LESSON PLAN

IN
Disaster Readiness and Risk Reduction
July 22, 2019

I. CONTENT
A. CONTENT STANDARD The learners demonstrate an understanding of...

3. Nature of Disasters
4. Effects of Disasters
B. PERFORMANCE STANDARD The learners relate the concept of disaster with daily life.

C. LEARNING COMPETENCIES Describe the effects of disasters on one’s life

Explain how and when an event becomes a disaster.
Learning CODE
DRR11/12-Ia-b-3
DRR11/12-1a-b-4
D. SPECIFIC LEARNING At the end of 1hour lesson presentation the students will be
OUTCOMES able to:
Knowledge Characterize Disasters and the conditions by which disasters
happen.
Skills Enumerate and describe the effects of disasters.
Attitude Determine the best policies and strategies to mitigate the
effects of disasters.
II. SUBJECT MATTER Nature and Effects of Disasters
A. Topic Impacts of Disasters
B. Materials Video Clip , Task Card & Pictures
C. Reference Textbook ( Community Engagement, Solidarity, and Citizenship)
III. PROCEDURE
A. Drill  Greetings
 Prayer
 Checking of Attendance
 Setting of Classroom Rules
B. Review The previous lesson
D. Motivation Typhoon Yolanda video clip.
IV. LESSON PROPER Provide a short discussion about the Impacts of Disasters

A. Activity  Form a groups of with at least five members and allow

them to work together in order for them accomplish their
assign task. Each Group chooses one subject disaster
from the following:
 1990 Luzon Earthquake
 1991 Pinatubo Eruption
 2004 Indian Ocean Earthquake and Tsunami
 2011 Japan Earthquake and Tsunami
 2013 Yolanda Typhoon and Storm Surge
 Gather information from news clippings and internet
resources about the cause and impact of the disaster of
 your choice.
 Each group will prepare a brief written report which will
also be presented orally in class. Answer the following
questions to guide group discussions and reports:
 What caused the disaster?
 When and where exactly did the natural event
originate?
 How extensive was the area affected?
 Was the cause of the disaster forecasted or
predicted? Were there warnings issued? How did
the people react to the warning?
 How many lives were lost? How many were
injured and missing? Can the loss of lives be
quantified in terms of peso or dollars?
 What could have prevented the loss of many
lives?
 What was the resulting damage as a percent of
GNP for the disaster happened?
 Did the disaster affect the performance of the
country’s economy years after it happened?
How?
 How much did the country spend for rescue,
relief, and rehabilitation works?
 What particular loss or damage cannot be
recovered or repaired?
 How justified are pre- disaster measures and
expenditures?

 Present their activity to the class.

Rubrics:
Content /relevant to the topic 50 pts
Presentation/Performance 25 pts
Total 75 pts
B. Analysis After the activity, the students should be able to characterize
disasters and the conditions by which disasters happen.
C. Abstraction Ask the students:
Do more unpredictable natural hazards cause more damage
and casualties? Why or why not?
What would you consider as the worst impact of disasters?
Why?
D. Application/Valuing Ask the Students
Can you consider spending to make a school or an office
building earthquake-proof as good investment? Why?
V. ASSESSMENT Enumerate and explain the impacts of Disasters. (5 points
each)
VI. ASSIGNMENT 1. List elements at risk to Hazard.
2. Describe how vulnerability affects risk

Reference:
Textbook in Disaster Readiness and Risk Reduction
M.L.

I.D.

Prepared by:

JOSEPH ADOR E. MONARCA

SHS Teacher

Checked by:

EUGENIO A. GARGANTIEL JR. MMEM

Principal 1
 GROUP ACTIVITY
1. Demonstrate your understanding about the difference
between a trend and a fad and provide its characteristics by
scenario
2. Each group will be given 5 minutes to discuss within the
group
3. After the said time each group are given 5 minutes to
perform in front

GROUP ACTIVITY
1. Demonstrate your understanding about the difference
between a trend and a fad and provide its characteristics by
scenario
2. Each group will be given 5 minutes to discuss within the
group
3. After the said time each group are given 5 minutes to
perform in front

GROUP ACTIVITY
1. Demonstrate your understanding about the difference
between a trend and a fad and provide its characteristics by
scenario
2. Each group will be given 5 minutes to discuss within the
group
3. After the said time each group are given 5 minutes to
perform in front

GROUP ACTIVITY
1. Demonstrate your understanding about the difference
between a trend and a fad and provide its characteristics by
scenario
2. Each group will be given 5 minutes to discuss within the
group
3. After the said time each group are given 5 minutes to
perform in front