NAME: VMCM DATE: Sept.

18, 2021
GRADE 12 – STEM 12 SCORE

Grade 12-stem DISASTER READINESS RISK REDUCTION

Consolidated Tests
Content standards:
The learners demonstrate understanding of nature and concept
of disaster, effects of disaster, and disaster risk.
Performance standards:
The learners should be able to relate the concept of disaster with daily
Life.
Formation standards:
The learners become aware and protect the environment.

Learning competencies:
The learners should be able to relate the concept of disaster with daily
life.

Situational analysis:
Ben lives in a mountainous area in Zambales. He noticed that every time he
walked beside the slope of the mountain, debris of rocks and soil started to
slide and fall. Because of this, he is afraid to those people passing by the are
that the geological hazard will cause accidents, casualties and damage to
properties. He was inspired to study geological hazard and put geological signs
near the area.
People from Ben’s community and also you should be inspired by him and
follow his tracks. In line with this, check your environment for geological
hazards and be inspired by Ben, Describe the geological hazard present and tell
how it affected you, your family and your community in your daily life and
suggest ways to minimize casualties and damages. Write your answer inside the
box.
Based on the data given by the Provincial Disaster Risk Reduction
and Management Council, our area has low to high risks in storm
surge, liquefication, tsunami, erosion, landslide, and earthquake.
These hazards would likely affect many individuals as these probable
disasters are commonly located in areas where the population of
people is high. This may cause panic, rampage, casualties, plenty of
damage, and food shortage when the disaster strikes.

There are things that we can do to reduce the casualties and

damages when a disaster strikes. The first is to be prepared. There
are plenty of things and ways that we can be prepared for a disaster.
In our family, we often store at least three months supply of
emergency items such as foods, water, energy source, medicine, and
even seeds, by always preparing these, we will less likely to suffer
from the aftermath of the disaster. We can also secure our important
documents by putting them in water-proof and easy to carry bags to
save them and may be used in the future.

Second, participate in survival and rescue training to be prepared

and knowledgeable about what we are going to do when a disaster
strikes. When we learn the proper ways of helping or rescuing
people, the casualty that the disaster may pose will be reduced
slightly.

Third, secure every home and buildings. We need to follow safety

precautions in our home, follow the suggested materials for
construction, and avoid using sub-standard materials, for it may
cause trouble especially when the disaster is erosion, landslide, or
earthquake.

Fourth, participate in tree planting in the community. Trees are a

vital thing that we need in our soil, it holds the soil and absorbs and
make the rainwater flow at a slower pace, giving the percentage of
erosion landslide, and flood to decrease. Mangrove planting is also
vital for the coastal areas. It may serve as a barrier when a small
tsunami or a storm surge that would hit the coast, making the coast
safe from the immense damage, and also reduce the erosion on the
coast.

Lastly, be updated always. Listen to the news and the government

agencies and follow the protocols they are implementing. By being
updated, we would be most likely to be prepared earlier before the
disaster may strike. By simply listening to the news, our LGU’s, and
following the social media pages of the government agencies, the
probability that we will get hurt will decrease.

As the parable of the ten virgins taught, it is always best to be ready

and prepared early than to suffer the consequences at the end.

HOLLISTIC RUBRICS:
FOCUS CONTENT ORGANIZATION CONVENTIONS

The single The presence of ideas The order developed and Grammar ,mechanics,
controlling develops through facts, sustained within and spelling, usage and
point is made example, details, opinion, across paragraphs using sentence formation
with an reasons and explanation transitional devices and
awareness of including introduction
task about the and conclusion
specific topic
 Sharp and Substantial , specific Sophisticated Evident control of
distinct and/or illustrative arrangement of content grammar, mechanics,
controlling point content demonstrating with evident and/or spelling, usage and
is made about a strong development and subtle transition. sentence formation
single topic with sophisticated ideas

5 evident
awareness of
task

Apparent point is Sufficiently developed Functional arrangement Sufficient control of

made about a content with adequate of content that sustains a grammar, mechanics,
single topic with elaboration or logical order with some spelling usage and
sufficient explanation. evidence of transition. sentence formation.
4 awareness of
task.

No apparent Limited content with Confused or inconsistent Limited control of

3 point but evident inadequate elaboration arrangement of content grammar, mechanics,
of a specific or explanation with or without attempts spelling usage and
topic. at transition. sentence formation

Minimal Minimal content Minimal control of Minimal control of

2 evidences of a content arrangement grammar mechanics,
topic spelling usage and
sentence formation

Prepared by: Mr. TBM