Republic of the Philippines

Department of Education – Region X

Division of Valencia City
CENTRAL BUKIDNON INSTITUTE
SY 2018 – 2019

Classroom Instruction Delivery Alignment Map

Grade: 11/12 Semester: 1st

Specialized Subject Title: Disaster Readiness and Risk Reduction (DRRR) No. of Hours/ Semester: 80 hours/Semester
Teacher: Dominique L. Yañez, RN, LPT Pre-Requisites (If Needed): Grade 3-10 Science

Subject Description: This course focuses on the application of scientific knowledge and the solution of practical problems in a physical environment. It is designed to bridge
the gap between theoretical science and daily living.

Culminating Performance Standard: The learner is expected to apply concepts of disaster readiness and risk reduction in daily life.
Power Standard:The learner is expected to demonstrate the capacity for analytical and critical thinking of disaster readiness and risk reduction as a vital component of solving
practical problems in a physical environment.
1st Quarter
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Performance Task:You are now a Senior High School Graduate who is trying to gauge his/her abilities in disaster readiness and risk reduction. In order to evaluate your skills,
you are required to conduct a disaster readiness and risk reduction training among younger pupils in your community which includes a presentation of (whether in video or
powerpoint lecture) introduction to disaster, types of disasters and your possible plans for this types of scenarios in your community. You will be critiqued according to the
level of learning your audience have taken through a lecturer evaluation.
Literal Transfer Task:The learner is able to develop a comprehensive community-based plan to minimize vulnerability and disaster risk.
 Republic of the Philippines
Department of Education – Region X
Division of Valencia City
CENTRAL BUKIDNON INSTITUTE
SY 2018 – 2019

TEACHING GUIDE

Grade: 11/12 Semester: 1st

Specialized Subject Title: Disaster Readiness and Risk Reduction No. of Hours/ Semester: 80 hours/Semester
Teacher: Dominique L. Yañez, RN, LPT Pre-Requisites (If Needed): Grade 3-10 Science
Subject Description: This course focuses on the application of scientific knowledge and the solution of practical problems in a physical environment. It is designed
to bridge the gap between theoretical science and daily living.

TOPIC/LESSON NAME Basic Concept of Disaster and Disaster Risk

CONTENT STANDARDS The learners demonstrate understanding of the concept of disaster anddisaster risk, and the nature and effects of disasters.
PERFORMANCE STANDARDS The learners shall be able to relate the concept of disaster with daily life
LEARNING COMPETENCIES The learners are able to:
 Explain the meaning of disaster (DRR11/12-Ia-b-1)
 Differentiate the risk factors underlying disasters (DRR11/12-Ia-b-2)
 Describe the effects of disasters on one’s life (DRR11/12-Ia-b-3)
 Explain how and when an event becomes a disaster (DRR11/12-Ia-b-4)
 Analyze disaster from the different perspectives (physical, psychological, socio-cultural, economic, political, and
biological) (DRR11/12-Ia-b-6)
SPECIFIC LEARNING At the end of the lesson, the learners will be able to:
OUTCOMES  Describe a disaster;
 Examine events that have led to a disaster; and
 Analyze the factors of disaster risk.
TIME ALLOTMENT 300 minutes
LESSON OUTLINE

During the lesson, the leaners will:

TIME
1. Introduction 3 minutes Communicate learning objectives.
2. Instruction/Delivery 237 minutes Understanding disaster risk factors
3. Practice 50 minutes Simulation
4. Enrichment 10 minutes Activities and Wrap-up
5. Evaluation Optional Hazards
TOTAL 300 minutes

Individual: Activity notebook, writing materials

By Group: Manila paper, cartolina, colouring and writing materials, markers, masking tape or pins, World Atlas, map
MATERIALS
of Southeast Asia and Oceania with scale, a lot of building blocks, several colors but uniform sizes, human figurines or
markers, ruler, flat disc about 3-inches in diameter
De Guzman, F.R. and Suarez, D.A. (2016). Disaster readiness and risk reduction. G. Araneta, Avenue, Quezon
City: Vibal Group, Inc.
RESOURCES
Licuanan, P.B. et. al. (2016). Teaching guide for senior high school disaster readiness and risk reduction.
Diliman, Quezon City: Commission on Higher Education

MEETING THE LEARNER’S

PROCEDURE
NEEDS
INTRODUCTION Communicate Learning Objectives Teaching Tip:
1. Introduce the following Specific Learning Outcomes using any of the suggested protocols (Verbatim, Risk - the possibility that
Own Words, Read-aloud) something bad or
I. I can explain what a disaster is. unpleasant (such as an injury or a
II. I can differentiate factors that put us at risk. loss) will
III. I can explain when a disaster might happen. happen (Merriam-Webster)
2. Review the basic definition of Hazard and Disaster.
Hazard - A dangerous phenomenon, substance, human activity or condition that may cause lossof
life, injury or other health impacts, property damage, loss of livelihoods and services, socialand
economic disruption, or environmental damage.
 Disaster - A serious disruption of the functioning of a community or a society involvingwidespread
human, material, economic, or environmental losses and impacts which exceeds the ability of the
affected community or society to cope using its own resources.
INSTURCTION/DELIVERY Activity: Understanding Disaster Risk Factors: Part 1 (Building background knowledge protocol) Teaching Tip:
In showing the mystery map, you
can have alarge print out, display
in the projector, or distribute
copies for every individual or pair.
Make sure to retrieve the copy at
the end of the meeting.
While the learners are sharing,
make sure to go around and check
on how their discussions are
World Risk Map (Hermes, 2014) going. Guide learners who seem
to struggle with finding meaning
Pre-activity (7 mins) behind the texts.
1. Divide the class into groups of four to five. This is a very interactive activity
2. Provide each group with a set of 4 different colored markers, a piece of chart paper, texts, loose and it aims to embrace the
leafpaper, and display a copy of the “mystery map”. diversity of perspectives needed
when understanding disaster risk.
During the activity (50 mins) *time is highly flexible here! If short on time, the readings can
1. Have participants write down what they think the map is about and draw a line after thoughts be assigned as homework.
arejotted down. (5 mins)
2. Introduce the topic of DISASTER RISK. Ask participants to write what they know about the topic Numbers 4 and 5 may be done
intheir journals. (5 mins) outside of
3. Ask participants, in their small groups, to share what they know about the topic. (10 mins) class or as homework, and
4. Ask participants to create a web or visualization of their collective knowledge/understanding of encourage
thetopic on a piece of chart paper using just one of the colored markers. (10 mins) learners’ to research for points
5. Provide an article or essay on the topic that is interesting, offers a solid introduction to the that they do not fully understand.
topic,and provides multiple perspectives. All participants read this article. (15 minutes) Disaster Risk factors are variables
that either
Suggested article: aggravate or mitigate the effects
Exposed: Why Vanuatu is the world's most 'at-risk' country for natural hazards (http:// of hazards, affecting the degree or
www.dw.com/en/exposed-why-vanuatu-is-the-worlds-most-at-risk-country-for-natural-hazards/ scope of a disaster.
a-18319825) (1) Physical factors would pertain
to tangible objects or
infrastructure, like the availability
 6. Ask participants to text code the article with “N” for new information of fire exits, or the sturdiness of
7. Ask participants to add their new knowledge to their web using a different color of marker. (5 the building, or the presence or
mins) absence of objects that can harm
Note: A 60-minute class session will likely end here. The next part (reading) will resume in thenext you or help you, etc.
meeting. (2) Psychological factors include
8. Distribute “expert texts”: Hand out a different text on the topic to each member of the group. (20 state of mental capacity and health
mins) (e.g. are we dealing with babies?
Kids? Adults?
Suggested articles: People with special needs?),
(1) State failure as a risk factor – How natural events turn into disasters, World Risk report 2011, perception of self (e.g. self-
p44-47 assessment of capability to
(2) Environmental degradation as a risk factor (Welle, Beck, andMucke), Work Risk Report 2012, respond to disasters, fear), etc.
p28-31 (3) Socio-cultural factors include
(3) Health and healthcare as risk factors (Michael Marx), World Risk Report 2013, p12-18 religion, social status, traditions,
(4) Urbanization and risk – challenges and opportunities (Matthias Garschagen), World Risk Report perception by society, etc.
2014, p12-18 (4) Economic factors include
(5) How food insecurity influences disaster risk (Matthias Garschagen), World Risk Report 2015, assets and liabilities, income,
p19-26 economic class, etc.
(6) Floods, storms and quakes uproot 22 million in 2013, numbers to rise http://uk.reuters.com/ (5) Political factors include
article/2014/09/16/uk-foundation-disasters-displaced-idUKKBN0HB2PC20140916 government structure, diplomatic
(7) Cities: Drivers of risk or resilience? http://ehs.unu.edu/blog/opinion/cities-drivers-of-risk- issues, etc.
orresilience. (6) Biological factors include flora
html and fauna in environment, health,
Note: These five are key texts. The other two, and others that the teacher may find in the diseases, etc.
relevant time, can be added as supplements

9. After everyone has read, each participant shares new knowledge with his/her group and
captureskey points on the chart paper using the fourth color. Again, ask participants to text-code for
new information. (30 mins)
10. Return to the “mystery map”. Re-display the initial map again.Ask participants to go back to
where they had initially written about the “mystery map”; have participants note what they now
think about the “mystery map”. (10 mins)
Note: A 60-minute class session will likely end here. The next part will resume in the next meeting.

11. Debrief the experience. Ask the learners to post their charts on the board or wall. Give the
learners time to observe everyone’s work. (10 mins)
12. Ask for volunteers or cold call learners to share to the class any observations on everyone’s
 output(10 minutes).
I.Guide questions:
A. Are there similarities between each group's work?
B. Are there differences?
C. What factors define disaster risk?
D. What the process was like to read successive, multi-perspective articles.
E. Did they know much about the topic before?
F. Had they been curious about the topic?
G. What inspired their curiosity?
13. Reveal to the learners the complete World Risk Index Map.

Figure 2: World Risk Map (Hermes, 2014)

Post-activity (40 mins)

1. Discuss the nature of Risk =

When applied to disasters:
Disaster Risk = Exposure to natural or man-made hazards x vulnerability
Summarize with
“Disasters are often described as a result of the combination of:
I. The exposure to a hazard;
II. The conditions of vulnerability that are present, and;
III. Insufficient capacity or measures to reduce or cope with the potential
negativeconsequences.”
 2. From the discussion, ask the learners to write an essay about how the risk factors concern them
personally. They should try to identify
I. Physical,
II. Psychological,
III. Socio-cultural,
IV. Economic,
V. Political, and
VI. Biological risk factors that either affect or not affect them.
3. Assign a group of learners for each category of disaster risk factor.
4. In preparation for presentation for the next meeting, each group should come up with a summary of each
category addressing the following key points:
I. Definition for the category
II. Examples that of factors that directly affect them and possible effects
III. Examples of factors that might not necessarily affect them
IV. Ways to address the factors to be ready for disasters
5. Each group's output should be ready for presentation to the class by putting it on manila paper or
cartolina.
Note: A 60-minute class session will likely end here. The next part will resume in the next
meeting
6. Each group will present to class their output with a maximum time of 10 minutes each.
7. After presentation, ask the class to prepare materials for the next activity.
Note: A 60-minute class session will likely end here. The next part will resume in the next
meeting
PRACTICE Simulation: When does an event become a disaster? Teaching Tip:
Pre-Activity (5 mins.) Disaster Risk factors are variables
1. Materials needed: that either aggravate or mitigate
I. World atlas, or map of Southeast Asia and Oceania with scale the effects of hazards,affecting the
II. A lot of building blocks (e.g. Lego), can be several colors but uniform sizes as much degree or scope of a disaster.
aspossible (1) Physical factors would pertain
III. Human figurines or markers to tangible objects or
IV. Ruler infrastructure, like the availability
V. Flat disc about 3-inches in diameter (e.g. lid, carton cut-out) of fire exits, or the sturdiness of
VI. Worksheet/workbook the building, or the presence or
absence of objects that can harm
you or help you, etc.
(2) Psychological factors include
state of mental capacity and health
 (e.g. are we dealing with babies?
Kids? Adults?
People with special needs?),
perception
of self (e.g. self-assessment of
capability to respond to disasters,
fear),
etc.
(3) Socio-cultural factors include
religion, social status, traditions,
perception by society, etc.
(4) Economic factors include
assets and liabilities, income,
2. Show facts about the countries with the highest risk to disasters: economic class, etc.
Top 3 countries in terms of Disaster Risk, from the World Risk Report 2015 published (5) Political factors include
byBündnisEntwicklungHilft (Alliance Development Works) (http://www.worldriskreport.org/) government structure, diplomatic
Data on geography, area, and population from CIA The World Fact Book (https://www.cia.gov/ issues, etc.
library/publications/the-world-factbook/) (6) Biological factors include flora
and
During Activity (27 mins.) Fauna
1. Ask each group to build a representation of Vanuatu, Tonga, and Philippines using the building blocks in Other items (e.g. rocks, sticks,
very rough proportion to the given facts, meaning that a country with more islands should be represented by candy) can be used in lieu of
more blocks and the size and distribution by the actual layout of the blocks. The maximum size for the building blocks. The goal
Philippines should fit an A4-sized sheet.Ask them to mark capital areas of each country with a single color of this activity is for the learners
block (e.g. red blocks for capital cities and urbanized areas). Allow them to use a world atlas as reference to to have a
the geography and size. tactile appreciation of disaster risk
2. Let the learners take note of the total number of blocks used. (5 minutes) If creating a layout model for each
3. The flat disk represents a typhoon. The learners will now simulate a scenario where a typhoon ravages country based on actual shape is
each country. To do this, the learners will let the disc pass through each country slowly according to challenging for the learners, you
previous typhoons’ tracks. may opt to allow them to have a
A. Vanuatu – Typhoon Pam (2015) rectangular (or any regular
Global Disaster Alert and Coordination System. (n.d.). Overall red tropical cyclone alert for pam- polygon) layout instead, with the
15in vanuatu from 09 mar 2015 12:00 utcto 15 mar 2015 12:00 utc. Retrieved from http:// sizes proportional to the relative
www.gdacs.org/report.aspx?eventtype=TC&eventid=1000149 sizes of the country.
B. Tonga – Typhoon Ian (2014) European Commission. (n.d.). 13 January 2014: Tonga – Tropical Alternatively, if resources are
cyclone ian. Retrieved from available, learners may use large
http://reliefweb.int/sites/reliefweb.int/files/resources/ECDM_20130113_Tonga_IAN.pdf drawings or printouts of each
 C. Philippines – Typhoon Yolanda (2013) Panahon TV. (n.d.). Fig 1.1 Actual track vs. Forecast country. The “typhoon” will just
track (2pm 07 nov 2013) of typhoon Yolanda [Digital image]. Retrieved from have to be larger as well.
http://www.panahon.tv/blog/wp-content/uploads/2014/11/actua_forecast_track.png Computer simulations can also be
used if technology is available.
Post Activity (20 mins.) Risk - interaction between
1. Before and while doing the simulation, ask the learners to answer the following questions in their exposure to
activity notebook: natural hazards including the
I. What are the assumptions made by doing this simulation compared to reality? adverse effects
II. What is exposure? After the simulated typhoon, how many percent of each country wasimpacted of climate changes and the
by the hazard? vulnerability of societies. (World
III. How would you compare the simulated effects of typhoons for each of the country models? Risk Report)
What are the similarities? What are the differences? You may modify the questions to
IV. How do these scenarios reflect actual disaster risk? What is vulnerability and are or are be answered.
notincluded?
Wrap-Up Teaching Tip:
1. Cold call learners to explain the concept of disasters and disaster risk.
Guide points:
ENRICHMENT I. The equation for risk.
II. The complexity of evaluating disaster risk
III. Addressing issues one at a times vs all at the same time
IV. The relevance of this subject
Teaching Tip:

EVALUATION
 Republic of the Philippines
Department of Education – Region X
Division of Valencia City
CENTRAL BUKIDNON INSTITUTE
SY 2018 – 2019

UNPACKING THE STANDARDS

Grade: 11/12 Semester: 1st

Specialized Subject Title: Disaster Readiness and Risk Reduction No. of Hours/ Semester: 80 hours/Semester
Teacher: Dominique L. Yañez, RN, LPT Pre-Requisites (If Needed): Grade 3-10 Science

Subject Description: This course focuses on the application of scientific knowledge and the solution of practical problems in a physical environment. It is designed
to bridge the gap between theoretical science and daily living.

CULMINATING PERFORMANCE STANDARD PERFORMANCE TASK

You are now a Senior High School Graduate who is trying to gauge his/her
abilities in disaster readiness and risk reduction. In order to evaluate your skills,
you are required to conduct a disaster readiness and risk reduction training
The learner is expected to apply concepts of disaster readiness and risk reduction among younger pupils in your community which includes a presentation of
in daily life. (whether in video or powerpoint lecture) introduction to disaster, types of
disasters and your possible plans for this types of scenarios in your community.
You will be critiqued according to the level of learning your audience have taken
through a lecturer evaluation.
ENABLING PERFORMANCE STANDARD PERFORMANCE CHECK
The learners will tactilely appreciate disaster and disaster risk. Simulation: When does an event become a disaster?