School JOSE SAN VICTORES SR.

Grade Level Grade 12 AQUINO &

NATIONAL SCHOOL DUTERTE
Teacher ROY J. DOLERA Learning Area DRRR
DAILY LESSON LOG
Teaching Dates and Time JAN. 18-24, 1:30-2:30, 2:30- Quarter 3rd
3:30
DAY 1 DAY 2 DAY 3 DAY 4
I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of the concept of disaster and disaster risk, and the nature and effects of disasters.

B. Performance The learners shall be able to:

Standards • relate the concept of disaster with daily life

C. Learning The learners are able to: • describe the effects of disasters on one’s life (DRR11/12-Ia-b-3)
Competencies/ • explain the meaning of disaster (DRR11/12-Ia-b-1) • explain how and when an event becomes a disaster (DRR11/12-Ia-b-4)
Objectives
• differentiate the risk factors underlying disasters (DRR11/12-Ia-b-2) • analyze disaster from the different perspectives (physical, psychological,
socio-cultural, economic, political, and biological) (DRR11/12-Ia-b-6)

II. CONTENT Introduction to disasters concept

III. LEARNING
PROCESS
A. References
1. Teacher’s Guide DRRR TG pg. 23-34
pages
2. Learner’s
Materials pages
3. Textbook pages
4. Additional Materials United Nations Office for Disaster Risk Rep. Act No. 10121 (2010), Available at Alliance Development Works. (n.d.). Dillon, C. (2015). Exposed: Why vanuatu is
for Learning Reduction. (n.d.). Terminlogy - unisdr. Retrieved http://www.ndrrmc.gov.ph/ Worldriskreport: Weltrisikobericht. Retrieved the world's most 'at-risk' country for natural
 Resources (LR) from attachments/article/95/ from http://www.worldriskreport.org/ hazards. Retrieved from
portal https://www.unisdr.org/we/inform/terminology Implementing_Rules_and_Regulartion_RA_101 http://www.dw.com/en/ exposed-why-
21.pdf vanuatu-is-the-worlds-most-at-risk-country-
for-naturalhazards/a-18319825

B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous 1. Introduce the following Specific 1. Review the basic definition of
lesson or presenting Learning Outcomes using any of the Hazard and Disaster.
the new lesson. suggested protocols. Verbatim, Own-
words, Read-aloud.
B. Establishing a Activity: Understanding Disaster Risk 1. Introduce the basic definition of
purpose for the Factors: Part 1 (Building background Risk. Emphasize how risk results
lesson. knowledge protocol) into disaster:
C. Presenting Pre-activity During the activity (50 mins)
examples/ instances 1. Divide the class into groups of four 1. Have participants write down
of the new lesson. to five. what they think the map is about
2. Provide each group with a set of 4 and draw a line after thoughts are
different colored markers, a piece jotted down.
of chart paper, texts, loose leaf 2. Introduce the topic of DISASTER
paper, and display a copy of the RISK. Ask participants to write
“mystery map” what they know about the topic in
their journals.
3. Ask participants, in their small
groups, to share what they know
about the topic.
4. Ask participants to create a web or
visualization of their collective
knowledge/understanding of the
topic on a piece of chart paper
using just one of the colored
markers.
5. Provide an article or essay on the
topic that is interesting, offers a solid
introduction to the topic, and
provides multiple perspectives. All
participants read this article.
6. Ask participants to text code the
article with “N” for new information
7. Ask participants to add their new
knowledge to their web using a
different color of marker.
8. Distribute “expert texts”: Hand out
a different text on the topic to each
member of the group.
9. After everyone has read, each
participant shares new
knowledge with his/her group
and captures key points on the
chart paper using the fourth
color. Again, ask participants to
text-code for new information.
10. Return to the “mystery map”.
Re-display the initial map
again.Ask participants to go
back to where they had initially
written about the “mystery
map”; have participants note
what they now think about the
“mystery map”.
D. Discussing new Ask for volunteers or cold call learners I. Guide Questions Reveal to the learners the World
concepts and to share to the class any observations Risk Index Map
practicing new skills on everyone’s output a. Are there similarities between
#1. each groups work?
b. What factors define disasters
risk?
c. Did you much about the topic
before?
d. What inspired their curiosity?

E. Discussing new Discuss the nature of Risk = 1. From the discussion, ask the Simulation: When does an event
concepts and learners to write an essay about become a disaster?
practicing new skills how the risk factors concern them
#2. personally. They should try to
identify
When applied to disasters: I. Physical,
Disaster Risk = Exposure to II. Psychological,
natural or man-made hazards x III. Socio-cultural,
vulnerability IV. Economic,
V. Political, and
VI. Biological risk factors that
either affect or not affect
them.

F. Developing Mastery Show facts about the countries with The learners get creative and make a
( Leads to Formative the highest risk to disasters: sketch, artwork, a song, or other
Assessment 3) Top 3 countries in terms of Disaster creative output.
 Risk, from the World Risk Report
2015 published by
BündnisEntwicklungHilft (Alliance
Development Works)
(http://www.worldriskreport.org/)
Data on geography, area, and
population from CIA The World Fact
Book (https://www.cia.gov/
library/publications/the-world-
factbook/)

G. Finding practical What are the assumptions made by What is exposure? After the simulated How would you compare the How do these scenarios reflect
applications of doing this simulation compared to typhoon, how many percent of each simulated effects of typhoons for actual disaster risk? What is
concepts and skills reality? country was impacted by the hazard? each of the country models? What vulnerability and are or are not
in daily living. are the similarities? What are the included?
differences?

H. Making Ask student: What is the formula of Stress that: 3. Insufficient capacity or measures
generalizations and Disasters Risk? to reduce or cope with the potential
abstractions about “Disasters are often described as a
negative consequences.”
the lesson. Disasters Risk= result of the combination of:
1. The exposure to a hazard;
2. The conditions of vulnerability that
are present, and;

I. Evaluating Learning Learners get creative and make a Essay

sketch, artwork, a song, or other Explain the concept of disasters and
creative output. disaster risk.
J. Additional activities
for application or
remediation.
V. REMARKS
VI. 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. Do the remedial
lessons 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
did these work?
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?