Republic of the Philippines

Department of Education
Region XII
KIDAPAWAN CITY DIVISION
JUAN L. GANTUANGCO SCHOOL OF ARTS AND TRADES
Brgy. Sikitan, Kidapawan City
TEACHER JULIE FE I. VILLANUEVA Date March 05, 2024
Learning DISASTER READINESS AND Quarter/Grading 1st Quarter/2nd Semester
Area RISK REDUCTION Period
Section/ STEM 11- 3:00pm to 4:00pm (Monday-Thursday)
Time/
Teaching
Days

I-OBJECTIVES
A. Content Standards The learners demonstrate understanding of the concept of disaster, concept of
disaster risk, nature of disasters and effects of disasters.

B. Performance The learners relate the concept of disaster with daily life.
Standards
C. Learning Differentiate the risk factors underlying disasters.
Competency(ies) DRR11/12-la-b-8

D. Specific At the end of the lesson, the students are expected to:
Objectives/Learning 1. Define hazards, exposure, and vulnerabilities
Outcomes
II-CONTENT/TOPIC Hazards, Exposure, and Vulnerabilities from actual situations

III. LEARNING Material(s):

RESOURCES Powerpoint Presentation, TV, laptop, chalk, board, eraser, manila paper, pentel
(References & other pen
learning resources)
IV. PROCEDURES
A. Reviewing It includes population density levels, place of a settlement, the site design, and
previous lesson or materials used for infrastructure and housing?
presenting the new
lesson What vulnerability is described when line of communications were cut off when
cell sites shutdown or disruption of transport system?

What vulnerability is referred when the poorer the country, the more vulnerable to
disasters?

It is the combination of social and economic vulnerability.

It is caused by natural resources depletion and destruction.

B. Establishing a UNSCRAMBLE THE SCRAMBLED!
purpose of the lesson Direction: Arrange the scrambled letter to form a word.

1. HAZARD
2. EXPOSURE
3. VULNERABILITY
4. RISK
5. DISASTER

C. Presenting ACT IT OUT!

examples/instances 1. The class will be divided into three(3) groups.
of the lesson 2. Each group should prepare a yell.
3. Each group will be given a different situation.
Group 1: Differentiate the effect of a disaster to an unpopulated and populated
area.
 Group 2: Differentiate the effect of a disaster to poor and wealthy country
4. Each group should create a scenarion and act it out.
1 3 5 SCORE
5.T
CONTENT & The content is The content is The content is complete he
ORGANIZATION inaccurate or generally and accurate.
overly general. accurate, but
incomplete.
CREATIVITY Presentation do Presentation has Presentation is unique
not serve its similar and shows creativity.
purpose. components as
other
presentations and
is less creative.
TIME MANAGEMENT Finished the Finished the Finished the
preparations 3-5 preparations 1-2 preparations before or at
minutes after the minutes after the exactly the allotted time.
allotted time. allotted time.
COOPERATION & Few members of Some of the All the members of the
TEAMWORK the group are members of the group are helping to
helping to finish group are helping finish the assigned task.
the assigned to finish the
task. assigned task.

TOTAL
groups will be given five (5) minutes to prepare for their presentation and five (5)
minutes to present their output in front.
6. The group who won’t be able to finish the task in the given time will be
deducted with 2 points and another 2 points deduction if the group is too noisy.
7. Their presentation will be rated using the prepared rubrics.
RUBRICS:

D. Discussing new
concepts and
practicing new skills 1. Hazard- is a harmful condition, substance, human behavior or condition that

can cause loss of life, injury or other health effects, harm to property, loss of

livelihood and services, social and economic disruption or damage to the

environment. Any risk which is imminent is threat.

2. Exposure is the presence of elements at risk or chance of being harmed from

a natural or man-made hazard event. Elements include the individuals,
households or communities, properties, buildings and structures, agricultural
commodities, livelihoods, and public facilities, infrastructures and environmental
assets present in an area that are subject to potential damage or even losses.
The more a community is exposed to hazard factors, the higher is the disaster
risk or higher chance disaster occurrence.

3. Vulnerability- means the characteristics and circumstances of a community,

system, or asset, that make it susceptible to the damaging effects of a hazard
and inability of a community to prevent, mitigate, prepare for and respond to
hazardous events.

4. Risk- implies the probability of possible adverse effects. This results from the
interaction of social and environmental systems, from the combination of physical
 danger, and exposed item vulnerabilities.

5. Disaster- is a serious disruption to the functioning of a community or society

which causes widespread human, material, economic or environmental losses

that exceed the capacity of the community or society concerned to cope with the
use of their own resources. It results from the mix of hazards, risk conditions and
inadequate capability or measures.

6. Exposure and vulnerability, on the other hand, are distinct. A certain

community can be exposed but it does not mean that it is vulnerable. Buildings
and structures in Japan are exposed to earthquake, but they are not vulnerable
since their architectural and engineering designs are earthquake proof or
resistant. However, to become vulnerable, it must be exposed to hazard first.

Exposure to hazard can make a community vulnerable. But not all communities
that are exposed to hazard can be considered vulnerable. Vulnerability depends
on the preparedness and readiness to a hazard of the community. It depends
mostly on how they mitigate, respond, and recover. If a certain community has
the ability to reduce the vulnerability by reducing the risk, the said community

is already considered as less vulnerable or resilient.

E. Developing POP OR CAP!

Mastery
Direction: Identify what factors that affects vulnerability is referred in the given
situations.

1. The Philippines and Japan are both prone to earthquakes but the latter one is
less vulnerable.

2. Firefighters arrive on the scene within minutes, but they are met with a
formidable challenge. Narrow streets and towering buildings hamper their efforts
to contain the blaze, while the sheer density of the population makes it difficult to
evacuate those trapped within the burning structure.

F. Finding practical
applications of How does knowing these factors helps us in dealing a disaster?
concepts and skills in
daily living
G. Making
generalizations and Why do we need to know the factors affecting vulnerability?
abstractions about the
lesson

H. Evaluating ¼ sheet of paper

Learning Directions: Identify

I. Additional activities Assignment: Reasearch and read in advance about geological hazards.
for application or
remediation
V. 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 remediation work? No. of learners who 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 works?

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?

Prepared by: Checked by:

JULIE FE I. VILLANUEVA ARIES V. PANES

Subject Teacher Critic Teacher