DETAILED School Grade Level Grade 11

LESSON Teacher Learning Area DRRR

PLAN
Teaching Date & Time Quarter II

I. OBJECTIVE
Fire hazards and related concepts:
1. Fire triangle
A. CONTENT STANDARD 2. Causes of fires
3. Phases of a fire emergency

The learners develop a family emergency preparedness plan to guide them on what to do before,
B. PERFORMANCE STANDARD during, and after a fire incident.

C. LEARNING Recognize elements of the fire triangle in different situations

COMPETENCY/OBJECTIVES
II. CONTENT The Elements of Fire Triangle
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages DRRR Fire Hazards
3. Textbook pages
4. Additional Materials from
Learning Resource(LR) portal
B. Other Learning Resources PowerPoint Presentation/Tarpapel
IV. PROCEDURES Teachers’ Activities
A. Reviewing Previous Prayer
Lesson or presenting the Attendance
new lesson Class Rules

Direction: Try to answer the following questions to help you establish prior
knowledge and link it to the new lesson.
1. What are the 2 main different types of disaster?
2. For you, to which type does fire belong?
3. Give five common causes of a fire incident?
4. How will you compare a fire’s extent of damage to that of other types of
disasters?
5. List 5 important safety tips that you know about fire prevention.

B. Establishing a purpose “4PICS ONE WORD”

for the lesson

C. Presenting “Interpret the Image”

examples/Instances of
the new lesson
D. Discussing new concepts The theory of fire extinguishment is based on removing any of the elements in the
and practicing new skills fire triangle to suppress the fire.
#1 1. REMOVING THE HEAT
2. REMOVING THE FUEL
3. REMOVE THE OXYGEN
“MY FIRE SAFETY MEME”

Many people are so fond of “memes”. A meme is a piece of image or illustration,

usually for humorous intent. It can also be used to simply spread or share an
information or message.
Your task is to create your own meme about this lesson. It could be
informative, funny or entertaining, or simply sharing safety tips or advice in
case of fire. Make sure that your meme serves its intended purpose, is visually
appealing and has a good content. Below is a sample of a funny meme about fire.

E. Discussing new concepts ” TRUE LIES”

and practicing new skills There are many misconceptions regarding fire. A person has to equip himself with
#2 factual information to guarantee safety. Not all shared information is true. So, can
you spot them?
Direction: Below are statements about basic information on fire. On your answer
sheet, write TRUE if the statement expresses a correct idea, otherwise write LIE.
 1. When a combustible material is heated, it burns.
2. A small fire inside a glass container dies down when it is tightly covered.
3. In photosynthesis, sunlight and heat make chemical energy (in the form of wood
or fossil fuel); fire uses chemical energy to produce light and heat.
4. Fire is a thing, not an event.
5. Assuming stable fuel, heat, and oxygen levels, a typical house fire is constant in
size every minute until the fire dies down.
6. Earth is the only known planet where fire can burn.
7. Water can be produced by fire.
8. Using concentrated sunlight, ancient Greeks were able to start fire. A parabolic
mirror that focuses solar rays is still used to ignite the Olympic torch.
9. Among the stages of fire, the last stage which is the “decay stage” takes the
longest time to finish.
10.All fire extinguishers are multipurpose, meaning each one can put out all
types of fire caused by any material.
F. Developing Mastery “FIRE-PRONE AREAS”
(leads to formative Direction: Write an essay that compares the two given areas in the pictures below
assessment 3) with respect to:
a. Presence of ingredients of fire
b. Ability to give-off more fire
c. Progression of fire through different stages in both residential areas
d. Easy access for responding fire fighters
A rubric is provided to serve as your guide and your teacher’s basis for scoring your
work.

G. Finding practical “Share your Hugot”

application of concepts Direction: Make a booklet that contains the following about fire. Give your booklet
and skills in daily living a catchy title.
 5 misconceptions
 5 quotations or sayings
 5 original catch lines or “hugot” lines (brief phrases or statements derived
from deeply rooted emotion)
 H. Making generalizations “Fill Me”
abstractions about the Direction: Supply the term/s needed to generalize your takeaways from this lesson.
lesson ________ is the rapid oxidation of a material in the exothermal chemical
process of combustion, releasing heat, light, and various reaction products.
Fire has three elements or ingredients namely ___________, ____________and
__________. All the three elements/ingredients of fire must come in ____________
amount to cause fire and _______________ of at least one element can put out the
fire.
While not everything is known about the combustion process, it is generally
accepted that fire is a __________ reaction. This reaction is dependent upon a
material rapidly undergoing ___________ process- a process that involves loss of
electrons, or uniting with oxygen so rapidly that it produces heat and flame.
I. Evaluating learning “What Made the Lovely Flames Die?”
Direction: Write your interpretation of the song with emphasis on lines which are
printed in bold and italicized. Try to relate these lines as to how fire can be
extinguished when one element of the fire triangle is lost.

Smoke Gets In Your Eyes

They asked me how I knew
My true love was true
I of course replied, something here inside
Cannot be denied
They said someday you'll find
All who love are blind
When your heart's on fire, you must realize
Smoke gets in your eyes
19 CO_Q2_DRRR SHS
Module 9
So I chaffed them and I gaily laughed
To think they could doubt my love
Yet today my love has flown away
I am without my love
(Without my love)
Now laughing friends deride
Tears I cannot hide, hide
So I smile and say, when a lovely flame dies
Smoke gets in your eyes
J. Additional activities for
application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored
below 80%
C. Did the remedial lessons
work?
D. No. of learners who continue
 to require remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?