SCHOOL CALOOCAN HIGH SCHOOL GRADE LEVEL 12

TEACHER Maricar Telan Artuz LEARNING AREA DRR

DATE NOV 10-12,2019 QUARTER
CLASS SCHEDULE

I.OBJECTIVES
A. Learning The learners demonstrate understanding of the concept of disaster and disaster risk, and the
Competence/ nature and effects of disasters
Content
Standards
B. Learning The learners shall be able to:
Outcome/ relate the concept of disaster with daily life
Performance At the end of the lesson, the learners will be able to:
Standards • describe a disaster;
• examine events that have led to a disaster; and
• analyze the factors of disaster risk.
C. Learning The learners are able to: • explain the meaning of disaster (DRR11/12-Ia-b-1) • differentiate
Competencies the risk factors underlying disasters (DRR11/12-Ia-b-2) • describe the effects of disasters on
Objectives one’s life (DRR11/12-Ia-b-3) • explain how and when an event becomes a disaster
(write the LC (DRR11/12-Ia-b-4) • analyze disaster from the different perspectives (physical, psychological,
code)
socio-cultural, economic, political, and biological) (DRR11/12-Ia-b-6)
II.CONTENT
III.LEARNING
RESOURCES
A. References
B. Other (1) United Nations Office for Disaster Risk Reduction. (n.d.). Terminlogy - unisdr.
Learning Retrieved from https://www.unisdr.org/we/inform/terminology (2) Rep. Act No.
Resources 10121 (2010), Available at http://www.ndrrmc.gov.ph/ attachments/article/95/
Implementing_Rules_and_Regulartion_RA_10121.pdf (3) Alliance Development
Works. (n.d.). Worldriskreport: Weltrisikobericht. Retrieved from
http://www.worldriskreport.org/ (4) Dillon, C. (2015). Exposed: Why vanuatu is the
world's most 'at-risk' country for natural hazards. Retrieved from
http://www.dw.com/en/ exposed-why-vanuatu-is-t
IV.PROCEDURES
A. 1Reviewing Hazard - A dangerous phenomenon, substance, human activity or
previous Elicit : condition that may cause loss of life, injury or other health impacts,
lesson or property damage, loss of livelihoods and services, social and economic
presenting the (The activities in disruption, or environmental damage.
new lesson this section will
Disaster - A serious disruption of the functioning of a community or a
evoke or draw out
prior concepts or society involving widespread human, material, economic, or
prior experiences environmental losses and impacts which exceeds the ability of the affected
of the students) community or society to cope using its own resources.

B. Establishing a During the activity (50 mins) *time is highly flexible here
purpose for the Engage : 1. Have participants write down what they think the map is about and
lesson draw a line after thoughts are jotted down. (5 mins)
(The activities in 2. Introduce the topic of DISASTER RISK. Ask participants to write what
this section will
they know about the topic in their journals. (5 mins)
stimulate their
thinking and help 3. Ask participants, in their small groups, to share what they know about
them access and the topic. (10 mins)
connect prior 4. Ask participants to create a web or visualization of their collective
knowledge as a knowledge/understanding of the topic on a piece of chart paper using just
jumpstart to the one of the colored markers. (10 mins) 5. Provide an article or essay on the
present lesson) topic that is interesting, offers a solid introduction to the topic, and
provides multiple perspectives. All participants read this article. (15
minutes)
C. Presenting
examples/insta
nces of the
new lesson
D. Discussing Suggested articles:
new concepts Explore :
and practicing (1) State failure as a risk factor – How natural events turn into disasters,
new skill #1 (In this section, World Risk report 2011, p44-47
students will be
(2) Environmental degradation as a risk factor (Welle, Beck, and Mucke),
given time to
think, plan, Work Risk Report 2012, p28-31
investigate and (3) Health and healthcare as risk factors (Michael Marx), World Risk
organized Report 2013, p12-18
collected (4) Urbanization and risk – challenges and opportunities (Matthias
information or the Garschagen), World Risk Report 2014, p12-18
performance of (5) How food insecurity influences disaster risk (Matthias Garschagen),
the World Risk Report 2015, p19-26
planned/prepared (6) Floods, storms and quakes uproot 22 million in 2013, numbers to rise
activities from the http://uk.reuters.com/ article/2014/09/16/uk-foundation-disasters-
students’ manual
displaced-idUKKBN0HB2PC20140916
with the data
gathering with (7) Cities: Drivers of risk or resilience?
Guide Questions http://ehs.unu.edu/blog/opinion/cities-drivers-of-risk-orresilience.html
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. (30 mins)
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”. (10 mins)
E. Discussing 11. Debrief the experience. Ask the learners to post their charts on the
new concepts board or wall. Give the learners time to observe everyone’s work. (10
and practicing mins
new skill #2 Disaster Risk factors are variables that either aggravate or mitigate the
effects of hazards, affecting the degree or scope of a disaster. (1) Physical
factors would pertain to tangible objects or infrastructure, like the
availability of fire exits, or the sturdiness of the building, or the presence
or absence of objects that can harm you or help you, etc. (2) Psychological
factors include state of mental capacity and health (e.g. are we dealing
with babies? Kids? Adults? People with special needs?), perception of self
(e.g. self-assessment of capability to respond to disasters, fear), etc. (3)
Socio-cultural factors include religion, social status, traditions, perception
by society, etc. (4) Economic factors include assets and liabilities, income,
economic class, etc. (5) Political factors include government structure,
diplomatic issues, etc. (6) Biological factors include flora and fauna in
environment, health, diseases, etc
1. Developing Explain : Ask for volunteers or cold call learners to share to the class any
mastery (leads (In this section, observations on everyone’s output (10 minutes).
to Formative students will be I.Guide questions:
Assessment 3) involved in an A. Are there similarities between each group's work?
analysis of their
B. Are there differences?
exploration. Their
understanding is C. What factors define disaster risk?
clarified and D. What the process was like to read successive, multi-perspective
modified because articles.
of reflective E. Did they know much about the topic before? F. Had they been curious
activities)/Analysi about the topic? G. What inspired their curiosity?
s of the gathered
data and results
and be able to
answer the Guide
Questions leading
to the focus for
the day.)

2. Finding 2. From the discussion, ask the learners to write an essay about how the
practical risk factors concern them personally. They should try to identify
applications of Elaboration : I. Physical, II. Psychological, III. Socio-cultural, IV. Economic, V.
concepts Political, and VI. Biological risk factors that either affect or not affect
(This section will
them.
give the students
the opportunity to Assign a group of learners for each category of disaster risk factor.
expand and . In preparation for presentation for the next meeting, each group should
solidify/concretize come up with a summary of each category addressing the following key
their points:
understanding of I. Definition for the category
the concept and/or II. Examples that of factors that directly affect them and possible effects
apply it to the real III. Examples of factors that might not necessarily affect them
3. Making world situation.) Pre-Activity (5 mins.) 1. Materials needed: I. World atlas, or map of
generalization Southeast Asia and Oceania with scale II. A lot of building blocks (e.g.
and
 abstractions Lego), can be several colors but uniform sizes as much as possible III.
about the Human figurines or markers IV. Ruler V. Flat disc about 3-inches in
lesson diameter (e.g. lid, carton cut-out) VI. Worksheet/workbook
4. Evaluating Evaluation : st Activity (20 mins.)
Learning (This section will 1. Before and while doing the simulation, ask the learners to answer the
provide following questions in their activity notebook:
opportunities for I. What are the assumptions made by doing this simulation compared to
concept check,
reality?
test items and
answer key which II. What is exposure? After the simulated typhoon, how many percent of
are aligned to the each country was impacted by the hazard?
learning III. How would you compare the simulated effects of typhoons for each of
objectives – the country models? What are the similarities? What are the differences?
content and IV. How do these scenarios reflect actual disaster risk? What is
performance vulnerability and are or are not included?
standards and
address
misconceptions if
any)
5. Additional Extend : Wrap-Up
Activities for (This section 1. Cold call learners to explain the concept of disasters and disaster risk.
application of gives situation Guide points:
remediation that explains the I. The equation for risk.
topic in a new
II. The complexity of evaluating disaster risk
context, or
integrate it to III. Addressing issues one at a times vs all at the same time
discipline/societal IV. The relevance of this subject
concern)

A. Number of
learners who
earned 80% in the
evaluation
B. Number of
learners who
require additional
activities for
remediation
C. Did the remedial
lesson works? No.
of learners
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?

Prepared by: Checked by:

Maricar T.Artuz Marites Directo

Teacher II Master Teacher I

Noted by :

Marvin A. Santos Ferdinand E. De Leon

Head, Mathematics Department Principal IV
SHS Focal Pe