Identifying Classroom Hazards that can

Lead to Disasters
 Content Standard
• The learners demonstrate understanding
of the concept of disaster and disaster
risk, and the nature and effects of
disasters.
 Performance Standard
• The learners shall be able to: relate the
concept of disaster with daily life.
 Learning Competencies
• The learners are able to:
– describe the effects of disasters on one’s life
(DRR11/12-Ia-b-3)
– identify areas/locations exposed to hazards
that may lead to disasters (DRR11/12-Ia-b-5)
Introduce the following Specific
Learning Outcomes
• I will be able to Identify safe and
dangerous areas in terms of disasters.
• I will be able to describe these potential
disasters.
 Activity: Creating a
Classroom/ Area Hazard Map
• Pre-Activity
– 1. On your notebook, list 10 hazards in the
classroom (assigned area). Their answers
should be specific to certain locations in the
classroom (e.g. the shelf at the corner near
the door can fall on someone). (5 minutes)
• Common answers would be:
– falling books and furniture, glass breaking,
collapsing structures, etc.
 Activity: Creating a
Classroom/ Area Hazard Map
• Group Discussion
– One will act as group Facilitator to guide the
discussion.
– Two will report the group output to the class (the
Reporters).
– Two will take note of the discussions in the group
and the reporting (the Scribes).
– The groups should come up with a consensus of
the hazards, and how it could lead to a disaster
– (the impact), that everyone has identified.
 Activity: Creating a
Classroom/ Area Hazard Map
• During the Activity (20 mins)
Each group should have:
I. A sheet of manila paper or cartolina
II. Coloring materials

Learners are to create a “Classroom/Area Hazard

Map” based on their discussion. The maps should be
easy to follow and understand.
 Activity: Creating a
Classroom/ Area Hazard Map
• During the Activity (20 mins)
Each group should have:
I. A sheet of manila paper or cartolina
II. Coloring materials

Potential hazards should be colored in red and

labeled properly. Possible impacts of these hazards
should be noted by the scribe and reporters.
Safe areas and paths should be colored blue.
Rubrics
 Post-activity
• Each group will post their map in a
designated area in the classroom using
masking tape. Reporters must be by their
map at all times.
• The rest of the group will go around and
listen to the reports of the other groups.
They are encouraged to ask questions and
make constructive reviews of their
classmates’ works.
 Guide questions:
• What will you do should an earthquake
happen?
• What can be done to prevent a disaster in
the classroom?