GRADES 12 School LUBIGAN SR HIGH SCHOOL Grade Level GRADE 12

DAILY Teacher NESTOR B. CORDERO JR. Learning Area DRRR

LESSON Teaching Dates & August 30 – September 2, 2023 Quarter FIRST QUARTER
LOG Time 8:30 – 9:30 MTWTH

SESSION 1 SESSION 2 SESSION 3 SESSION 4 SESSION 5

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed,
additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative and Assessment strategies.
Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons.
Weekly objectives shall be derived from the curriculum guides.
A. Content Standards
The learners demonstrate understanding of the
1. Concept of disaster
2. Concept of disaster risk
3. Nature of disasters
4. Effects of disasters
B. Performance Standards The learners relate the concept of disaster with daily life.
C. Learning Explain the meaning of Differentiate the risk Describe the effects of Analyze disaster from the different perspectives
Competencies/Objectives disaster DRR11/12-Ia-b- factors underlying disasters on one’s life (physical, psychological, socio- cultural, economic,
(Write the LC Code for each)
1 disasters DRR11/12-Ia-b-3 political, and biological) DRR11/12-Ia-b-6
DRR11/12-Ia-b-2

II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG. The content can be tackled in a week or two.
Basic concept of disaster and disaster risk Effects of Disaster Perspectives of Disaster
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages

2. Learner’s Materials pages DRRR LAS DRRR LAS DRRR LAS DRRR LAS
Pages 3- 9 Pages 10- 17 Pages 18- 23 Pages 24- 31
3. Textbook pages

4. Additional Materials from Disaster Readiness and Risk Reduction

Learning Resource (LR) Quarter 1 – Module 1
portal
Basic Concept of Disaster and Disaster Risk
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learningby
the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things,
practice their learning, question their learning processes, and drawconclusions about what they learned in connection to their life experiences and previous
knowledge.
Indicate the time allotment for each step.
A. Reviewing previous lesson or Activity #1: Activity #1: Activity #1: Activity #1: Activity #1:
presenting new lesson
TELL ME SOMETHING HOUSE OF DISASTER TELL ME TELL ME SOMETHING TELL ME SOMETHING
Examine the picture Observe the diagram SOMETHING Observe the pictures Observe the pictures
of different on page 10. Write Examine the figure of the two disasters of the two disasters
phenomenon given by down the effects of on page 21. Provide On page 26. that will be provided
the teacher. hazard for each house some examples for by the teacher.
type. each risk factor
Refer to the activity underlying disasters.
on page 4. Refer to the activity on
page 10 Refer to the activity Refer to the activity
on page 21 on page 26
B. Establishing a purpose for the Discuss Activity #1 by Discuss Activity #1 by Discuss Activity #1 by Discuss Activity #1 by Discuss Activity #1 by
lesson answering the answering the answering the answering the answering the
following questions: following questions: question: following questions: following questions:
1. What can you 1. Which do you 1. What could 1. What 1. What
say about it? think is the be the happened in happened in
2. What could contributing concept at picture A? picture A?
happen? factor the middle 2. How about in 2. How about in
underlying of the three picture B? picture B?
disaster? overlapping 3. If you’re living 3. If you’re
2. Compare the circles? in the living in the
effects of the community of community
hazard on the Picture A, of Picture A,
three types of what do you what do you
houses? think is the think is the
3. Which of the impact of the impact of the
types of hazard to hazard to
houses is the you? you?
most 4. How about in 4. How about in
vulnerable to the Picture B, the Picture B,
the given describe how describe how
disaster? would people would
Which is feel if the people feel if
hazard the hazard
 least? Justify happens and happens and
your answer? explain explain
briefly. briefly.
C. Presenting Activity #2: Activity #2: Activity #2: Activity #2: Activity #2:
examples/instances of the ARE YOU AFFECTED? UNGUARDED HAZARDS’S WRATH PHYSICALLY AND A PLACE LIKE
new lesson
KNOCK ON WOOD! MOMENTS Supposed there is a MENTALLY AFFECTED HOME
Present different Based on the given typhoon signal Analyze the picture on Analyze the given
concept / situation to concept on page 11, number three that page 27. pictures on page 28
the class and let the write a possible will strike two types and assume both
learners weakness that could of house as pictured picture will be
1. Give a short make the situation in page 18. Fill in the devastated by
description unprotected from necessary data on strong typhoon.
2. Identify who hazards. the format available
could be and answer the
affected in questions that
each situation follows.

Refer to the activity Refer to the activity on Refer to the activity Refer to the activity Refer to the activity
on page 5 page 11 on page 18 on page 27 on page 28
D. Discussing new concepts and Ask the learners: Ask the learners: Ask the learners: Ask the learners: Ask the learners:
practicing new skills #1 1. In general, 1. What does the 1. Compare 1. What is the 1. How do
how would weakness that how picture all people live in
you describe you have vulnerable about? the area?
the situation/ identified the two 2. Describe the 2. If there
phenomena represents? structures picture briefly would be a
given in the 2. If a society is are with the 3. Do you think strong
list? Suggest a unguarded given hazard. the picture is typhoon,
word that and 2. Explain how safe to live in? describe
best describe unprepared, people could Why? Or why what could
all the given what do you have not? happen in
phenomena. think would experienced 4. What hazard both areas.
2. How would be the correct disaster could make 3. Which of the
you describe a term for them based on the the building two area will
society if we if a hazard type of vulnerable to be much
presume that would be house they disaster? better during
they coming? reside in. Why? rescue
experienced 1
 or 2 5. Who are operations?
phenomena probably Why?
given? living in the 4. Why do you
building? think people
6. If the building chose to stay
will be and live in
exposed to the area?
earthquake, 5. What could
describe how be affected
the people most in the
living in the area during a
building typhoon that
would react would lead
and feel. to disaster.
7. Recommend
some tips for
a safe building
to live in.
8. What can you
suggest to the
family or
person living
in the
building?
E. Discussing new concepts and Discussion of the Discussion of the Discussion of the Discussion of the Discussion of the
practicing new skills #2 topic: topic: topic: topic: topic:
1. The concept 1. Nature of 1. Types of 1. Demonstrate 1. Describe
of Disaster Disaster Hazard that understanding how impact
and Disaster a. Risk leads to how disaster of disaster is
Risk b. Risk disaster is influenced affected in
a. Disaster underlying 2. Effects of through terms of
b. Factors disasters disaster in physical and socio-
that one’s life psychological cultural and
contribute based on factors economic
to types of perspectives
disaster hazards 2. State how
politics and
 c. When will 3. Risk- factors biological
the that factors could
disaster influence affect impact
might experiences of disaster
happen towards
disasters.
F. Developing mastery Activity #3: Activity #3: Activity #3: Activity #3: Activity #3:
(Leads to Formative Assessment WHICH IS WHICH? CHECK YOUR LET’S THINK WITH LEAN ON WHO? CHECK YOUR
3)
Based on the list of UNDERSTANDING EMOTIONS Analyze the given UNDESRTANDING
phenomena/ Provide examples of Situation: there was picture on page 29 Describe briefly the
situations in Activity the risk factors a strong earthquake and answer the advantages and
2, classify them underlying disasters in your community questions that disadvantages of
according to the table using the figures on where there are follows. SOCIO- CULTURAL,
format on Page 7. page 14. many families living ECONOMIC,
in your area. POLITICAL and
Describe the fear BIOLOGICAL
reactions of each factors. Provide a
person in the list on one- liner idea for
page 19 by rating it an ideal
from 1 to 3 and perspective in
noting 3 being the dealing with a
most fearsome disaster. Follow the
feeling. format in page 30.

Refer to the activity Refer to the activity on Refer to the activity Refer to the activity Refer to the activity
on page 7 page 14 on page 19 on page 29 on page 30
G. Finding practical application of Ask the learners: Ask the learners: Ask the learners: Ask the learners: Ask the learners:
concepts and skills in daily 1. How would 1. Would you 1. In extreme 1. Describe what 1. As a Filipino
living
you lessen the think building situation the picture is citizen, in
impact a residential after an all about. what ways
disaster? houses like in earthquake, Who or what can you
2. If in your the area near how would are they? show
community Taal Volcano you describe 2. In case of concern in
there was a appropriate? the feeling hazard, what lessening the
disaster, how Why? among the could be the impact of
could you 2. Think of an people’s role of each hazards that
expose ages? will
 offer help to property of 2. Would you picture for eventually
others? yours as a think that disaster? contribute to
family that is among 3. How could disaster?
risky towards people’s each picture
disaster and ages or help you
then write genders during
down how have the disaster?
you could help same degree 4. How could
lessening the of reactions each picture
risk? toward harm you
hazard? Why during
do you think disaster?
so?
3. Describe the
effect of
disaster in
one’s life.
4. In your own
way, how
can you be
able to help
someone
who
experienced
a disaster in
their life?
H. Making generalizations and Ask the learners: Ask the learners: Ask the learners: Ask the learners: Ask the learners:
abstractions about the lesson 1. What is 1. What is risk? 1. What are the 1. How does 1. How does
disaster? 2. What is Types of disaster impact of
2. What is disaster? Hazard that influenced disaster
disaster risk? 3. What is leads to through affects socio-
3. What is hazard? disaster? physical and cultural and
hazard? 4. What is 2. What are the psychological economic
vulnerability? effects of factors? perspectives
5. What is disaster in 3. State how
exposure? one’s life politics and
based on biological
 6. What is the types of factors could
formula for hazards? affect impact
the nature of 3. What are the of disaster
risk? risk- factors
that
influence
experiences
towards
disasters?
I. Evaluating learning Conduct post-test, Conduct post- test, Conduct post- test, CHECK YOUR Conduct post- test,
refer to page 9. refer to page 15. refer to page 23. UNDERSTANDING refer to page 31.
Describe briefly the
advantages and
disadvantages of
PHYSICAL and
PSYCHOLOGICAL
factors. Provide a one-
liner idea for an ideal
perspective in dealing
with a disaster. Follow
the format in page 30.
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?
No. of learners who have caught
up with the lesson
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?
Annex 1B to Deped Order No. 42, s. 2016

Prepared by: Checked by:

NESTOR B. CORDERO JR. HERMOSO O. PEREJA

Teacher I School Head