Manila Paper, Pentel Pen
References: Learning Module
III. Learning Tasks

A. Elicit
 Opening Prayer
 Greetings
Activity #1 – Hold My Hands!
Instruction: Imagine that you are in an area where there is a super typhoon and you
hold on to each other’s hand in order not to be flown away by the strong winds. Lean
your body to the left, right, front and back. Stand up, sit down and reverse the
direction of your movements and release your hands. (this will be accompanied by a
music – to set the mood and make it somewhat realistic)
Question: While doing the activity, what have you observe or realize?
I’ll give you 3 minutes to discuss and present your output. Use meta cards and a
manila paper provided to your group for your presentation. (The teacher will make
an assessment or validation on the learners’ responses by showing them the correct
definition of the concepts raised.)
Processing of output will be done by the teacher leading to the concept of the various
elements that are exposed to a particular hazard.
B. Engagement
Proper lecture on determining the elements that are exposed to a particular
hazard such as physical, social, economic and environmental.
The lecture should answer the following question:
What are the different possible elements that could be expose to a particular hazard?
C. Exploration
Cooperative and Group Learning Activity
26
Activity #2 – Role Play
Students will be grouped into four groups. Each group will select an
element (physical, social, economic and environmental). They will
present a role play that relates these elements to a particular hazard.
. D. Explanation
Presentation of group outputs:
Each group will be given 5 minutes to present their output and the
teacher will see to it that each presentation is evaluated properly.
E. Elaboration
If needed, the teacher will correct misconceptions and at the same time elaborate
the elements that are exposed to a particular hazard.
F. Evaluation
Determine the elements that are exposed to a particular hazard?
G. Enrichment
Find an article in the newspaper that talks about hazards or other related issues.
Determine if the elements that are exposed to a particular hazard is present or not
present in the scenario. Make a reaction paper.
Reflection
teachers?

Grade 11/12
27
preparedness.
Recognize vulnerabilities of different elements and propose
corresponding corrective actions for one’s preparedness
(DRR11/12-Id-12)

I. Objectives
1. Recognize the vulnerabilities of different elements and propose corresponding
corrective actions for one’s preparedness
2. Show awareness of the propose corresponding corrective actions for one’s
preparedness

Integration: Science, Aral Pan.
Materials: Laptop, TV, Projector, manila Paper, Pentel Pen
III. Learning Tasks

A. Elicit
 Opening Prayer
 Greetings
The teacher will introduce his/her objectives to the learners so that they will be
guided accordingly along the journey.
And the teacher will ask the learner what are their prior knowledge about
vulnerabilities of different elements exposed to specific hazards and let them define
what is hazard.
And the KWL will be flashed on the screen so that they will be guided accordingly
What I KNOW What I want to What I LEARNED

KNOW
B. Engagement
The
teacher will ask some of the students who have the idea about the statement
which will be flashed on the screen.
“Those which can hurt you are those which you do not see coming”
C. Exploration
The teacher will let the students form groups of 3 with 10 members and let them
answer the table that will be flashed on the screen. They could present their output in
28
a piece of manila paper or power point presentation if resources are available. This is
a form of reporting by group. They will answer/complete the Vulnerability table by
going out from the four corners of the classroom and they will be searching for the
various elements that may be exposed to hazards.
TYPES ELEMENTS VULNERABILITY CAPACITY
Physical
Environmental
Social
Economic
D. Explanation
After they come up with their output, each group will present/report in front. If there
are some misconceptions delivered by the students, then the teacher will interfere to
correct or to give additional information.
E. Elaboration
The teacher will then give a deeper concept about the said topic and if possible the
teacher will ask student’s own point of view or understanding about how far they have
understood about the subject matter.
F. Evaluation
The students are asked to answer the following questions in an essay type of test.
Discuss each of the following statement in a brief and concise answer in one half
sheet of paper.
1. The location of the Philippines makes it very vulnerable to disasters.
2. Poverty makes people more vulnerable to disasters.
3. Disaster is a social phenomenon.
4. Practices that are harmful to the environment contribute to us vulnerability to
disaster.
Name of Student: __________________________________
5 4 2 1
Support for All Almost all Most Most
Topic supportive supportive supportive supportive
facts are facts are facts are facts were
reported reported reported inaccurately
accurately. accurately. accurately. reported.
examples are examples are evidence and NOT
specific, specific, examples is relevant
Evidence and relevant and relevant and relevant and AND/OR are
Examples explanations explanations has an not
are given that are given that explanation explained.
show how show how that shows
each piece of each piece of how that piece
evidence evidence of evidence
supports the supports the supports the
topic. topic topic.
29
Arguments Arguments A few of the Many of the
and support and support support details support
are provided are provided or arguments details or
in a logical in a fairly are not in an arguments
order that logical order expected or are not in an
Sequencing makes it easy that makes it logical order, expected or
and reasonably distracting the logical order,
interesting to easy to follow reader and distracting
follow the the author's making the the reader
author's train train of essay seem a and making
of thought. thought. little the essay
confusing. seem very
confusing.
G. Enrichment
Differentiate among hazards, exposure, and vulnerabilities and give
examples from actual situation as their assignment to be passed next day.
Reflection
teachers?

Grade 11/12
30
preparedness.
Differentiate among hazards, exposure and vulnerabilities
and give examples from actual situations (DRR11/12-Id-13)
I. Objectives
1. Differentiate among hazards, exposure and vulnerabilities and give examples from
actual situations
2. Show awareness of different hazards, exposure and vulnerabilities

III. Learning Tasks

A. Elicit
 Opening Prayer
 Greetings
Give a short review about the previous lesson and do a Picture Puzzle
What is hazard? What is vulnerability? What is exposure?
B. Engagement
Picture Analysis
The teacher will group the students into 3 groups and will present a picture with the
given questions.
Questions
1. What can you see of these pictures?
2.Differentiate picture1 from picture 2
C. Exploration
Reporting
After each group gather their ideas and finalized their answer, a representative from
the group do the reporting of the group output
D. Explanation
After the students share their ideas, the teacher will give inputs on the explanations of
31
the students and discuss further the topic about hazard, vulnerability and exposure
E. Elaboration
Q&A (Oral Recitation)
F. Evaluation
Differentiate among hazards, exposure and vulnerabilities and give examples from
actual situations.
Name of Student: __________________________________
5 4 2 1
CATEGORY Above Meets Approaching Below Score
Standards Standards Standards Standards
Support for Topic All Almost all Most Most
supportive supportive supportive supportive
facts are facts are facts are facts were
reported reported reported inaccurately
accurately. accurately. accurately. reported.
examples are examples are evidence and NOT
specific, specific, examples is relevant
Evidence and relevant and relevant and relevant and AND/OR are
Examples explanations explanations has an not
are given that are given that explanation explained.
show how show how that shows
each piece of each piece of how that piece
evidence evidence of evidence
supports the supports the supports the
topic. topic topic.
Arguments Arguments A few of the Many of the
and support and support support details support
are provided are provided or arguments details or
in a logical in a fairly are not in an arguments
order that logical order expected or are not in an
Sequencing makes it easy that makes it logical order, expected or
and reasonably distracting the logical order,
interesting to easy to follow reader and distracting
follow the the author's making the the reader
author's train train of essay seem a and making
of thought. thought. little the essay
confusing. seem very
confusing.
G. Enrichment
Using a Graphic Organizer each group will show the differences between hazard,
vulnerability and exposure
Reflection
32
teachers?

Grade 11/12
Content Standards: The learners demonstrate understanding of the concept of hazard

Performance Standards: The learners relate various types of hazard with a specific area for
one’s preparedness
33
Define hazards (DRR11/12-Ie-14)
Quarter: 1st Week: 5 Day:
I. Objectives:
1. Define hazards
2. Show awareness on the definition of hazards
II. Content: Basic concept of hazard

Integration: Earth Science
Strategies: Collaborative learning
Materials: Pictures, meta cards, writing materials, working sheets
References: Disaster Readiness and Risk Reduction Learning Module
Online Resources:
https://www.researchgate.net/figure/Different-types-of-hazards-that-
Can-affect-us-directly-or-indirectly_fig7_323914975
III. Learning Tasks
A. Elicit
 Prayer
 Greetings
The teacher selects a student to recap their understanding of the previous topics.
B. Engagement
Task 1: Define me!
The teacher will call some students to pick a meta card inside the box containing
different words/phrase on hazards.
Student with a meta card will share and discuss its answers in the class.
C. Exploration
Divide the class into four groups. They will be assigned to different hazards that most
commonly happened in our country such as, earthquake, flash floods, landslide and
volcanic eruption. The students will present their activity in different strategies.
D. Explanation
The group will explain the following:
1. In your own point of view, what is the definition of
2. hazard?
3. Cite most common hazards happening in our country
4. Things to do and prepare when hazard stikes
E. Elaboration
The teacher will further facilitate learning by giving inputs and clarification about the
definition of hazards.
F. Evaluation
Formative assessment.
34
Supply me!
1. Define hazards
2. Provide at least three contextualize hazards
G. Enrichment
Look around in your home, list down five hazards.
Reflection:
A. No. of learners achieve 80%: _____________
B. No. of learners who require additional activities for remediation: _____________
C. Did the remedial lessons work? _____________
D. No. of learners who have caught up the lesson: ________________
E. No. of learners who continue to require remediation: _____________
F. Which of my teaching strategies worked well? Why did these work? _____________

Grade 11/12
Content Standards: The learners demonstrate understanding of the types of hazards

35
Give examples of the types of hazards (DRR11/12-Ie-15)
st
Quarter: 1 Week: 5 Day:
I. Objectives:
1. Give examples of the types of hazards
2. Identify the natural and man-made hazards in the school premises
3. Show awareness on Biological hazard, Geological hazard and Hydro meteorological
hazards
Materials: Manila paper, video, writing materials, working sheets
References: United Nations Office Disaster risk reduction.(n.d)Terminology-
unisdr.Retrieved
Online Resources:
https://www.unisdr.org/we/inform/terminology
https://www.youtube.com/watch?v=VljZYbUDYuk
https://www.youtube.com/watch?v=LCJtvtUlhPk
https://www.youtube.com/watch?v=e37NRbNAaes
III. Learning Tasks:

A. Elicit
 Prayer
 Greetings
Teacher will ask question to the students, knowledge on natural processes.
B. Engagement
Video clip on past disastrous event.
Teacher will ask the learners to tell the class what they know about the event shown in
the video.
Teacher will introduce the basic definition of hazard and disaster.
C. Exploration
Group the class into 5
Activity: Transect walk
1. Each group will give examples of hazards that could be found in the school
campus.
2. Group should discuss their output.
D. Explanation
Discussion/Analysis:
Let the students process their output.
1. Each group has their own representative to share with class the classification and
examples of hazards.
36
2. The group compare their output.
3. The performance will be guided with rubric
Guide Questions:
1. Example of each; Natural and man-made of hazards.
2. Classify if it is Biological hazard, Geological hazard and Hydro meteorological
hazards.
E. Elaboration
Process the students output. This is the time teacher will discuss the example of
hazards.
F. Evaluation
Place the following to its proper column:
Earthquake Landslides Civil war Oil spill
Tsunami Fire Volcanic eruption
Wildfire Flood Explosion
Natural Hazard Man-made Hazard
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
G. Enrichment
Teacher will give instruction to the students to research on the impacts of hazards.
Reflection:

Grade 11/12
Content Standards: The learners demonstrate understanding of the…

1. Concept of hazard
2. Types of hazards
37
3. The impact of various hazards
Explain the impact of various hazards on different exposed
elements (DRR11/12-Ie-16)
I. Objectives:
1. Explain the impact of various hazards on different exposed elements
2. Experience mock hazardous incident might happen when an earthquake happens
3. Show awareness on various hazards

Materials: Table, broken glasses, video, writing materials, working sheets
References: Curriculum Guide for Earth Science and Life Science (August 2016).
Teaching Guide for Earth Science and Life Science _ SHS Core Subject
(August 2016),Teach Together ,CHED
Online Resources:
www.oxfam.org.uk/education
Dante S Peak 5 -10 Movie Clip mp3 Download free, www.imdb.com/title/tt0118928/
Information on earthquake, volcanic eruption and landslide hazards in the Philippines
Philippines: A country prone to natural disasters | Asia | DW | 10.11.2013
www.dw.com/en/philippines-a-country-prone-to-natural-disasters/a-17217404
Images/Pictures of disaster shelters in the Philippines
http://www.design4disaster.org/2013/11/14/habitat-for-humanity-philippines/
http://inhabitat.com/8-innovative-emergency-shelter-designs-for-when-disaster-hits/
https://www.iom.int/news/iom-provides-emergency-shelter-earthquake-victims-central-
philippines

A. Elicit
 Prayer
 Greetings
The teacher will ask a volunteer to recap the previous lesson.
Task 1: Film Showing
Video Clip presentation showing learners in group the case of people experiencing
hazards due to earthquake and landslide.
B. Engagement
38
Task 2
Group yourself into 3 groups . Based on the video presentation. List 5 observations
that you have seen people experiencing hazards due to earthquake landslide and
tsunami. Write your answer in the Manila paper. Explain your output in front of the
class.
Identified Threat of Life and Threat to Property Threat to
Hazard Health Environment
1.
2.
3.
4.
5.
Rubrics:
Content and Relevance 25 points
Presentation and Teamwork 15 points
Timeliness 10 points
TOTAL: 50 points
C. Exploration
Teacher may ask learner volunteers to participate in 4 different simulations. Given a
situation, student will simulate the situation and should take note on and also their
feelings towards the event.
Task 3.
Given situation 1. Jumping from the table to the ground with a broken glasses.
QUESTION # 1: Why you did not jump?
Student will give an affective answer. So teacher should take note on the word/s
given.
QUESTION # 2: If I remove the broken glasses, will you jump? Why?
Situation 2. A flying basketball that is hitting towards you.
Situation 3. Experiencing and 5 magnitude earthquake.
Situation 4. Two learners will experienced bodily collision.
D. Explanation
Task force studyante!
Enumerate the types of hazards. Explain each type of hazards.
What is/are the impact of various hazards?
Explain the impact of various hazards on different exposed elements.
E. Elaboration
Teacher Task:
Enumerate the types of hazards. Explain each type of hazards.
What is/are the impact of various hazards?
F. Evaluation
Direction: Given a situation explain the impact of various hazards on different
exposed elements.
1. Walking on the street suddenly you saw a lot broken wine bottle on the road.
39
2. Under the fruit bearing (mature) coconut tree is a bench.
3. Climbing a weak branch of mango tree to harvest ripe fruit.
4. You witnessed children swimming in the river with a very strong current
5. Eating so fast without liquid around you.
G. Enrichment
Identify the hazard and threats of tsunami.
Reflection:

40
Grade 11/12
Content Standards: The learners demonstrate understanding of…

Potential earthquake hazards:
1. Ground shaking
2. Ground rupture
3. Liquefaction
4. Earthquake-induced ground subsidence
5. Tsunami
6. Earthquake-induced landslide
Performance Standards: The learners develop a family emergency preparedness plan to
guide them on what to do before, during, and after an earthquake.
Identify various potential earthquake hazards
(DRR11/12-If-g-17)
I. Objectives:
At the end of 60 minutes, 100% of the learners are expected to:
1. Identify various potential earthquake hazards
2. Determine places in their community or at home where they can stay when an
earthquake strikes
3. Find out the impacts of earthquake
II. Content: Earthquake Hazards

Integration: Science, Araling Panlipunan
Strategies: Collaborative learning, Think-group
Materials: Pictures, manila paper, meta cards, writing materials
Online Resources:
1. PHIVOLCS Earthquake Monitoring. Retrieved from
http://www.phivolcs.dost.gov.ph/index.php?
option=com_content&view=article&id=38&Itemid=75
2. Philippine Institute of Volcanology and Seismology. (2013). Bohol Earthquake
2013.
option=com_phocadownload&view=category&id=37:earthquake&Itemid=44
3.Tarbuck, E., Lutgens, K. and Tasa, D. Earth Science 13th Edition. Pearson Education
South Asia Pte. Ltd. 2012
III. Learning Tasks

A. Elicit
 Prayer
 Greetings
The teacher will ask the following:
Guide questions for the class;
41
1. What do you think when you hear earthquake?
2. What is earthquake?
3. What is fault?
4. What is hazard for you?
B. Engagement
Task 1: Stories gathering
1. Based on learners’ answers on the assignment, ask the learners to name
earthquake events that they were able to research on – whether by internet or
interviews.
2. Write the answers on the board for reference of learners for later discussion.
3. Why are these earthquake events remembered? (Possible Answers: Because of its
impacts, the damages, the deaths and injuries, it directly affected learner, affected
relatives, etc.)
C. Exploration
Task 2: Picture me up!
1. Post some photos of impacts of earthquake on the board.
2. Discuss the 5 different earthquake-related hazards using the photos.
3. Hazards are events or phenomena that may cause loss of life, injury or other
health
impacts, property damage, loss of livelihood and services, social and economic
disruption or environmental damage. The following are the most common
earthquake- related hazards: ground rupture, ground shaking, liquefaction, tsunami,
and earthquake- induced landslides.
I. Ground shaking- disruptive up-down and sideways movement or motion
experienced
during an earthquake.
II. Ground rupture- displacement on the ground due to movement of fault.
III. Tsunami- sea waves resulting from the disturbance of ocean floor by an
earthquake.
IV. Liquefaction- is a process that transforms the behavior of a body of sediments
from that of a solid to that of a liquid when subjected to extremely intense shaking.
V. Earthquake-induced landslide- failures in steep or hilly slopes triggered by an
earthquake.
4. Prepare this template on a large manila paper, put enough space for learners to
put
their meta cards and provide for each group.
D. Explanation
Task 3: Pre – Activity
Divide the class into 3 groups. For each group, learners should identify 1 Facilitator
to lead the discussion, 1 person to act as Secretary to write the final answers,
another
person as reporter to discuss the results of group discussion. All learners should
write the identified impacts on the metacards. And there should be group
discussion.
During Activity
1. Ask the learners to share their assignment about stories of past earthquake events
with their group.
2. Let them write on metacards specific impacts or effects that they gathered based
on descriptions from stories they downloaded or from descriptions of the adults that
42
they interviewed. Ask them to write as many as they can identify (at least 10, can be
more).
3. Ask the learners to classify these, can they identify under which of the 5 hazards
do these impacts fall? (example: shelves and cabinets that toppled down, building
collapse, building damage- are due to ground shaking; buildings that tilt/ experience
some form of subsidence/ sinking after an earthquake is a result of liquefaction);
Post answers under appropriate columns.
E. Elaboration
1. Post the manila paper as accomplished by each group. Give learners 5 minutes per
group to explain their answer.
2. Discuss the answers, summarize for the learners.
F. Evaluation
Ask the learners, based on what they have learned so far, think of their home, what
are the possible impacts/ effects of the 5 earthquake hazards to their home/s?
G. Enrichment
Observe potential hazards at home.
Reflection:
43
Grade 11/12

1. Ground shaking
2. Ground rupture
3. Liquefaction
5. Tsunami
guide them on what to do before, during, and after an
earthquake.
Recognize the natural signs of an impending tsunami
(DRR11/12-If-g-18)
Quarter: I Week: 6 Day:
I. Objectives:
1. Recognize the natural signs of an impending tsunami
2. Identify areas or country prone to tsunami
3. Show awareness on the effects of tsunami to humans and to the environment

Integration: Earth and Life Science
Materials: Pictures, meta cards, video, writing materials
References: Disaster Readiness and Risk Reduction Manual
Online Resources:
https://www.youtube.com/watch?v=myMYtXu_EpE

A. Elicit
 Prayer
 Greetings
Guide questions for the class;
1. What is tsunami?
2. What causes tsunami to occur?
3. Is tsunami disastrous to anyone?
44
B. Engagement
Task 1: Video analysis!
November 1994 Oriental Mindoro Earthquake and tsunami
Each student will give their insights about the video clip on tsunami incident.
They will share to the class what might happen if all the people are prepared and
equipped with knowledge in conquering tsunami.
C. Exploration
Task 2: Photo-ploration
Post some photos of different effects of tsunami to humans and environment
Group the class into five.
Allow the students to discuss their work within the group and to the rest of the class.
Each group must prepare a meta card wherein they can write their insights about the
photo.
D. Explanation
Students will discuss their output, and afterwards the teacher will correct or give
information about the activity.
E. Elaboration
Explanation on tsunami, areas prone to tsunami, and its effects on human and to the
environment.
The teacher will also correct the misconceptions of the learners about tsunami.
F. Evaluation
Essay:
 How to secure your life when there is impending tsunami?
G. Enrichment
Advance reading for the next topic.
Reflection:
F. Which of my teaching strategies worked well? Why did these work? __________
45
Grade 11/12

1. Ground shaking
2. Ground rupture
3. Liquefaction
5. Tsunami
guide
them on what to do before, during, and after an earthquake.
Analyze the effects of the different earthquake hazards
(DRR11/12-If-g-19)
Quarter: I Week: 6 Day:
I. Objectives:
1. Analyze the effects of the different earthquake hazards
2. Relate the possible results of different earthquake hazards
3. Awareness on the effects of earthquake hazards

Strategies: Group Dynamics
Materials: Videos, pictures, writing materilas
References: Ratiani, M., et.al.Teaching Disaster Risk Reduction with Interactive
Methods, 2011
Online Resources:
https://www.youtube.com/watch?v=Y0OEUNRHXwI
III. Learning Tasks

A. Elicit
 Prayer
 Greetings
Recap on the previous lesson and present a picture analysis of earthquake hazards.
The students will describe the picture in A-B-C method.
B. Engagement
46
A processing of the answers from students will be done and connect it to new topic
which is the effects of different earthquake hazards. This will serve as the introduction
of the lesson.
C. Exploration
1. The class will be divided into 5 groups.
2. They will watch a video presentation about the earthquake incident happened last
October 15, 2013 at Bohol and Cebu, Philippines.
3. After watching the video clip, the students will be given guide questions and
brainstorm on the effects of the different earthquake hazards.
4. They will present their answers through differentiated instructions (role play, jingle,
poster making, caricature, poem) with rubrics.
D. Explanation
Each group will perform their specific task and the teacher will give inputs on their
outputs.
E. Elaboration
The teacher will discuss the effects of the different earthquake hazards. After the
discussion, the teacher will let the students to close their eyes and imagine a scenario
wherein they are experiencing an earthquake. Let them feel the intensity of emotions
and give them the guide questions:
1.What are the emotions that are present while experiencing the earthquake?
2. What do you think will happen if an earthquake will occur in your area?
3. How will you respond on that situation?
4. What would be the effects of different earthquake hazards to you? Family?
Friends? And the other living organisms?
5. Why do we need to know and be aware on the effects of the different earthquake
hazards?
F. Evaluation
From the given guide questions in the elaborate part, the students will have their
answers through making an essay with rubrics.
 Content – 10 pts
 Organization of thoughts – 10 pts
 Grammar & Spelling – 5 pts
 TOTAL : 25 points
G. Enrichment
The students will go to their respective barangay offices to take a picture on their
earthquake hazard maps. This will be use for the next lesson.
Reflection:
F. Which of my teaching strategies worked well? Why did these work? __________
47
Grade 11/12

guide them on what to do before, during, and after an
earthquake.
Interpret different earthquake hazard maps;
(DRR11/12-If-g-20)
I. Objectives:
1. Interpret different earthquake hazard maps;
2. Read the regional/local earthquake hazard map
3. Interpret earthquake hazard map

Strategies: Group/collaborative Learning
Materials: Philippine map, hazard map, pencil, protactor and ruler
References: DRRR TG pp 55-59
Online Resources:
Philippines Hazard Profile
https://goo.gl/iCcna6
Active Faults & Liquefaction Susceptibility Map of Region X
http://www.phivolcs.dost.gov.ph/images/active.faults/region%20x.pdf
Earthquake- triggered Landslide Region X
http://www.phivolcs.dost.gov.ph/images/EIL/region%20x.pdf
Tsunami Hazard Map Camiguin
http://www.phivolcs.dost.gov.ph/images/tsunami/camiguin.pdf
Tsunami Hazard Map Lanao del Norte
http://www.phivolcs.dost.gov.ph/images/tsunami/lanao%20del%20norte.pdf
III. Learning Tasks

A. Elicit
 Prayer
 Greetings
48
Task 1:
Treasure Hunt (3mins)
Student will hunt 3 objects inside the classroom.
Treasure hunt map will be given to the student to find the treasure inside the classroom.
Treasures to hunt
 Philippine Map (Hazard Map)
 Pencil
 Protractor/ Ruler
B. Engagement
Teacher will explain the importance of the 3 treasured objects with the lesson of the
day; teacher will present the objective of the day to the class.
Group students into 5 groups.
Provide each group a Philippine Hazard Profile Map to the class.
Ask the following guide questions:
What provinces in Mindanao which have an active fault?
What provinces in Mindanao which have a recorded strong earthquake cited in the
map?
Enumerate possible hazard that an earthquake may brought in Mindanao or in our
region.
C. Exploration
Task 2: Hazard Map Interpretation
Each group will be given a hazard map (Localized into Region X Map and Provinces)
to interpret its meaning.
Students are given 10 minutes to brainstorm before they will explain to the class.
D. Explanation
10 minutes
Students will present their interpretation to the class.
Each group is encouraged to ask questions for clarification in group presenter.
Teacher will process student’s responses.
E. Elaboration
Map out the Hazard
Using the learning obtain in the previous activity, students will going create hazard
map in the school and able to interpret it. Students will use their legends for each
hazard.
F. Evaluation
Rate student’s presentation on hazard map in school using rubrics.
G. Enrichment
Students’ task is to make an Earthquake Bulletin Corner in their classroom.
All group will cooperatively design it using recyclable materials or indigenous.
Reflection:
49
Grade 11/12

Potential earthquake hazards
guide
them on what to do before, during, and after an earthquake.
Apply precautionary and safety measures before, during, and after
an earthquake (DRR11/12-If-g-21)
st
I. Objectives:
1. Apply precautionary and safety measures before, during, and after an earthquake
2. Show awareness in precautionary and safety measures of earthquake
Strategies: Collaborative Learning, Think-Pair-Share
Materials: Writing materials, work sheets
References: Rimando and Belen (2016). Disaster Readiness and Risk Reduction. Rex
Book
Store pp. 53
III. Learning Tasks

A. Elicit
 Prayer
 Greetings
Guide questions:
How important preparation is?
What questions do you have on your mind with regards to preparation?
B. Engagement
Flash objectives of today’s lesson.
When was the last time that you had seen/ experienced an earthquake disaster?
Let the students relate what they have seen/experienced.
Think-Pair-Share the worst things that can happen if we are not prepared.
C. Exploration
Differentiated Instruction.
Group A. Before Earthquake
50
Group B. During Earthquake
Group C. After Earthquake
D. Explanation
Let the audience comments on the things to improve in the presentation
E. Elaboration
If needed, the teacher will correct some doubts by the students and at the same time
elaborate the areas that needs deeper explanation. Students will be given a chance to
clarify any questions they have.
F. Evaluation
Develop a family emergency plan to guide learners on what to do before, during and
after earthquake.
G. Enrichment
Sketch, artwork, or other creative output with rubrics relating to the emergency plan.
Reflection:
51
Grade 11/12
Content Standards: The learners demonstrate understanding of signs of

impending volcanic eruptions.
guide them on what to do before, during and after a volcanic
eruption.
Explain various volcano-related hazards
(DRR11/12-Ih-i-22)
st
I. Objectives:
1. Explain various volcano-related hazards
2. Recognize the impacts of volcano hazards
3. Show awareness on volcano-related hazards
II. Content: Volcano Hazards

Materials: Pictures, writing materilas
References: DRRR TG pp 66-79
Online Resources:
www.philvocs.dost.gov.ph/html/update_VMEPD/Volcano/VolcanoList

A. Elicit
 Opening prayer
 Greetings
 Checking of attendance
The teacher will ask the students to name several volcanoes they know of.
What do they know about major volcanic eruptions in the Philippines?
What are the negative impacts during an eruption?
B. Engagement
Gallery Walk
Divide students into eight (8) groups. Assign them into one station. After three (3)
52
minutes, every group will move to the next station.
C. Exploration
The teacher will print pictures and information of different volcanic hazards with
representative examples of volcano in the Philippines.
D. Explanation
Ask one (1) representative from each group to share what they have learned from the
gallery walk. Choose only one volcanic phenomenon.
E. Elaboration
Present examples of Philippine volcanoes with eruption history.
Check the site for the information:
www.philvocs.dost.gov.ph/html/update_VMEPD/Volcano/VolcanoList
F. Evaluation
One-minute essay
What are the negative impacts or hazards of volcanic phenomena?
G. Enrichment
Ask students to create a graphic organizer about the differences of the volcanic
hazards discussed.
Reflection:
53
Grade 11/12

eruption.
Differentiate among different volcano hazards
(DRR11/12-Ih-i-23)
st
I. Objectives:
1. Differentiate different volcano hazards
2. Determine potential volcanic hazards that can affect individuals, properties and the
community
3. Know the different volcano hazards around their community

Materials: Pictures of different volcanoes, work sheets, writing materials

A. Elicit
 Opening prayer
 Greetings
The teacher will show photos the learners the different volcano eruptions.
B. Engagement
Task 1. Group Work
The students shall do a focus group discussion about the pictures shown and shall
present their discussion in the class.
C. Exploration
Task 2. Using the randomizer select a student to;
54
1. Share any situation in the school, home or community e where / in environment
each of the hazards is experienced or is more prominent.
2. Ask the learners, based on what they have learned so far, think of their home (if
near volcano), or think of areas such as Taal and Mayon, what are the possible
impacts/ effects of the volcanic hazards to the home/s around these volcanoes?
D. Explanation
The teacher will discuss the volcanic hazards that are common in Philippine active
volcanoes.
E. Elaboration
Task 3. Group work
The teacher will ask the student to write a summary table of volcanic events and their
impacts. With the use of a rubrics as their guide.
4 3 2 1
SUMMARY The list is The list of The list of The list of
TABLE complete. answers from answers answers
VOLCANO the learners from the from the
EVENTS has 60%- learners learners
AND THEIR 90% of 25%-60% does not
IMPACTS expected of expected show any of
items as items as expected
mentioned in mentioned items as
the teacher’s in the mentioned
guide teacher’s in the
guide teacher’s
guide
F. Evaluation
Quiz. (5 items) True or False
1. Pyroclastic flows and surges are potentially highly destructive owing to their mass,
high temperature, high velocity and great mobility.
2. Lahars are rapidly flowing thick mixture of volcanic sediments (from the pyroclastic
materials) and water, usually triggered by intense rainfall during typhoons, monsoons
and thunderstorms. Lahars can occur immediately after an eruption or can become
long-term problem for as long as there are excess sediments on the volcano’s slope and
water to remobilize these.
3. Lava flows are considered the most dangerous type of hazard from a volcano and is
always a big threat to human lives.
4. During eruption, excessive ash fall is dangerous as it can cause poor or low
visibility.
5. Ash from volcanoes are also abrasive, because of this, ash suspended in air is also
dangerous for
Answer Key: 1. True 2. True 3. False 4. True 5. True
G. Enrichment
The teacher will ask the students to write;
55
1. What are the potential volcanic hazards that can affect to you (student), your home
and your community?
2. What is the nearest volcano near to your place?
Reflection:
56
Grade 11/12

eruption.
Recognize signs of an impending volcanic eruption
(DRR11/12-Ih-i-24)
I. Objectives:
1. Recognize signs of an impending volcanic eruption
2. Appreciate the importance of readiness in times of volcanic eruption
3. Show awareness on volcanic eruption signs

Materials: Pictures of different volcanoes, work sheets, writing materials
References: Disaster Readiness & Risk Reduction by Villamor S. Quebral
Online Resources:
https://www.youtube.com/watch?v=_CqGLpq0lTc

A. Elicit
 Opening prayer
 Greetings
Task 1 (Quiz Bowl ) “What am I?”

(The teacher will describe the volcanic hazard and students will guess the correct
volcanic hazard. This is done by group and each group is given illustration board and
chalk for them to write their answer.)
57
B. Engagement
Task 2. Reflection Log
(Let each student write something in their reflection log answering this question.)
 Am I ready if these hazards may happen?
 What shall I do then if it’s happen?
C. Exploration
(Collect the reflection Log)
(Process their common answers.)
Task 3: “ I Belong”
(Students will classify the different signs of impending volcanic eruption.)
SIGNS PREMONITORY CHANGES OF
ACCORDING TO EVENTS HEAT FLOW
TYPES OF B C
WARNINGS
A
 Relative abundance of fumarolic gases(( C)

 Continuous analysis of gases( C)
 Water flashes to steam (A)
 Rising of magma towards the surface(A)
 Deformation of the ground surface (A)
 Enlarged areas of hot ground (B)
 Noticeable steaming (B)
 Swelling of the ground (B)
D. Explanation
Let each volunteer student explain the different signs.
E. Elaboration
Task 4:
Group the class into 4. Assign each group at least two signs of impending volcanic
eruption and present it to the class in one minute through a song, yell, rap, or sayawit
Provide a rubric for each group
Integration
 How these signs helped you?
 What are the implications of being prepare for such disaster?
F. Evaluation
Formative
Give at least 5 signs of impending volcanic eruptions.
G. Enrichment
Each group will download a volcanic Hazard Map
Reflection:
58

Grade 11/12

guide them on what to do before, during and after a
volcanic eruption.
Interpret different Volcano hazard maps
(DRR11/12-Ih-i-25)
I. Objectives:
1. Interpret different Volcano hazard maps
2. Identify different volcano-related hazard maps
3. Show awareness in the interpretation of volcano hazard maps

Integration: Science and Health
Materials: Video, work sheets, writing materials
References: Microsoft student 2009 DVD, Disaster Readiness and Risk Reduction
Manual
Online Resources: https://www.youtube.com/watch?v=5tOt5YKHCs4
https://www.phivolcs.dost.gov.ph/index.php/22-hazard-maps/280-
Volcano-hazard-maps
A. Elicit
 Opening prayer
 Greetings
The teacher will ask students’ prior knowledge about volcano hazards.
Process Questions:
1. What are the different volcano-related hazards?
2. Can you recognize signs of an impending volcanic eruption?
59
B. Engagement
The teacher will let the students view a video presentation of a volcanic eruption.
Process Questions:
1. What was the video all about?
2.How will you describe the effect of
the activity (volcanic eruption) to the
environment and to the human?
3.Do you know how to read land forms in your locality whether it is hazard or
not?
The teacher will introduce the objectives of the lesson.
C. Exploration
The teacher will show a power point presentation about the difference between a
landform map and a physical map.
A great variety of map types are used to portray the surface features of Earth, but the
most common are physical maps, topographic maps (the most accurate), and relief
(or landform) maps. (Microsoft ® Encarta ® 2009. © 1993-2008 Microsoft
Corporation. All rights reserved.)
D. Explanation
The teacher will ask the learners the following questions:
1. What is the difference between the two types of maps?
2. What does the physical map illustrates/shows?
3. What does the map uses to show the elevation and distinguish the mountains from the
lowlands?
4. What does the topographic map illustrates/shows?
5. What does the topographic maps use to show detailed contour lines (lines of equal
elevation) to give the most accurate information on the shape and elevation of the land?
E. Elaboration
Key Question/s:
Is it necessary for us to know how to interpret volcano hazard maps? Cite some.
1. In interpreting, does it help us to be aware its effect to us and to the environment?
2. Do we need to know past records of a certain area for us to recognize volcanic
hazards?
3. How are we going to monitor volcanic hazards in our locality?
F. Evaluation
The teacher will assign the students to make a Venn Diagram about the physical and
topographic maps.
G. Enrichment
The teacher will group the students and assign them to make a volcanic hazard map
that can be applied in their locality. (With rubric)
Reflection:
60

Grade 11/12

Performance Standards: The learners develop a family emergency preparedness plan
to guide them on what to do before, during and after a
volcanic eruption.
Apply appropriate measures/interventions before, during, and
after a volcanic eruption. (DRR11/12-Ih-i-26)
st
I. Objectives:
1. Apply appropriate measures/interventions before, during and after a volcanic eruption
2. Determine appropriate measures/interventions before, during and after a volcanic
eruption

Materials: Graphic organizer, meta cards, writing materials, work sheets

A. Elicit
 Opening prayer
 Greetings
The teacher will elicit responses from the students about places in the Philippines that
are prone to volcanic activity/hazard based on last meeting’s activity on volcano
maps.
B. Engagement
Pose a question:
What if you are living in a place where there is an active volcano, what would you do
after knowing that it is expected to erupt in a few days/months? Get few responses
from students.
C. Exploration
61
Group activity:
Group the students into groups of 5. Each group are tasked to list appropriate
measures/intervention of the following:
 Before a volcanic eruption
 During volcanic eruption
 After volcanic eruption
 Students will be assigned with just 1 of the given scenario. (Assessed
through a rubric).
Students will report their group’s work sequentially based on their assign
scenario.
D. Explanation
Short Activity:
Graphic organizer will be made by the teacher which uses
metacards/PowerPoint presentation. The objective of the activity is that the students
will classify the statements in the metacards/PowerPoint presentation as to be done
before, during or after a volcanic eruption.
E. Elaboration
Teacher will point out important keys and will ask students on their views to
correct responses and vague statements that needs improvement or statements that are
really wrong. This is to prevent misconceptions before they worsen.
F. Evaluation
Quiz ¼ - True or False:
1. Be aware of appropriate measures/interventions before, during, and after a
volcanic eruption.
2. At the peak or height of eruption, one can go out and do sightseeing as
eruptions are a sight to see.
3. Heavy ashfall can severely reduce visibility, that is why people are advised
not to drive.
4. During and after heavy ashfall, if you must use tap water, always boil water first
before using.
5. To remove ash inside the house, use damp cloth and vigorously rub off the
surface covered with ash.
Answer Key:
1.True 3. True 5. False
2.False 4. True
G. Enrichment
Prepare a role play/film about developing a family emergency preparedness
plan to guide them on what to do before, during and after a volcanic eruption.
Reflection:
62
63

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aLesson Plan in Disaster Readiness and Risk Reduction (DRRR)

Content Standards: The learners demonstrate understanding the concept of disaster

II. Content: Concept of disaster

III. Learning Tasks

Crisis Victim Emergency Missing

Survivor Tragedy Casualty Fire Fighters

Catastrophe Destruction Calamity Rescue Team 1

WHAT I KNOW ABOUT DISASTER

Group 1: What disaster has taken place?

Group 2: Was the disaster caused by

Group 3: What did the disaster incur to

Group 4: Did the community know about

Group 5: What did the community do to

Content Standards: The learners demonstrate understanding the concept of disaster

II. Content: Basic Concept of Disaster and Disaster Risk

III. Learning Tasks

Content Standards: The learners demonstrate understanding of the effects of

II. Content: Basic Concept of Disaster and Disaster Risk

III. Learning Tasks

Content Standards: The learners demonstrate understanding of the concept of

II. Content: Basic Concept of Disaster and Disaster Risk

III. Learning Tasks

Name of Student: __________________________________

Lesson Plan in Disaster Readiness and Risk Reduction (DRRR)

Content Standards: The learners demonstrate understanding of the concept of

II. Content: Basic Concept of Disaster and Disaster Risk

III. Learning Task

Lesson Plan in Disaster Readiness and Risk Reduction (DRRR)

Content Standards: The learners demonstrate understanding of the concept of

II. Content: Basic Concept of Disaster and Disaster Risk

III. Learning Tasks

Rubrics in Presenting an Action Plan

Lesson Plan in Disaster Readiness and Risk Reduction (DRRR)

II. Content: Exposure and Vulnerability

III. Learning Tasks

Lesson Plan in Disaster Readiness and Risk Reduction (DRRR)

II. Content: Exposure and Vulnerability

III. Learning Task

Lesson Plan in Disaster Readiness and Risk Reduction (DRRR)

II. Content: Exposure and Vulnerability

III. Learning Task

Name of Student: __________________________________

Lesson Plan in Disaster Readiness and Risk Reduction (DRRR)

II. Content: Exposure and Vulnerability

III. Learning Task

Lesson Plan in Disaster Readiness and Risk Reduction (DRRR)

II. Content: Exposure and Vulnerability

III. Learning Tasks

Lesson Plan in Disaster Readiness and Risk Reduction (DRRR)

Quarter: 1st Week: 4 Day: 12

II. Content: Exposure and Vulnerability

III. Learning Tasks

What I KNOW What I want to What I LEARNED

Name of Student: __________________________________

Lesson Plan in Disaster Readiness and Risk Reduction (DRRR)

II. Content: Exposure and Vulnerability

III. Learning Tasks

Name of Student: __________________________________

Lesson Plan in Disaster Readiness and Risk Reduction (DRRR)

Content Standards: The learners demonstrate understanding of the concept of hazard

II. Content: Basic concept of hazard

Lesson Plan in Disaster Readiness and Risk Reduction (DRRR)

Content Standards: The learners demonstrate understanding of the types of hazards