I.

OBJECTIVES
A. Content Standard The learners demonstrate an understanding of :
1. various elements that may be exposed to hazards:
Physical
Social
Economic
Environmental; and
vulnerability of each exposed element.
B. Performance The learners shall be able to:
Standards 1. conduct hazard hunts of exposed elements and propose
corresponding corrective actions for one’s preparedness.
C. Learning DRR11/12-Ic-8. Explain the meaning of vulnerability
Competencies
Write the LC code At the end of the lesson, the learners will be able to:
for each 1. define vulnerability;
2. relate hazards and vulnerability;
3. identify the factors that needs to be considered to assess level
of vulnerability.
II. CONTENT EXPOSURE AND VULNERABILITY :Vulnerability
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s
Materials pages
3. Textbook pages Oliva, Mylene. Disaster Readiness and Risk Reduction. Diwa
Learning Systems, Inc.pp.19-23.
4. Additional
Materials from
Learning AVP, Laptop, Projector, 5 pictures of areas/location
Resource (LR)
portal
B. Other Learning
Resources
V. PROCEDURES
A. Reviewing
previous lesson or Ask students to differentiate hazards and disaster. Do all hazards lead
presenting the to disaster?
new lesson
B. Establishing a Let the students read the specific objectives.
purpose for the
lesson 1. define vulnerability;
2. relate hazards and vulnerability;
3. identify the factors that needs to be considered to assess
level of vulnerability.
C. Presenting  Ask students to get ¼ sheet of pad paper and listdownten things
examples/instance or areasinsidetheclassroom that are considered a potential
s of the new hazard/accident.
lesson  Give them three (3) minutes to write their answers. Remind the
learners that they shouldbe able to defend why the things
theywill write could beconsidered “hazardous.”
  Alearner writes “blackboard.”He/She must be able to explain
whythis could be a potential hazard (If theblackboard falls from
the wall anddrops on a learner, this will causeharm.)
Ask at least three students to read their list.
D. Discussing new Picture Analysis. Who Is More Vulnerable?
concepts and
practicing new Group students into 5. Each group shall evaluate the following
skill #1 pictures for the likelihood that it could experience disaster due to the
following hazard:
Grp 1: earthquake
Grp 2: volcanic eruption
Grp 3: landslide
Grp 4: typhoon
Grp5: floods

They should give their reason why or why not.

Each group shall present their

answers in front and be graded according to the following rubrics:
 Discuss to them that a hazard may not necessarily lead to disaster if a
community has adequately prepared for it. One factor is
vulnerability.
E. Discussing new Activity 2. What Are the Factors Affecting Vulnerability?
concepts and
practicing new Based on activity No. 1, ask each group to explain how ONE
skills #2 the following factors affect the vulnerability of a certain area /
community to a certain hazard:
1. proximity to a hazard event
2. population density near a hazard event
3. socioeconomic status of the community
4. capacity and efficiency to reduce disaster risk
5. building codes and disaster policies.

They shall be graded according to the following :

F. Developing Presentation of the answer of each group.

mastery (Leads to
Formative
 Assessment)
G. Finding practical Applying to Real Life.
applications of The mayor would like to develop a remote area in the
concepts and municipality. However, in that area, flooding usually occurs after a
skills in daily prolonged rain. as an urban planner, what structures would you
living suggest to be put in that area? Can schools and houses be constructed
there?
What type of construction materials should be used, land
modifications to be done and other important considerations needed
to minimize the vulnerability of the area to flooding?
H. Making
generalizations Ask a student to give the meaning of vulnerability and the factors
and abstractions needs to be considered to assess level of vulnerability.
about the lesson
I. Evaluating
learning Activity embedded assessment

J. Additional
activities for
application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80%
on the formative
assessment
B. No. of learners
who require
additional
activities for
remediation
C. Did 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?

Prepared by:

Group 2 Team Teamperature

RUBRIC FOR GROUP WORK (Group Discussions, Group Projects, etc)

Advanced Competent Progressing Beginning

4 points 3 points 2 points 1 point
Always willing to Cooperative; Seldom
Contributions/ help usually Sometimes cooperative;
participation and do more; offers useful ideas; cooperative; rarely offers useful
and generally
Attitude routinely offered displays sometimes offers ideas; and is
useful ideas; and positive attitude useful ideas; and disruptive
always displays rarely displays
positive attitude positive attitude
Does part of the Did not do any
Working with Does more than work; Could have done work –
does not
others/ others; is highly is cooperative; more of the work – contribute;
productive; has difficulty;
Cooperation assumes works well with requires does not work well
structure; with others;
leadership role as others; and rarely directions usually
necessary; and
works argues and leadership; argues with
extremely well
with sometimes argues teammates
others.
Tries to keep
Focus on task people Does not cause Sometimes not a Provided no
good team
/commitment working together; problems in the member; leadership; often is
group; focuses on
almost always the sometimes focuses not a good team
task and what on the task and
focused on the task needs what member; does not
and what needs to focus on the task
be to be done most of needs to be done; and
the time; must be prodded
done; is very self- participated and what needs to be
reminded to keep
directed; and in most group on done; lets others do
participated in all meetings; and task; and the work; and
participated in participated in few
group meetings provides leadership some or
 when asked group meetings. no group meetings
Communication
/ Always listens to, Usually listens to, Often listens to, Rarely listens to,
listening shares with, and shares with, and shares with, and shares with, or
supports the efforts supports the efforts supports the efforts supports the efforts
Information of of of of
others; usually
sharing others; provides others; sometimes does others; is always
effective feedback most of the talking
to talks too much; – talking and never
other members;
and provides some rarely listens to listens to others;
relays a great deal effective feedback others; provides provides no
of to little feedback
related
information. others; and relays feedback to others;
to others; and does
and relays very not relay any
some basic related little related
information. related information
information to
teammates
Adapted from : SMET Group work rubric. web.alfredstate.edu/assessment/GenEd/