QUARTER ONE DISASTER READINESS and RISK REDUCTION

TOPIC / LESSON NAME

CONTENT STANDARDS
PERFORMANCE STANDARDS
LEARNING COMPETENCIES

SPECIFIC LEARNING OUTCOMES

TIME ALLOTMENT

Basic concept of disaster and disaster risk

The learners demonstrate understanding of the effects of disasters
The learners relate the concept of disaster with daily life.
The learners identify areas/locations exposed to hazards that may lead to disasters.
(DRR11/12-Ia-b-5)
At the end of the lesson, the learners will be able to:
1. Draw a hazard map of their classroom, correctly identifying at least 5 potential hazards and
3 safe spaces
2. Explain their hazard map to their classmates, justifying the identified potential hazards and
safe space, within one (1) minute
60 minutes

LESSON OUTLINE:
1. Introduction/Review:
Communicating learning objectives & Definitions of Disasters and Hazards (10 minutes)
2. Motivation:
UNDP Video (Act Now, Save Later) (7 minutes)
3. Practice:
Group Work on Hazards in the Classroom (43 minutes)
4. Enrichment
: After Class
MATERIALS

manila paper, markers, and coloring materials

1. Act Now, Save Later Campaign by the United Nations.
https://www.youtube.com/watch?v=P1UmHS9kJgc (06/24/15)

RESOURCES
2. RA 10121: Philippine Disaster Risk Reduction and Management Act of 2010
http://www.lawphil.net/statutes/repacts/ra2010/ra_10121_2010.html
(06/24/15)
PROCEDURE
INTRODUCTION (3 MINUTES)
Communicate learning objectives
1. Introduce the following learning objectives using any of the suggested protocols
(
Verbatim, Own Words
,
Read-aloud
)
a. I can critically identify areas/locations exposed to hazards that may lead to disasters.
b. I can work with other people to create a hazard map.

MEETING THE LEARNERS NEEDS

Teacher Tip:
Here are the operational definitions of
the words, based on RA 10121:

Disaster -
a serious disruption of the
functioning of a community or a
society involving widespread human,
material, economic or environmental
losses and impacts, which exceeds the
ability of the affected community or

QUARTER ONE DISASTER READINESS and RISK REDUCTION

Review (5 MINUTES)
1. Ask the types of disasters discussed in class.
Sample responses:
a. Earthquake
d. El Nino
g. Sinkhole
j. Landslide
b. Volcanic eruption
e. La Nina
h. Flood
k. Tsunami
c. Typhoon
f. Fire
i. Storm surge
2. Ask them the meaning of the following terms:
a. Disaster
b. Hazard
3. As much as possible, have them define the terms in their own words. Write their
responses on the board.
4. Say, The Philippines is one of the most storm-exposed countries on Earth. Its design as
an archipelagic country exposes it to a number of water sources; thus creating a direct
source of typhoons. Likewise, it is also vulnerable to earthquakes especially since we
have our own tectonic plate. Furthermore, the Philippines is included in the Pacific Ring
of Fire which means that we have a number of active volcanoes that may erupt anytime.
These factors contribute to the high possibility that a number of disasters may occur in
our country, adversely affecting millions of lives and disrupting the normal flow of our
economy.
5. Explain, Our school is also a place filled with hazards. We never know when a disaster
might hit us. As such, we must know which parts of our classroom are the most
hazardous and where we must go for safety in times of disaster.

society to cope using its own

resources.
Disasters
are
often
described as a result of the
combination of: the exposure to a
hazard; the conditions of vulnerability
that are present.

MOTIVATION (7 MINUTES)
1. Tell them that they will watch a video. Remind that this video will be played only once.
2. Show this video from the
United Nations Development Program: The Act Now, Save
Later campaign.
(See Resource no. 1)
3. After playing the video, use
Think-Pair-Share to ask the learners to answer these questions
on their notebooks:
a. What can the government do to support this international campaign?
b. As a Grade 11 learner, what can you do to support this campaign?
4. Give them two (2) minutes to answer these questions.
5. Then, ask five (5) learners to share their answers to the class.

Teacher Tip:
Before playing the video, make sure
that the learners are prepared to watch
it. They must not be preoccupied with
something else. State the directions as
clearly as possible.

Disaster - Disaster impacts may

include loss of life, injury, disease, and
other negative effects on human,
physical, mental and social well-being,
together with damage to property,
destruction of assets, loss of services,
Social and economic disruption and
environmental degradation.

Hazard
a dangerous phenomenon,
substance, human activity or condition
that may cause loss of life, injury or
other
health
impacts, property
damage, loss of livelihood and services,
social and economic disruption, or
environmental damage.

QUARTER ONE DISASTER READINESS and RISK REDUCTION

Sample responses:
1. The government could allocate more funding for disaster risk measures to mitigate the
impact of disasters. These measures could focus on planting trees, fixing water pipes, or
investing more money for our dams so we would not experience problems with flooding
and landslides.
2. I can do my part in recycling more resources, such as paper and plastic, to lessen the
amount of trash that could impact the way pollution is impacting the environment.
PRACTICE
Activity One
(10 MINUTES)
Pre-Activity
1. Require them to number their papers from one to ten (1 10).

During Activity
1. After they have numbered their papers, tell them to list down ten things or places inside the
classroom that are considered a potential hazard.
2. Give them three (3) minutes to write their answers in their notebooks.
3. Encourage them to write more items if they are done with ten (10) items before the time
limit.
Post-Activity
1. Once the time ends, group them into teams of five (5).
2. Remind the learners to bring their notebooks with them.
3. Assign a Group Facilitator who will be responsible to guide the group discussion. The Group
Facilitator is the one responsible to guide the discussion between his group mates.
4. Tell that two groups members will be the Reporters who will share their group output once
the activity ends.
5. Likewise, tell the class that the other two learners will act as Scribes. They will take note of
the reports of the other groups once the sharing starts.
6. Give the groups five minutes to share their answers to Activity One (1) to their classmates.
Activity Two
Pre-Activity (3 MINUTES)
1. Give the groups these materials:
a sheet of manila paper or cartolina
coloring materials (crayons, oil pastel, markers, etc.)

Teacher Tip:
Remind the learners that they should
be able to defend why the things they
will write in their notebooks could be
considered hazardous.
Ex. A learner writes blackboard.
He/She must be able to explain why
this could be a potential hazard (If the
blackboard falls from the wall and
drops on a learner, this will cause
harm.)
Teacher Tip on the Groupings:
If there is a group which is only
composed of four (4) learners, use this
configuration:

1 Group Facilitator
1 Scribe
2 Reporters
For the remaining learners who do not
have any groups, distribute these
learners to groups which are already
existing.

QUARTER ONE DISASTER READINESS and RISK REDUCTION

2. Give these directions:
a. Raise your hands if your group has a sheet of manila paper and a set of coloring
materials.
b. Draw a classroom map on the manila paper.
c. Color the potential hazards in red.
d. Write the names of the potential hazards in orange.
e. Color the safe places in blue. Remember, these are the places where we could go to,
perform a Duck-Cover-Hold.
f. Write the names of the potential safe places in green.
g. Your group is given twenty (20) minutes to accomplish the hazard map.
h. Your group will be graded based on these rubrics:
(1) Not visible

Comprehensiveness of
the Map

Cooperation
between
Members

The map does

not show the
potential
hazards.
The map does
not show the
safe spaces.
The learners do
not know their
roles and the
discussion was
not properly
facilitated
between the
learners.

(2) Needs
improvement
The map shows
1-4 potential
hazards.
The map shows
1-2 safe spaces.
The learners
know their
roles but were
not actively
portraying their
responsibilities
the entire time.

During Activity: Illustration (20 MINUTES)

3. The groups create their hazard maps.
Sample map:

(3) Meets
expectations
The map shows 5-7
potential hazards.
The map shows 3-5
safe spaces.
The Facilitator and
the Reporters were
able to help each
other and were
able to come up
with a
comprehensive
output.

(4) Exceeds
expectations
The map shows 10
potential hazards.
The map shows
3-5 safe spaces
and the path to
outside of the
room.
The Facilitator was
able to lead the
discussion well;
the Reporters
rehearsed before
the presentation
of their maps.

Teacher Tip on the Materials:

The teacher could assign the learners
to bring these materials the day
before.
You may change the colors based on
the available materials.

Teacher Tip:
Challenge the learners to be as precise
as possible. Remind them to be more
observant and be critical about the
conditions of the room. Tell them to
use their other senses besides their
sense of sight to come up with a better
map.
Remind the learners to write their
names at the back of their maps.

QUARTER ONE DISASTER READINESS and RISK REDUCTION

Teacher Tip:
Some Reporters may not be able to
talk to other groups Group Facilitators
and Scribes. This is acceptable, only if
all Reporters were able to talk with the
same number of Group Facilitators and
Scribes. Also, be very strict with the
time limit for each round.

4. Alert them five (5) minutes before the given time limit.

During Activity: Reporting (10 minutes)

1. Remind the learners of their roles: Group Facilitator, Reporters and Scribes.
2. Each group will be assigned a letter name and a group area.
3. The Reporters will stay in their designated area at all times (as they are tasked to present
their work to the other groups).
4. Each Group Facilitator and Scribe will go from one designated area to the next, and will listen
to the presentation of the other groups Reporters.

5. The Reporters will present their hazard maps to the other Group Facilitators and Scribes
from the other groups. They will repeat their presentation for each round.
6. The Scribes will take note of the presented output of the other groups, noting if there are
other potential hazards that the group was able to point out that their own group wasnt able
to notice.
7. The Reporters will report for only one (1) minute for each round.

QUARTER ONE DISASTER READINESS and RISK REDUCTION

8. Likewise, remind the Reporters that they will be graded using these rubrics:
1- NOT VISIBLE

Presentation
of the Map

The
Reporters
did not try to
explain
the
hazards placed in
the map.

2 NEEDS
IMPROVEMENT
The
Reporters
pointed
out
where
the
hazards are.

3 MEETS
EXPECTATIONS
The
Reporters
pointed
out
where
the
hazards are and
why they are
potential
hazards.

4 EXCEEDS
EXPECTATIONS
The
Reporters
pointed
out
where
the
potential hazards
are and gave a
solution as to
how these could
be mitigated.

ENRICHMENT
1. Ask the Reporters to post their hazard maps on the wall. (Designate a wall where the maps
could be posted.)
2. Have these hazard maps posted for a few days and have other learners look at other
learners works.
3. For the succeeding meetings, have the learners label the potential hazards in the room; or
have them ask the assistance of the Maintenance Staff to help them fix the weak parts in the
room and make them sturdier (ex. fixing chairs, boards and cabinets; removing broken glass
or tiles or rusty nails.)
4. If possible, have the learners create a digital campaign (related to their Information and
Media Literacy subject) for disaster risk management.

Teacher Tip:
For Peer Evaluation, Group Facilitators
and Scribes can also rate other groups
Reporters. The results are an effective
formative tool for the Reporters.