School LAGRO HIGH SCHOOL Grade Level GRADE 11

Learning Disaster Readiness

Teacher JUAN DELA CRUZ and Risk Reduction
Area
February 7, 2022
Teaching date and
3:30 PM- 4:20 PM Quarter 3rd QUARTER
time
STEM 11- ALCALA

I. OBJECTIVES

The learners demonstrate an understanding of the concept, Types, and their

A. Content
impacts.
Standards

The learners shall be able to relate various types of hazards with a specific area for
B. Performance
one’s preparedness.
Standards

At the end of the lesson,80 % of the students should be able to define hazards
(DRR11/12-Ie-14)

C. Learning Specific objectives:

Competency a. define disaster,
b. show the impact of disaster by performing an activity, and
c. appreciate the significance of knowing disaster risk and how it may
affect one’s life
II. CONTENT
Topic: CONCEPT AND EFFECT OF DISASTER
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide CHED (2016). Teaching Guide for Senior High School. Disaster Readiness and
pages Risk Reduction
2. Learner’s
Materials pages
-Disaster Readiness and Risk Reduction (REX) by Rolly E. Rimando and Josefina
G. Belen pp.3-6
3. Textbook pages - Disaster Readiness and Risk Reduction (Phoenix) by Teresita Religioso and
Jojo Potenciano pp.4 -5

4. Additional
Materials from the
N/A
Learning Resource
(LR) portal
 PRELIMINARIES
1. GREETINGS
Good afternoon, everyone! I hope everyone is okay and doing fine.
2. CHECKING OF ATTENDANCE
The secretary will report the number of absentees.
3. REVIEW OF PREVIOUS LESSON
LARO TAYO! BAGYO, BAHA, LINDO
1. Students will group themselves into three (3).
2. In each group, two people will hold their hands up high to form a roof or
house. The third person will stay in the middle.
A. Reviewing the
3. The “It” ( person not in the group of 3s) shouts, bagyo, baha, lindol…. bagyo,
previous lesson or
baha, lindol…. bagyo, baha, lindol. When “It” stops in Bagyo, the house will
presenting the new
move out to find another house. When Baha is called “It”, the person inside the
lesson
house will move and look for another house. For Lindol, the houses, and the
person in the middle of the houses all move and form a new group of 3s.
4. The “It” tries to take her place as a house or the person inside the house for
each call of bagyo, baha, and lindol. The person who will be left out becomes
the new “It.”

Processing Questions:
1. How was your experience? What did you feel? What are your insights?
2. What is common between bagyo, baha and lindol?
3. What is a disaster?

B. Establishing a RELATE MUCH!?!

purpose for the Answer the question: Can we consider the following as a disaster?
lesson Why or why not?

C. Presenting
examples/instances
of the new lesson
A.
Having a failing grade B. Breaking up with your JOWA C. Having a Broken
cellphone
D. Discussing new IGALAW MO!
concepts and Students will be divided into 4 groups and will answer a given question using a
practicing new skills dice.
#1 Group 1: What is a disaster?
Group 2: What are the effects of disaster
Group 3: Why it is important to know about disasters?
E. Discussing new Group 4: What are the ways to reduce the effect of disaster?
concepts and
practicing new skills Note: The dice will identify in what form the group will answer the question.
#2 Either through a poem, skit, song, or a drawing.
KITA MO?!
F. Developing
mastery (leads to Analyze the data in the following graph and answer the follow-up questions:
formative
assessment) NO OF DEATHS DURING COUNTRIES WITH THE HIGHEST
A DISASTER 2012-2020 DISASTER RISK WORLDWIDE
 Why do you think 2013 has Why do you think Philippines is
the greater number of fatalities? number 1 on the list?

ANNUAL HAZARDS IN THE PHILIPPINES 1980-2020

What is the most common hazard
encountered by the Philippines?
least hazard?

READ ME!
Read the poem We Filipinos Are Disaster Resilient,
Aren’t We? Afterward, read the poem in reverse
(from bottom to top) and answer the follow-up
questions:
G. Finding practical
applications of 1. Which manner of reading the poem gives a more
concepts and skills in realistic characterization of our nation’s ability to
daily living respond to disasters, from-top-to-bottom, or reverse
manner?
2. Do you think you are a resilient person? Why do
you say so?
(see the attached copy) 3. As a senior high school student, how can you
make yourself disaster-strong and resilient?

KONEKTADO KA!

H. Making What do you think is the meaning of the statement…….

generalizations and
abstractions about the
DISASTER KNOWS NO POLITICAL
lesson
BOUNDARY

TOTOO BA?!?
Using a whiteboard and marker, write FACT if it is a TRUE STATEMENT or
FICTION if it is not.
1. The Philippines is safe from natural disasters.
2. Among Asian countries, the Philippines has the highest occurrences of natural
disasters.
I. Evaluating learning
3. The Philippines is among the vulnerable countries to disasters in Southeast
Asia.
4. The Philippines is in the typhoon belt in the Pacific, hence it is susceptible to
typhoon
5. Because of its location in the “Pacific Ring of Fire”, the Philippines is not
vulnerable to earthquakes and volcanic eruptions.
J. Additional activities
for application or IPAGPATULOY MO!
remediation To further understand the concept of disaster, access the file and play the
 HAZARD HERO. (Link will be sent in the GC)

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

lesson 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 this work?

F. Which difficulties did I

encounter which my
principal and supervisor
can help me solve?

G. What innovation or
localized material did I
use/discover which I
wish to share with other
teachers?