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 5 (July 2-6, 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 learners demonstrate understanding of potential earthquake
A. Signs of impending volcanic eruptions
hazards
B. Potential volcano-related hazards:
1. Ground shaking
1. Lahar
2. Ground rupture
A. Content Standards 2. Ash fall
3. Liquefaction
3. Pyroclastic flow
4. Earthquake - induced ground subsidence
4. Ballistic projectile
5. Tsunami
5. Volcanic gasses
6. Earthquake - induced landslide
6. Lava flow
The learners develop a family emergency preparedness plan to
B. Performance The learners develop a family emergency preparedness plan to
guide them on what to do before, during, and after a volcanic
Standards guide them on what to do before, during, and after an earthquake.
eruption.
The learners: The learners:
1. Identify various potential earthquake hazards; (DRR11/12- 1. Explain various volcano-related hazards; (DRR11/12-If-g-
If-g-17) 22)
2. Recognize the natural signs of an impending tsunami; 2. Differentiate among different volcano hazards; (DRR11/12-
C. Learning (DRR11/12-If-g-18) If-g-23)
Competencies/Objectiv 3. Analyze the effects of the different earthquake hazards; 3. Recognize signs of an impending volcanic eruption;
es (DRR11/12-If-g-19) (DRR11/12-If-g-24)
4. Interpret different earthquake hazard maps; and
(DRR11/12-If-g-20)
5. Apply precautionary and safety measures before, during,
and after an earthquake. (DRR11/12-If-g-21)
Earthquake-related Hazards (Continuation) Different Types of Volcanic Hazards
Tsunami Signs Signs of Volcanic Eruption
II. CONTENT
Earthquake Hazard Maps Volcanic Hazard Maps
Precautionary Safety Measures for Earthquakes Precautionary Safety Measures for Volcanic Eruption
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
The teacher calls on random The teacher asks the class The teacher asks the class the Advertisement
learners to discuss the main what they remember about the following: The teacher asks for volunteers
point of the previous discussion major hazards related with 1. Name several who will present their poster
and what they have learned earthquake event. volcanoes you know advertisement about a province of
A. Reviewing previous
from it. (aside from the his/her choice. The outputs will be
lesson or presenting
assigned list). submitted to the teacher.
the new lesson
2. What do you know
about major volcanic
eruptions in the
Philippines?
3. What are the negative
impacts during an
eruption?
(2 mins.) (2 mins.) (10 mins.) (2 mins.)
Learning Objectives Learning Objectives Learning Objectives Learning Objectives
The teacher communicates the The teacher communicates the The teacher communicates the The teacher communicates the
B. Establishing a purpose learning objectives. learning objectives. learning objectives. learning objectives.
for the lesson Group Song Presentation
The learners present their song
about the important actions on
earthquake preparedness.
(2 mins.) (2 mins.) (10 mins.) (5 mins.)
People living in coastal areas Photographs Photographs Pose a Question
are vulnerable to what 1. The teacher shows 1. The teacher shows The teacher shows photos of
earthquake-related hazard? photos of impacts of a photos of impacts of impacts of volcanic eruptions an
Answer: Tsunami major earthquake. volcanic eruptions. asks the learners the following:
C. Presenting
2. The teacher asks the 2. The teacher then asks  How can we protect
examples/instances of
learners “How can we to describe the pictures ourselves?
the new lesson
avoid this from presented.  How can we avoid or
happening?” minimize the negative
3. The teacher post a impacts of volcanic
cartolina with this eruptions?
written:

(5 mins.)
The teacher describes what a
tsunami is and how it is
different from a storm surge.
The also explains the difference
between the two types of
tsunami: local and distant
tsunami.
D. Discussing new
concepts and
practicing new skills #1
“Earthquakes alone don’t injure
or kill people. It is our practices
at home, in school, in the
workplace or outside that could
hurt or injure us and others.
Why is this so?”
(35 mins.) (10 mins.) (30 mins.)
Group Discussion Session Instruction Group Presentations
1. The teacher divides the The teacher will discuss the
class into 3 groups. volcanic hazards.
They need to identify a
leader to lead the
discussion, a secretary
to write down answers
in the Manila paper and
a speaker to present
the group outputs.
2. The group needs to
provide manila paper
and pens per group.
They will be asked to
discuss the assigned
topics / tasks for
discussion:
 Group 1. List the
ways by which we
can prepare before
an earthquake.
 Group 2. List
actions that one
must do during an
earthquake.
 Group 3. List
possible actions
that one must do
after an
earthquake.
3. Each group is given 5
minutes to present their
work.
 (30 mins.)
Reading and Discussion
Natural Signs of Tsunami
1. The learners will be
divided into five groups.
2. They will analyze
reading materials to be
discussed in class with
the group.
3. They will be asked to
E. Discussing new
read the assigned
concepts and
material, and discuss
practicing new skills #2
with the members The
group should answer
this question:
Can you recognize
what sign was
observed by the main
narrator of the story?
F. Developing mastery
G. Finding practical
applications of
concepts and skills in
daily living
H. Making generalizations (2 mins)
and abstractions about What are the natural signs of
the lesson approaching tsunami?
(5 mins.)
I. Evaluating learning Miss Q and A
(30 mins.)
Learner Activity and
Presentations
1. Attributing impacts to
specific hazards as
discussed.
2. Based on the
researched materials
brought by learners,
the teacher asks
learners to identify
which type of volcanic
hazards are present in
the 6 most active
volcanoes of the
Philippines.
3. Each group is given 5
minutes to present their
work.
4. Let the learners have
time to explain and
discuss the answers.
(3 mins.)
Reflection
1. “Earthquakes alone
don’t injure or kill
people. It is our
practices at home, in
school, in the
workplace or outside
that could hurt or injure
us and others.”
Why is this so?
2. How can I help spread
the right information
about earthquake
preparedness?
(3 mins.)
Why is it important to monitor a
volcano’s status?
(5 mins.) (10 mins.) (5 mins.)
Quiz - True or False? Quiz - True or False Quiz - True or False
 Tumpak Ganern or Ligwak
Ganern
1. The teacher presents
statements to be
answered with Tumpak
Ganern (true) or
Ligwak Ganern (false).
2. Random learners will
answer the questions.
Group Song Research Assignment
The learners need to prepare a 1. The class will be
song about the important divided into five groups.
actions on earthquake 2. Each will be assigned
preparedness. of a particular topic to
research on:
 Ground
deformation
J. Additional activities for
 Geochemistry
application or
 Seismic activity
remediation
 Remote
sensing
 Sensory
observations
3. They need to prepare a
group poster
presentation on the
assigned topic.
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?