School General Vito L.

Belarmino National High School Grade Level Grade 12

Teacher Renee Rose A. Cortez Learning Area Disaster Readiness and Risk Reduction
Week 3 (June 18-22, 2018)
DAILY Lagundi – M, W, Th and F (8:20-9:20)
LESSON LOG Teaching Dates and Sambong – M, Th and F (2:00-3:00), W (1:00-
Quarter First
Time 2:00)
Serpentina – M, Th (1:00-2:00), T and W (2:00-
3:00)

I. OBJECTIVES SESSION 1 SESSION 2 SESSION 3 SESSION 4

The learners demonstrate understanding of the …
1. Concept of disaster
2. Concept of disaster risk
3. Nature of disasters
4. Effects of disasters
A. Content Standards
Various elements that may be exposed to hazards:
1. Physical
2. Social
3. Economic
4. Environmental
B. Performance The learners relate the concept of disaster with daily life.
Standards The learners conduct hazard hunts of exposed elements and propose corresponding corrective actions for one’s preparedness.
The learner…
1. Analyze disaster from the different perspectives (physical, psychological, socio-cultural, economic, political, and biological).
C. Learning (DRR11/12-Ia-b-6)
Competencies/Objectiv 2. Enumerate elements exposed to hazards; (DRR11/12-Ic-7)
es 3. Explain the meaning of vulnerability; (DRR11/12-Ic-8)
4. Explain why certain sectors of society are more vulnerable to disaster than others; (DRR11/12-Ic-9)
5. Analyze why certain structures are more vulnerable to specific hazards than others; (DRR11/12-Ic-10)
Basic Concept of Disaster and Disaster Risk (continuation)
II. CONTENT
Exposure and Vulnerability
III. LEARNING RESOURCES
Department of Education (2008). Disaster Risk Reduction Resource Manual
A. References
Commission on Higher Education (2016). Teaching Guide for Senior High School on Disaster Readiness and Risk Reduction
1. Teacher’s Guide
pages 22-32
pages
2. Learner’s Material
pages
3. Textbook pages
 4. Additional
Materials from
Learning Resource
(LR) portal
B. Other learning
Resources
PROCEDURES
(3 mins.) (3 mins.) (3 mins.) (3 mins.)
Prayer and Greetings Prayer and Greetings Prayer and Greetings Prayer and Greetings
Review of the previous lesson Review of the previous lesson Review of the previous lesson Presentation of Poster
A. Reviewing previous What are the examples of The teacher calls on random The teacher calls on random Advertisement
lesson or presenting areas/locations exposed to learners to discuss the main learners to discuss the main The teacher asks for volunteers
the new lesson hazards that may lead to point of the previous discussion point of the previous discussion who will present their poster
disasters? and what they have learned and what they have learned advertisement about a province
from it. from it. of his/her choice. The outputs
will be submitted to the teacher.
(2 mins.) (2 mins.) (2 mins.) (2 mins.)
Learning Objectives Learning Objectives Art Sharing Art Sharing
B. Establishing a purpose The teacher communicates the The teacher communicates the The assigned learner for the The assigned learner for the
for the lesson learning objectives. learning objectives. day will share his/her day will share his/her
researched Filipino researched Filipino
contemporary art to the class. contemporary art to the class
(5 mins.)
Hazard List
1. Individually, the
learners will be asked
to get out a piece of
paper or their assigned
activity notebook for
writing.
C. Presenting
2. The learners must list
examples/instances of
10 hazards in the
the new lesson
classroom. Their
answers should be
specific to certain
locations in the
classroom (e.g. the
shelf at the corner near
the door can fall on
someone).
(10 mins.)
Group Discussion
D. Discussing new
1. The learners will be
concepts and
grouped into teams of
practicing new skills #1
five to discuss their list
of hazards.
 2. One will act as group
Facilitator to guide the
discussion.
3. Two will report the
group output to the
class (the Reporters).
4. Two will take note of
the discussions in the
group and the reporting
(the Scribes).
5. The groups should
come up with a
consensus of the
hazards, and how it
could lead to a disaster
(the impact), that
everyone has
identified.
(30 mins.)
Classroom Hazard Map
1. Each group should
have:
a. White cartolina
b. Coloring materials
2. Learners will create a
“Classroom Hazard
Map” based on their
discussion. The maps
should be easy to
follow and understand
and still roughly to
E. Discussing new
scale.
concepts and
3. Potential hazards
practicing new skills #2
should be colored in
red and labeled
properly. Possible
impacts of these
hazards should be
noted by the scribe
and reporters.
4. Safe areas and paths
should be colored
blue.
5. Works will be graded
by the teacher based
on this rubric.
 *Rubric is on the last page

(5 mins.)
Guide questions:
1. What will you do should an
F. Developing mastery earthquake happen?
2. What can be done to
prevent a disaster in the
classroom?
G. Finding practical
applications of
concepts and skills in
daily living
H. Making generalizations
and abstractions about
the lesson
I. Evaluating learning
J. Additional activities for
application or
remediation
IV. REMARKS
V. 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?