Flipped Classroom Lesson Plan: Department of Education

Republic of the Philippines
Department of Education
Region V – Bicol
SCHOOLS DIVISION OFFICE OF CAMARINES NORTE
Dominador Narido High School
Brgy. Taisan, Basud, Camarines Norte
Flipped Classroom Lesson Plan

Lesson Title Recognize vulnerabilities of different elements exposed to specific hazards
Course Disaster Readiness and Risk Reduction
Grade Level Grade 11
MELCs DRR11/12-Id-12
Date Quarter 3- Week 4
Duration 75 minutes
Learning Objectives
Students will be able to …
 Explain the concept of vulnerabilities
 Identify the different elements of Hazard
 Make an information flyer and include all the elements exposed to hazard.
Student Learning Resources at Home
Have students view the video found at our own Facebook group: https://www.facebook.com/groups/722150992344081/permalink/722318595660654/
Students can find more information on vulnerabilities of different elements exposed to specific hazards in “DRRR- MODULE 7” section found at:
https://www.facebook.com/groups/722150992344081/permalink/722154025677111/
Region V – Bicol
Student Learning Activities at Home
Have students submit answers to the general questions found in the Facebook group (GRADE 11/12 LEARNING MATERIALS) found at:
https://www.facebook.com/groups/722150992344081/permalink/722338055658708/
1. What is a Vulnerabilities?
2. What is Hazard?
3. What is the difference between Physical and Social vulnerability?
Classroom Activities
Preliminary activities: Morning/ Afternoon Prayer and checking of attendance
10 min: Activity 1: Students will break into three groups to discuss their answers to one of the three questions related to the video viewed at home. Students
will present their information by group to the class.
10-30 min: Interactive discussion about the topic “Recognize vulnerabilities of different elements exposed to specific hazards”. Ask students for predictions and
explanations of concepts learned at home.
30-50 min: Give students other activities:

Game Activities
Activity 2 – “1,2,3,4 Go!” Direction: Classify the following words/phrase and choose what category they belong.
Activity 3: “Ring the Bell and Tell “Direction. Students will break into three groups and answer the following different situational statements. Identify 4
elements that are vulnerable in each situation. If they know the answer, they will ring the bell and tell their answers.
Each correct answer will have a corresponding price.

Region V – Bicol
50-75 min: Hand out post-quiz to be completed before leaving class. Hand-Made or Do-It-Yourself Information flyers
1.With the same group in Activity 3, observe a community (you can choose barangay TAISAN, MANGCAMAGONG , TACAD and OLIVA ).
2. Determine all the elements exposed to hazard in that barangay.
3. Make an information flyer and include all the elements exposed to hazard. Also include hotlines in case of emergency. Be creative.
4. You will be graded based on the rubrics given below:
Region V – Bicol
Region V – Bicol
Assessment
Diagnostic assessment:
Before class, log in to check if students have viewed the video/presentation found in our Facebook Group (by reacting heart emoji). Review student
responses to the three open ended questions assigned and provide feedback if necessary.
Formative assessment:
Walk around the classroom to answer individual student questions during break-out activity from 0- 10 min and other activities: from 30-50 min.
Have students volunteer to write answers to Activity 2 questions on the board. Briefly go over each situation on Activity 3 with the class and
address any further questions.
Summative assessment:
The learners conduct hazard hunts of exposed elements and propose corresponding corrective actions for one’s preparedness
Hand-Made or Do-It-Yourself Information flyers

Make an information flyer and include all the elements exposed to hazard.
Region V – Bicol
ANNOTATION:
I used Flipped Classroom for my lesson in Disaster Readiness and Risk Reduction for Grade 11 students because in this subject the student needs more
interactive activities to understand the topic and focused to their learning development. A flipped classroom is a type of blended learning where students are
introduced to content at home and practice working through it at school. This is the reverse of the more common practice of introducing new content at school,
then assigning homework and projects to completed by the students independently at home. In this blended learning approach, face-to-face interaction is mixed
with independent study–usually via technology. In a common Flipped Classroom scenario, students might watch pre-recorded videos at home, then come to
school to do the homework armed with questions and at least some background knowledge.
Based on research in a flipped classroom, class time focuses on developing knowledge through active learning strategies like discussion or group
activities. Flipping the classroom has been shown to improve students' conceptual grasp of content beyond memorization and basic knowledge, and to improve
the diversity and inclusivity of the classroom climate. I also used an online platform like Facebook Group to deliver their learning resources, in this platform they
can easily access those learning materials like downloaded video and digital modules. We all know that our today’s children have grown up in a technology-rich
environment and more active on social media and other online platforms, in that case I used Facebook Group as my online platform in
“Play is our brain’s favorite way of learning” – Diane Ackeman. In my classroom activities, I apply game type activity. This strategy is an interactive
activity that helps the student to actively participate in classroom. Research has shown that there are many benefits to playing games in the classroom. When
planning lessons, teachers should try to incorporate at least one game a day into one of the key learning areas as either a teaching and learning tool, assessment
strategy or classroom motivator. When playing games, students become more engaged in their learning, taught content is reinforced, and class positivity is
increased. Like my Grade 11 students, they are more active and work collaboratively inside the classroom. There are a lot of benefits in playing games activity
inside the classroom the students are more motivated, peer positivity, less stress, mighty memory, class cooperation, alert attention, and friendly fun. They can
enjoy while learning.
Modern problem should have a modern solution especially in teaching, these strategies are research based and applied in some countries. These
strategies can help our students to improve their learning.
Region V – Bicol
References
Bueza, Michael. “The Role of LGUs, Local Councils during Disasters.”, December 6, 2014.
https://www.rappler.com/newsbreak/44026-role-lgu-local-councils-disaster
Yale University “Strategies for Teaching” 2021

https://poorvucenter.yale.edu/FacultyResources/Teaching-Strategies
Victoria (Teach Starter) “Benefits in playing games inside the classroom” , June 2022
https://www.teachstarter.com/au/blog/10-benefits-to-playing-games-in-the-classroom/

Flipped Classroom Lesson Plan: Department of Education

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Republic of the Philippines

Flipped Classroom Lesson Plan

Student Learning Activities at Home

Preliminary activities: Morning/ Afternoon Prayer and checking of attendance

30-50 min: Give students other activities:

Each correct answer will have a corresponding price.

Hand-Made or Do-It-Yourself Information flyers

Yale University “Strategies for Teaching” 2021

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