Teaching Records DRRR Shs

Republic of the Philippines
Department of Education – Region X

Division of Valencia City
CENTRAL BUKIDNON INSTITUTE
SY 2019 – 2020
Classroom Instruction Delivery Alignment Map
Grade: 11/12 Semester: 1st

Specialized Subject Title: Disaster Readiness and Risk Reduction (DRRR) No. of Hours/ Semester: 80 hours/Semester
Teacher: Dominique L. Yañez, RN, LPT Pre-Requisites (If Needed): Grade 3-10 Science
Subject Description: This course focuses on the application of scientific knowledge and the solution of practical problems in a physical environment. It is designed to bridge the gap between
theoretical science and daily living.
Culminating Performance Standard: The learners will develop a community disaster preparedness plan to minimize vulnerability and disaster risk in the community and avoid or limit adverse
impacts of hazards.
Performance Highest Enabling Strategy to Use in
Learning Competencies Highest Thinking Skill to Assess
Content Standards Developing the Highest Thinking Skill
Content
Standards Minimum Assessment Technique Enabling General
M KUD RBT Teaching Strategy
(M) WW QA PC Strategy
st
1 Quarter
Basic concept of The learners The learners The learners…
disaster and disaster demonstrate shall…
risk understanding
of the…
(1) Concept of (1) Relate the (1) Explain the meaning Communication,
disaster concept of of disaster. K Ana Reasoning and
(2) Concept of disaster with proof
disaster risk daily life. (2) Differentiate the risk
(3) Nature of factors underlying U Und Representation Question and answer,
disasters disasters. group or paired
(4) Effects of (3) Describe the effects sharing, visual
Quiz  Memo
disasters of disasters on one’s K Und Representation imagery,
life. summarizing/rephrasin
(4) Explain how and g, role-playing
when an event becomes K Und Representation
a disaster
(5) Identify
K Rem Representation
areas/locations exposed
to hazards that may lead
to disasters.
(6) Analyze disaster
from the different
perspectives (physical,
U Ana Communication
psychological, socio-
cultural, economic,
political and biological).
Exposure and Various (1) Conduct (1) Enumerate elements
Vulnerability elements that hazard hunts of exposed to hazards.
may be exposed (2) Explain the meaning
K Und Representation
exposed to elements and of vulnerability.
hazards: propose (3) Explain why certain
(1) Physical corresponding sectors of society are
(2) Social corrective K Und Representation
more vulnerable to
(3) Economic actions for disaster than others.
(4) one’s (4) Analyze why certain
Environmental preparedness. structures are more U Ana Communication
vulnerable.
Vulnerability Question and answer,
(5) Determine the Read and
of each graphic organizer,
elements that are Answer p. 27,
exposed K Rem Representation concept mapping,
exposed to particular DIWA
element article reading
hazard.
(6) Recognize
vulnerabilities of
different elements U App Connections
exposed to specific
hazards.
(7) Differentiate among
hazards, exposure and
vulnerabilities and give K Und Representation
examples from actual
situations.
Basic concept of (1) Concept of (1) Relate (1) Define hazards
hazard hazard various types
Playing a game:
(2) Types of of hazard with (2) Give examples of the
K Und Representation Pictionary, article
hazards a specific area types of hazards. A Talk Show
reading, graphic
(3) The impact for one’s (3) Explain the impact
organizer
of various preparedness. of various hazards on K Und Representation
hazards different elements.
Earthquake hazards Potential (1) Develop a (1) Identify various
earthquake family potential earthquake K Und Representation
hazards: emergency hazards.
(1) Ground preparedness (2) Recognize the
shaking plan to guide natural signs of an U App Connection
(2) Ground them on what impending tsunami. Video presentation,
rupture to do before, (3) Analyze the effects gathering feedback,
(3) during and of the different U Ana Communication visual presentation,
Infomercial
Liquefaction after an earthquake hazards. playing a game:
(4) Earthquake- earthquake. (4) Interpret different Reasoning and pantomime, map
induced ground U Eval reading, role-playing
earthquake hazard maps. Proof
subsidence (5) Apply precautionary
(5) Tsunami and safety measures
(6) Earthquake- before, during and after U App Connection
induced an earthquake.
landslide
Volcano hazards (1) Develop a (1) Explain various
family volcano-related hazards.
Signs of emergency (2) Differentiate among
Reasoning and
impending preparedness different volcano U Eval
Proof
volcanic plan to guide hazards.
eruptions them on what (3) Recognize signs of
to do before, an impending volcanic K Und Representation
Potential during and eruption.
volcano-related after a volcanic (4) Interpret different Reasoning and
eruption. U Eval
hazards: volcano hazard maps Proof
(1) Lahar (5) Apply appropriate Visual presentation
(2) Ash fall measures/interventions Household (pictures), question
(3) Pyroclastic before, during and after member tasks and answer, sharing
flow a volcanic eruption. thoughts, map reading
(4) Ballistic
projectile
(5) Volcanic
gases U App Connection
(6) Lava flow
Other related Related (2) Develop a (1) Discuss the different
U Ana Communication
geological hazards geological family geological hazards.
hazards: emergency (2) Analyze the causes
U Ana Communication
(1) Rainfall- preparedness of geological hazards.
induced plan to guide (3) Recognize signs of
landslide them on what impending geological U App Connection Article reading, visual
(2) Sinkhole to do before, hazards. Quiz Storymercial presentation, playing a
during and (4) Interpret geological Reasoning and game: group dynamics
after the U Eval
maps. Proof
occurrence of (5) Apply mitigation
events that strategies to prevent loss
cause geologic U App Communication
of lives and properties.
hazards.
Hydrometeorological Potential (2) Develop a (1) Distinguish and
hazards hydrogemteoro family differentiate among and
logical hazards: emergency between different U Ana Communication
(1) Typhoon preparedness hydrometeorological
(2) plan to guide hazards.
Thunderstorm them on what (2) Recognize signs of
(3) Flashflood to do before, impending
(4) Flood during and hydrometeorological
(5) Stormsurge after the hazards.
(6) El Niño occurrence of (3) Apply appropriate Read and Map reading, direct
(7) La Niña events that measures/interventions Quiz Answer p. 92, instruction, reflections,
cause before, during and after U App 2nd reference Communication role-playing
hydrometeorol hydrometeorological
ogical hazards. hazard.s
(2) Develop (4) Interpret different
proficiency in Reasoning and
hydrometeorological U Eval
executing Proof
hazard maps.
emergency (5) Use available tools
response plans for monitoring
through safety D Crea Problem Solving
hydrometeorlogical
drills. hazards.
Fire hazard Fire hazards (2) Develop a (1) Recognize elements
and related family of the fire triangle in K Und Representation
Room inspection,
concepts: emergency different situations.
graphic organization,
(1) Fire triangle preparedness (2) Analyze the different
U Ana Quiz FEEP Connection article reading, direct
(2) Causes of plan to do causes of fires.
instruction, playing a
fire before, during, (3) Observe
game: pantomime
(3) Phases of a and after a fire precautionary measures K Und Representation
fire emergency incident. and proper procedures in
addressing a fire
incident.
(4) Apply basic response
procedures during a fire U App Communication
incident.
(5) Follow fire
emergency and K Und Representation
evacuation plans
2nd Quarter
Concept of Disaster Disaster risk (2) Develop a (1) Discuss the key
Risk Reduction (DRR) reduction: community concepts, principles, and D Crea Problem Solving
and Disaster Risk (1) Concept of emergency elements of DRR.
Reduction and DRR preparedness (2) Recognize the
Management (DRRM) (2) Importance plan and importance of DRR on K Und Representation
of DRR community one’s life.
(3) Key disaster (3) Discuss different
principles preparedness community-based
plan to practices for managing D Crea Problem Solving
Community- minimize disaster risk to specific
based disaster vulnerability hazards.
risk reduction and disaster (4) Develop a Playing a game: guess
and risk in the community D Crea Problem Solving the word, sharing,
management community preparedness plan. Quiz Data collection visual presentation,
for and avoid or (5) Prepare survival kits film showing, role-
preparedness: limit adverse and materials for one’s playing
(1) Emergency impacts of family and for public
plan hazards. information and
(2) Monitoring advocacy.
and evaluation (2) Practice
(3) Early and develop
warning proficiency in D Crea Problem Solving
systems executing
(4) Survival emergency
kits and response
materials protocols/proc
edures through
safety drills.
What to expect (1) Policies of (2) Develop a (1) Explain DRR-related Heads together –
between the State and DRRM-The community laws and policies. Images or heads apart, fiml
the citizens Philippine disaster (2) Avail of existing Quiz snippet of showing, public
DRRM Law preparedness DRR-related services D Crea videos Problem Solving reviews, concept
plan to programs and projects. mapping, venn
RA 10121 and minimize (3) Abide by public diagram, case analysis,
its IRR vulnerability policies on DRRM. case studies/project,
(2) and disaster shair-pair
Information risk in the
and resources community D Crea Problem Solving
from the and avoid or
Government limit adverse
(Projects and impacts of
Programs) hazards.
Performance Task: The provincial government seeks for a proposed component study about disaster preparedness provincial disaster risk reduction management plan. As an Academic track
student of Central Bukidnon Institute, you are to submit an entry as a meteorologist teaming up with an agriculturist to conduct a study on flood-resistant seeds. You must provide firsthand
information on local atmospheric conditions for a period of four (4) months. You are to establish any weather pattern for future weather forecasting necessary for the planning and planting of
flood-resistant seeds and include daily, monthly, and annual measurements of solar radiation, precipitation, typhoon events and flooding occurrences in the area where you plan to grow the flood-
resistant seeds. This is to prepare for any crop destruction or loss during the typhoon or the monsoon season. Your work will be critiqued according to how the data is organized, correct and
valuable.
SY 2019 – 2020
TEACHING GUIDE

Specialized Subject Title: Disaster Readiness and Risk Reduction No. of Hours/ Semester: 80 hours/Semester
Subject Description: This course focuses on the application of scientific knowledge and the solution of practical problems in a physical environment. It is designed to bridge the
gap between theoretical science and daily living.
TOPIC/LESSON NAME Basic concept of disaster and disaster risk

CONTENT STANDARDS The learners demonstrate understanding of:
(1) Concept of disaster
(2) Concept of disaster risk
(3) Nature of disasters
(4) Effects of disasters
PERFORMANCE STANDARDS The learners shall be able to:
 Relate the concept of disaster with daily life.
LEARNING COMPETENCIES The learners are able to:
 Explain the meaning of disaster.
 Differentiate the risk factors underlying disasters.
 Describe the effects of disasters on one’s life.
 Explain how and when an event becomes a disaster
 Identify areas/locations exposed to hazards that may lead to disasters.
 Analyze disaster from the different perspectives (physical, psychological, socio-cultural, economic, political and biological).
SPECIFIC LEARNING OUTCOMES At the end of the lesson, the learners will be able to:
 Explain and distinguish the concepts of hazard, disaster, and disaster risk.
 Explain how and when a hazard becomes a disaster.
 Differentiate the main types of disasters.
 Describe the effects of disasters on life, property and the environment.
 Identify areas and locations exposed to hazards that may lead to disasters.
 Describe and analyze disasters from different perspectives (physical, psychological, sociocultural, economic, political and
biological).
 Identify and differentiate the risk factors underlying disasters.
TIME ALLOTMENT 8 hours ~ 480 minutes
LESSON OUTLINE
During the lesson, the leaners will:
TIME
Get acquainted with the Core Subject Title and its description, Number of Hours/Semester, Pre–requisite (if needed), and the nature
1. Introduction 15 minutes
of the Subject. Familiarize the objectives of the lesson and draw out the importance of the topic and the expected output.
Relate experience during their lifetime of a moment of disaster in their lives. Share their knowledge about that moment and how
2. Motivation 20 minutes
they thought of it as a disaster.
Discuss with the teacher the basic nature of disasters and disaster risk. Communicate effectively during various activities regarding
3. Instruction/Delivery 185 minutes hazards, disasters, disaster risk, types of disaster, effects of disasters, affected components in disasters, perspectives on disasters,
and risk factors underlying disasters.
Conceptualize a memo with at least five-point instructions that you would like your barangay leaders to use in checking the
4. Practice 185 minutes
structures within your area. Your instructions should consider all likely affected components of a disaster.
5. Enrichment 45 minutes Let students play disaster hero to assess basic skills on planning, using emergency kits and staying alert.
Do any of the following activities to reflect understanding of the topic:
(1) Take photos or videos in your community. Are there hazards waiting to happen? Why do you say so?
6. Evaluation 30 minutes (2) In your own capacity, what can you do to contribute to the reduction of disaster risk in your area?
(3) In your area, are there existing buildings or structures that can increase disaster risk?
Present in class the output of your chosen activity.
TOTAL 480 minutes
MATERIALS Projector/LED TV, laptop/tablet, speakers

De Guzman, F.R. and Suarez, D.A. (2016). Disaster readiness and risk reduction. G. Araneta, Avenue, Quezon
City: Vibal Group, Inc.
RESOURCES
Olivia, M.D.G. (2019). Disaster readiness and risk reduction. Makati City: DIWA Learning Systems, Inc.
MEETING THE
PROCDURE
LEARNER’S NEEDS
 Orient students the Core Subject Title and its description, Number of Hours/Semester, Pre–requisite (if needed), Teaching Tip:
and the nature of the Subject.
INTRODUCTION
 Tell the class the learning competencies they have to achieve during the session.
 Introduce the expected output and the topic and its importance in the work place and real–life situations.
 Ask students to relate their disaster-related experiences during their lifetime. Let them specify the struggle Teaching Tip:
they encountered during the disaster and the solution they made to solve the problem.
MOTIVATION
 Encourage them to share their knowledge about disasters and the importance of recognizing them in daily life
through sharing.
 Discuss the basic nature of disasters and disaster risk. Teaching Tip:
 Elicit students’ ideas on hazards, disasters, disaster risks, types of disasters and effects of disasters through the Integration of Faith and
following questions: Learning (IFL) – The students
o How can you say whether an event is a disaster or not? Give at least two factors. must be engaged in preparing for
o How do communities assess their disaster risks? Cite a specific example. disasters through knowing and
o Cite a recent disaster event in your community. Identify its primary, secondary, and tertiary effects. recognizing them just as God has
How were you affected by this disaster? aided to reflect upon the ants in
 Give students’ opportunity to make connections between or among affected components of disaster through an their hard work and preparation.
illustration of a chain reaction. Proverbs 30:25 ESV “The ants
 Group the class with three to four members and give each group a natural hazard. Let them draw all the are a people not strong, yet they
disaster effects of the given hazard to categorize the different types of disasters and connection a common provide their food in the
INSTURCTION/DELIVERY situation in their drawings to the different effects and components of disasters. summer;”
 Discuss with the students the perspectives on disasters.
 Divide the class into six groups. Each group will focus only on one perspective when looking at a disaster:
o Physical
o Psychological
o Sociocultural
o Economic
o Political
o Biological
They will then compare their views and discuss how different professionals study the effects of disasters.
 Wrap up discussion by having students answer the question what have you learned from our discussion? And
have another paraphrase the stated answer of the previous student and so on and so forth.
 Give students ample time to conceptualize a memo with at least five-point instructions that they would like their Teaching Tip:
PRACTICE barangay leaders to use in checking the structures within their area. Their instructions should consider all likely
affected components of a disaster.
 Let students play Disaster Hero, a free online game that teaches families and individuals the needed skills in Teaching Tip:
ENRICHMENT preparing for, surviving, and recovering from a particular disaster. Visit
https://www.ready.gov/kids/games/data/dm-english/ to play the game.
 Individual Work: Do any of the following activities to reflect understanding of the topic: Teaching Tip:
 Take photos or videos in your community. Are there hazards waiting to happen? Why do you say so?
EVALUATION  In your own capacity, what can you do to contribute to the reduction of disaster risk in your area?
 In your area, are there existing buildings or structures that can increase disaster risk?
 Present in class the output of your chosen activity.
SY 2019 – 2020
TEACHING GUIDE

TOPIC/LESSON NAME Exposure and Vulnerability

 Various elements that may be exposed to hazards:
1. Physical
2. Social
3. Economic
4. Environmental
 Vulnerability of each exposed element.
 Conduct hazard hunts of exposed elements and propose corresponding corrective actions for one’s preparedness.
 Enumerate elements exposed to hazards;
 Explain the meaning of vulnerability;
 Explain why certain sectors of society are more vulnerable to disaster than other;
 Analyze why certain structures are more vulnerable to specific hazards than others.
 Explain the meaning of vulnerability.
 Explain the meaning of exposure.
 Distinguish vulnerability, exposure and hazards.
 Recognize the connection among vulnerability, exposure and hazards.
 Enumerate elements exposed to hazards.
 Explain why certain sectors of society are more vulnerable to disaster than others.
 Analyze why certain structures are more vulnerable to specific hazards than others.
 Recognize the vulnerabilities of different elements exposed to specific hazards.
 Give an example of an actual situation that demonstrates vulnerabilities.
LESSON OUTLINE
TIME
Familiarize the objectives of the lesson, draw out the importance of the topic and the expected output, and relate these to the previous
topic/s discussed.
Elicit students’ ideas on exposure and vulnerability by asking this question: Are the places that you were able to go to this past
vacation accommodate crowded communities?
Discuss with the teacher definition and implication of exposure and vulnerability. Communicate effectively during various activities
3. Instruction/Delivery 185 minutes regarding concept of vulnerability, concept of exposure, elements exposed to hazards, and relationship of hazards, exposure and
vulnerabilities.
4. Practice 185 minutes Read an article and have students answer questions relating to the article.
Students create a table or a figure that will show the elements exposed to a fire hazard. What questions can be asked to assess the
5. Enrichment 45 minutes
exposure of a community to this hazard?
6. Evaluation 30 minutes Individual work: students answer a 10-point quiz to assess their understanding of the topic discussed.
TOTAL 480 minutes

RESOURCES
MEETING THE
PROCDURE
LEARNER’S NEEDS
 Review the lesson discussed from the previous lesson. Teaching Tip:
INTRODUCTION  Tell the class the learning competencies they have to achieve during the session.
 Remind students the expected output and the topic and its importance in the work place and real–life situations.
 Elicit students’ ideas on exposure and vulnerability by asking this question: (1) Are the places that you were able to Teaching Tip:
go to this past vacation that can accommodate crowded communities? (2) Can you describe the level of vulnerability Recap the questions along
of any of the following communities you belong to? Your village, your school, your parents’ workplace. (3) Is there the discussion to have
MOTIVATION students realize the correct
any place in your area that is not exposed to any hazard? What realization does this give you? (4) Can you recall a
recent disaster that you experienced that made vulnerable to a disaster? view of the question.
 Guide students in their own answer to the question.
 Discuss the concept of vulnerability. Teaching Tip:
INSTURCTION/DELIVERY  Elicit students’ ideas on the concept of vulnerability through the following question: Students use a board and
chalk materials for
o (1) Are the places that you were able to go to this past vacation that can accommodate crowded illustration of exposure-
communities? vulnerability relationship.
o (2) Can you describe the level of vulnerability of any of the following communities you belong to? Your
village, your school, your parents’ workplace. Integration of Faith and
 Discuss the concept of exposure. Learning (IFL) – The
 Have students illustrate the relationship of exposure and vulnerability in a flooding hazard. Refer to page 24 of 2nd students must relate the study
reference by group. Groups share their work to the class. of disasters, hazards,
 Elicit students’ ideas on the concept of exposure through the question below: exposure and vulnerability to
o (3) Is there any place in your area that is not exposed to any hazard? What realization does this give you? the second coming of Jesus
 Draw out students’ thoughts on the relationship of hazards, exposure and vulnerabilities through asking this Christ as a thief in the night.
question: How are hazards, exposure and vulnerabilities related to each other? As disasters are surprising,
Ask the students to show how hazards, exposure and vulnerabilities are connected through a concept map. so is the return of our Lord
 Discuss the concept of proximity to disaster, population density, capacity and efficiency to minimize disaster risk, and Savior. Thus, being
and building codes and disaster policies. ready is a must. 1
 Elicit students’ ideas on the concept of exposure through the question below: Thessalonians 5:2, 6 ESV
o (4) Can you recall a recent disaster that you experienced that made vulnerable to a disaster? “2For you yourselves are
 Wrap up discussion by having students answer the question what have you learned from our discussion? And have fully aware that the day of
another paraphrase the stated answer of the previous student and so on and so forth. the Lord will come like a
thief in the night. 6So then let
us not sleep, as other do, but
let us keep awake and be
sober.”
 The students will read the article found in Teaching Tip:
https://21stcenturychallenges.org/who-are-most-vulnerable-to-natural-hazards/ and answer the following questions: Have students use their
1. How different is the level of vulnerability between industrialized countries and developing countries? mobile devices for this
PRACTICE
2. What is the relationship between poverty and vulnerability? activity and a ½ CW sheet of
3. In the human sector, who are considered the most vulnerable when a natural hazard occurs? Why? paper to answer the
questions.
 Students create a table or a figure that will show the elements exposed to a fire hazard. What questions can be asked Teaching Tip:
to assess the exposure of a community to this hazard? Students will use 1 whole
ENRICHMENT
sheet of paper for this
activity.
 Individual work: students answer the following questions: Teaching Tip:
1. When would you consider a situation becoming a disaster? This will serve as a 10-point
2. How should a community assess their disaster risks? (5 items – 2 points each) quiz
3. Which of the following chain of events is a possibility? in a ¼ sheet of paper.
EVALUATION a. Disaster  missing people  loss of skilled workers  economy relies on imported workers
b. Disaster  destruction of infrastructure  loss or delay of essential services  competition for
limited resources/services  stress to the environment  rising cost of living
c. Disaster  destruction in the environment  loss of natural resources  loss of livelihood 
depression of communities
4. True or False. Exposure and vulnerability are two separate elements that must be asses to estimate the
disaster risk of a community.
5. How are exposure and vulnerability related?
 Refer answer to teacher’s strategy map.
SY 2019 – 2020
TEACHING GUIDE

TOPIC/LESSON NAME Basic Concept of Hazard

 Concept of hazard
 Types of hazards
 The impact of various hazards
 Relate various types of hazard with a specific area for one’s preparedness.
 Define hazards;
 Give examples of the types of hazards and
 Explain the impact of various hazards on different exposed elements.
 Define hazards.
 Give examples of the types of hazards.
 Determine the manner by which hazards can be profiled.
 Identify hazard-prone areas in the Philippines.
LESSON OUTLINE
TIME
topic/s discussed.
Assess the students’ schema about the topic by playing a Pictionary game. One group draws the type of hazards and the opponent
group will guess it in a span of five seconds. Elicit students’ ideas by asking the motivational questions.
Discuss with the teacher basic concept of hazard. Communicate effectively during various activities regarding concept of hazard,
3. Instruction/Delivery 275 minutes
types of hazards, profiling hazards, and impact of hazards.
Give a talk about emergencies and first-aid techniques. Come up with a visual aid in a ppt form to show common injuries and
emergency rescue measures to earthquake hazards in school.
Students log in to NeoK12, an online site that provides games, quizzes, and interactive activities that supplement the broad
discussion of natural hazards. See page 36 of 2nd reference.
Pair work: Do any of the following to reflect understanding of the topic discussed:
(1) Identify and explain two natural and man-made hazards that your community is vulnerable to. You can also take photos or
record short video clips. Share your work in class.
6. Evaluation 30 minutes
(2) Why is profiling hazards important? Share your answer in class.
(3) What makes the Philippines prone to natural hazards? Is it also prone to man-made or technological hazards? Cite examples
of technological hazards in the Philippines. Share your answer in class.
TOTAL 720 minutes

De Guzman, F.R. and Suarez, D.A. (2016). Disaster readiness and risk reduction. G. Araneta Avenue, Quezon
RESOURCES
MEETING THE
PROCDURE
LEARNER’S NEEDS
Teaching Tip:
 Assess the students’ schema about the topic by playing a Pictionary game. One group draws the type of hazards
Use the board for the activity.
MOTIVATION and the opponent group will guess it in a span of five seconds.
Extra white board markers may
o Hazards
be needed to accommodate the
(1) Natural hazards – earthquakes, floods, landslides, tornadoes, tsunamis, wildfires, volcanic groups for drawing as well as
eruptions, flashfloods, storm surges, asteroid impacts cards or card print out for the
(2) Man-made hazards – bomb explosions, chemical spills, nuclear plant blasts, radioactive emissions, words to be guessed.
wars
 Elicit students’ ideas of the concept of hazards through these questions: (1) Have you checked the level of
vulnerability and exposure of your community to hazards? What do you think will your community do in case
two different hazards arrive at the same time? (2) What would happen if both natural and anthropogenic hazards
occur at the same time? And (3) What hazards pose threats to your community? Identify certain activities that
contribute to the risks of those hazards.
 Discuss the concept of basic concept of hazard and the types of hazards by relating the motivational activity. Teaching Tip:
 Have students reflect on the concept of hazards and types of hazards through the following question: Relate the motivational activity
o (1) Have you checked the level of vulnerability and exposure of your community to hazards? What do to the discussion of the lesson.
you think will your community do in case two different hazards arrive at the same time?
 Discuss the gravity of man-made hazards. Integration of Faith and
 Have students reflect on the concept of hazards and types of hazards through the following question: Learning (IFL) – The student
o (2) What would happen if both natural and anthropogenic hazards occur at the same time? must understand that as God’s
 Discuss the concept of profiling hazards, magnitude or strength of the event, frequency, duration of impact, people and stewards of this earth,
causality of events and hazard-prone areas. we must “walk in the way of the
 Elicit students’ ideas on the concept of hazards through the question below: good and keep to the paths of the
INSTURCTION/DELIVERY o (3) What hazards pose threats to your community? Identify certain activities that contribute to the righteous. For the upright will
risks of those hazards. inhabit the land, and those with
 Discuss the impact of hazards in terms of: integrity will remain in it, but the
wicked will be cut off from the
o Physical elements
o Socioeconomic elements land, and the treacherous will be
rooted out of it.” Proverbs 2:20-
o Environmental elements
22 ESV We are stewards of this
 Wrap up discussion by having students answer the question summarize the topic and have another student
earth and must be responsible of
paraphrase the stated answer of the previous student and so on and so forth.
taking care of it. If we don’t we
shall be “cut off” and “will be
rooted out of it”.
 You are a safety officer, and you have been invited to give a talk on emergencies and first-aid techniques and Teaching Tip:
PRACTICE grade school students. Give a talk about emergencies and first-aid techniques. Come up with a visual aid in a
ppt form to show common injuries and emergency rescue measures to earthquake hazards in school.
Teaching Tip:
 Students log in to NeoK12, an online site that provides games, quizzes, and interactive activities that supplement Have students use their mobile
ENRICHMENT
the broad discussion of natural hazards. See page 36 of 2nd reference. devices or have this as a
homework.
 Pair work: Do any of the following to reflect understanding of the topic discussed: Teaching Tip:
(1) Identify and explain two natural and man-made hazards that your community is vulnerable to. You can
EVALUATION
also take photos or record short video clips. Share your work in class.
(2) Why is profiling hazards important? Share your answer in class.
(3) What makes the Philippines prone to natural hazards? Is it also prone to man-made or technological
hazards? Cite examples of technological hazards in the Philippines. Share your answer in class.
SY 2019 – 2020
TEACHING GUIDE

TOPIC/LESSON NAME Earthquake Hazards

 Potential earthquake hazards:
1. Ground Shaking
2. Ground rupture
3. Liquefaction
4. Earthquake-induced ground subsidence
5. Tsunami
6. Earthquake-induced landslide
 Develop a family emergency preparedness plan to guide them on what to do before, during and after an earthquake.
 Identify various potential earthquake hazards;
 Recognize the natural signs of an impending tsunami;
 Analyze the effects of the different earthquake hazards;
 Interpret different earthquake hazard maps; and
 Apply precautionary and safety measures before, during and after an earthquake.
 Identify various potential earthquake hazards.
 Determine the effects of different earthquake hazards.
 Recognize and identify the natural signs of an impending earthquake.
 Interpret different earthquake hazard maps.
 Apply precautionary and safety measures before, during and after an earthquake.
LESSON OUTLINE
TIME
topic/s discussed.
2. Motivation 30 minutes Show a video with a recent devastating earthquake anywhere in the world. The students will then identify the effects of earthquakes.
Discuss with the teacher the concept of earthquake hazards. Communicate effectively during various activities regarding concept
3. Instruction/Delivery 175 minutes potential earthquake hazards, early warning signs of earthquake hazards, interpreting earthquake hazard maps and precautionary
and safety measures in the occurrence of earthquake.
4. Practice 185 minutes The students will make a short video about emergency go bag.
Read an article relating the recent earthquake hazard in the country or anywhere in the world. Compose a reflection indicating what
should have been done to reduce the incidence of casualty or destruction brought by the earthquake.
6. Evaluation 30 minutes Individual work: students answer a 10-point quiz to assess their understanding of the topic discussed.
TOTAL 480 minutes

RESOURCES
MEETING THE
PROCDURE
LEARNER’S NEEDS
 Show the video entitled “Japan Earthquake Pictures, Video. Disaster in the Pacific 31122011”. Teaching Tip:
MOTIVATION
 Have students identify the effects of the earthquake based on the video.
 Discuss the concept of earthquakes in the Philippines, potential earthquake hazards: (1) Ground shaking, and Teaching Tip:
(2) ground rupture. Integration of Faith and
 Have students reflect on the concept through the question below: Learning (IFL) – The students
INSTURCTION/DELIVERY o (1) If you own a property situated in an earthquake-prone area, what is the first thing you must do? must understand that God is an
 Discuss potential earthquake hazards: (3) liquefaction, (4) earthquake-induced ground subsidence, (5) tsunami, almighty, powerful God that he
and (6) earthquake-induced landslide. uses even nature to get our
 Have students reflect on the concept through the question below: attention. 1 Kings 19:11 ESV
“And he said, ‘Go out and stand
o (2) What human activities can induce landslides after an earthquake? Illustrate these activities in the on the mount before the Lord.’
board. And behold, the Lord passed by,
 Discuss the early warning signs of earthquake hazards and its detectors such as the seismometer and the and a great and strong wind tore
interpreter of its reading, a seismologist. the mountains and broke in
 Elicit students’ ideas on the concept through the question below: pieces the rocks before the Lord,
o (3) If you were a seismologist, how else would you improve a seismometer? You can also read up but the Lord was not in the wind.
about the three-component seismograph. And after the wind and
 Discuss the impact of earthquakes in seas, the tsunami. earthquake, but the Lord was not
 Elicit students’ ideas on the concept through the question below: in the earthquake.”
o (4) What is the importance of a seismometer? What discoveries were made because of this device?
 Show an earthquake hazard map and discuss the interpretation of earthquake hazard maps.
 Elicit students’ ideas on the concept through the question below:
o (5) Am I near a fault line? How high/low is my risk to earthquakes?
 Students will act out the proper safety measure before, during and after an earthquake.
o Before – prepare, avoid, check, fasten and know
o During – Stay calm, drop, cover and hold (outdoors, driving or in a car, on a bus or train)
o After – aftershocks, check, stay away, check damages, inspect gas, tune in, stay away, follow plan
 Reinforce the students’ ideas from the role-playing by a student summarizing each safety measure.
 Your city has just experienced mild quakes from your adjacent province where the epicenter of the earthquake Teaching Tip:
is. Your mayor then opened a round of bidding for private firms to create a one-minute infomercial that has a Give students ample time to
PRACTICE goal of requiring every household to prepare an emergency “go bag”. You plan to join the bid so you decide to finish the activity and have them
submit a short video that highlights the contents of the emergency “go bag”. Your video should compel locals share their output in class.
to prepare for this emergency bag.
 Read an article relating the recent earthquake hazard in the country or anywhere in the world. Compose a Teaching Tip:
ENRICHMENT reflection indicating what should have been done to reduce the incidence of casualty or destruction brought by
the earthquake.
 Individual work: students answer the following questions: Teaching Tip:
1. Why is profiling hazards important? This will serve as a 10-point (5
2. What makes the Philippines prone to natural hazards? items – 2 points each) quiz in a ¼
3. What causes ground shaking? sheet of paper.
EVALUATION 4. What are possible disasters that ground shaking may cause?
5. A. Using this map (show the earthquake hazard map), locate three provinces with high risks of
earthquake hazards.
B. Which main island (Luzon, Visayas, or Mindanao) has the lowest risk of earthquake hazard?
 Refer answers to teacher’s strategy map.
SY 2019 – 2020
TEACHING GUIDE

TOPIC/LESSON NAME Volcano Hazards

 Signs of impending volcanic eruptions
 Potential volcano-related hazards:
1. Lahar
2. Ash fall
3. Pyroclastic flow
4. Ballistic projectile
5. Volcanic gasses
6. Lava flow
 Develop a family emergency preparedness plan to guide them on what to do before, during and after a volcanic eruption.
 Explain various volcano-related hazards;
 Differentiate among different volcano hazards;
 Recognize signs of an impending volcanic eruption;
 Interpret different volcano hazard maps; and
 Apply appropriate measures/interventions before, during and after a volcanic eruption.
 Explain various volcano-related hazards.
 Differentiate among different volcano hazards.
 Recognize and identify signs of an impending volcanic eruption.
 Explain and interpret different volcano hazard maps.
 Apply appropriate measure/interventions before, during and after a volcanic eruption.
LESSON OUTLINE
TIME
topic/s discussed.
2. Motivation 20 minutes Show different pictures of potential earthquake hazards and ask the students to draw how they perceive it.
Discuss with the teacher the concept of volcano hazards. Communicate effectively during various activities regarding concept
potential earthquake hazards (lahar, ash fall, pyroclastic flow, ballistic projectile, volcanic gases, lava flow), natural signs of an
impending volcanic eruption, interpreting volcanic hazard maps, and precautionary and safety measures in the occurrence of
volcanic eruption.
4. Practice 185 minutes Suggest task to be given to each of your household member to prepare for a volcanic-related hazard (e.g.: lava flow).
5. Enrichment 45 minutes Prepare a two-page proposal justifying purchase/rental of needed medicines and equipment. Refer to page 65 of 2nd reference.
Individual work: Do any of the following to reflect understanding of the topic discussed:
(1) Do you participate in relief programs when a disaster happens in our country? What forms of assistance have you offered?
Share your work in class.
(2) If you were a volcanologist, what would you do to safely collect fresh samples of lava from an erupting volcano? The
samples can be used for discovering new ideas about the substances deep within the Earth. Share your answer in class.
6. Evaluation 30 minutes
(3) One of the causes of acid rain is volcanic gas. Can you imagine how high the acidity level of acid rain becomes of a volcano
within an industrial area erupts? Describe the ensuing effects of this scenario on the nearby communities. Share your answer
in class.
(4) Could there be any practical use of the ashes, lahar, and other volcanic materials that come from an erupting volcano? Share
your answer in class.
TOTAL 480 minutes

RESOURCES
MEETING THE
PROCDURE
LEARNER’S NEEDS
MOTIVATION  Show pictures of each potential earthquake hazard: Teaching Tip:
o Lahar
o Ash fall
o Pyroclastic flow
o Ballistic projectile
o Volcanic gases
o Lava flow
 Ask the students to draw how they perceive it or ask this questions: What perception does the picture give you?
 Give the correct answers of the pictures shown above whilst discussing the concept of each potential Teaching Tip:
earthquake hazard: Integration of Faith and
o Lahar Learning (IFL) – The students
o Ash fall must be engaged in preparing for
o Pyroclastic flow disasters through knowing and
 Have students reflect on the concept through the question below: recognizing them just as God has
o (1) Based on your understanding of an ash fall, draw how it can pose a hazard to communities aided to reflect upon the ants in
(including people and properties) and how it can affect the microclimate in an area. their hard work and preparation.
 Give the correct answers of the pictures shown above whilst discussing the concept of each potential Proverbs 30:25 ESV “The ants
earthquake hazards: are a people not strong, yet they
o Ballistic projectile provide their food in the
o Volcanic gases summer”.
o Lava flow
 Have students reflect on the concept through the question below:
o (2) Which do you think poses the highest disaster risk among the volcano-induced hazards? Why do
you say so? Cite an example or a situation.
INSTURCTION/DELIVERY  Let the students read an article and answer the question: What possible damage or other negative impacts can
arise from the hazards mentioned? Do this by pair.
 Discuss the signs of an impending volcanic eruption.
o (3) In some cases, the change of vegetation color indicates an impending volcanic eruptions. What
specific colors and changes in plants may happen?
 Show a volcanic hazard map and discuss the interpretation of such.
o (4) If you were a seismologist, how else would you improve a seismometer? You can also read up
about the three-component seismograph.
 Discuss the impact of earthquakes in seas, the tsunami.
o (5) Locate Mt. Pinatubo, which erupted in 1990, in the map shown. Identify the provinces it affected
and explain why they are part of the disaster zone.
 Discuss the proper safety measures before, during and after a volcanic eruptions.
 Read the advisory/update of NDRRMC, a government-administered group focused on assisting communities Teaching Tip:
under disasters or emergencies. You use this memo as basis for a possible similar occurrence of a volcanic Show the advisory/update on the
eruption nearby. What tasks can you suggest to be given to each of your household member to prepare for these screen or print out a copy for
PRACTICE events? Focus on the encircled hazards of the eruption. Use the chart given: each group. This activity is
Volcanic-related hazard Household member in-charge Specific Task individualized yet the copy is by
Lava flow group.
 You are a medical practitioner assigned in the provincial health center. Your medical team leader notifies you Teaching Tip:
of a medical mission for people affected by a recent volcanic eruption. Your team leader asks you to prepare a This will serve as a homework in
two-page proposal to be submitted to the provincial health director to justify the purchase/rental of the neededa short bond paper. Have the
ENRICHMENT
equipment. Your proposal should highlight possible health hazards coming from volcanic eruptions. students search for proposal
 Follow content as instructed samples online and have them
use the format.
 Individual work: Do any of the following to reflect understanding of the topic discussed: Teaching Tip:
(1) Do you participate in relief programs when a disaster happens in our country? What forms of assistance This will serve as an exit pass
have you offered? Share your work in class. written in a ½ CW sheet of paper.
(2) If you were a volcanologist, what would you do to safely collect fresh samples of lava from an erupting
volcano? The samples can be used for discovering new ideas about the substances deep within the Earth.
EVALUATION Share your answer in class.
(3) One of the causes of acid rain is volcanic gas. Can you imagine how high the acidity level of acid rain
becomes of a volcano within an industrial area erupts? Describe the ensuing effects of this scenario on
the nearby communities. Share your answer in class.
(4) Could there be any practical use of the ashes, lahar, and other volcanic materials that come from an
erupting volcano? Share your answer in class.
SY 2019 – 2020
TEACHING GUIDE

TOPIC/LESSON NAME Other Related Geologic Hazards

 Related geologic hazards
1. Rainfall-induced landslide
2. Sinkhole
 Develop a family emergency preparedness plan to guide them on what to do before, during and after the occurrence of events
that cause geological hazards.
 Discuss the different geologic hazards;
 Analyze the causes of geologic hazards;
 Recognize signs of impending geological hazards;
 Interpret geological maps; and
 Apply mitigation strategies to prevent loss of lives and properties.
 Identify, explain, and discuss the different geological hazards that are triggered by rain.
 Analyze and explain the causes of rainfall-induced geological hazards: landslides and sinkholes.
 Recognize and identify signs of impending landslides and sinkholes.
 Identify available or existing instruments used to predict or validate the possible occurrence of landslides or sinkholes.
 Interpret and explain geohazard maps of landslides.
 Apply mitigation strategies to prevent loss of lives and properties.
LESSON OUTLINE

TIME
topic/s discussed.
Elicit students’ ideas on other related geologic hazards such as landslide and sinkholes by asking this question: (1) Can sinkholes
2. Motivation 20 minutes and landslides be used as signs for a bigger geological event? (2) Upon your checking, does it frequently flood in your area? (3)
Why do you think do some people build their houses on a slope?
Discuss with the teacher the concept of other related geologic hazards namely (1) landslide and sinkholes. Communicate effectively
during various activities regarding landslide and sinkholes, signs of impending landslides and sinkholes, scientific tools for assessing
landslides and sinkholes, using geohazard map and precautionary measures in case of a landslide or a sinkhole (before, during and
after).
Produce a storymercial running for three (3) minutes, showing community overusing groundwater that leads to a sinkhole. Send a
powerful message to viewer, especially to land use planners who should consider natural features of the land in developing city.
Let the students appreciate the importance of appropriate instrumentation in disaster preparedness by asking them to read a given
5. Enrichment 45 minutes article and answer this question: What common features do the mentioned provinces have in terms of making them susceptible to
sinkholes? Without using any instruments, do you think you can determine whether an area may have a sinkhole hazard or not?
6. Evaluation 30 minutes Individual work: assess students’ understanding through a 10-point quiz.
TOTAL 480 minutes

RESOURCES
MEETING THE
PROCDURE
LEARNER’S NEEDS
 Elicit students’ ideas on other related geologic hazards such as landslide and sinkholes by asking this question: Teaching Tip:
o (1) Can sinkholes and landslides be used as signs for a bigger geological event? Discuss correct view to the
MOTIVATION
o (2) Upon your checking, does it frequently flood in your area? questions within the concepts of
o (3) Why do you think do some people build their houses on a slope? the lesson.
 Discuss with the teacher the concept of other related geologic hazards as landslide, and sinkholes. Teaching Tip:
 Read the article below and answer this question: what do you think could have been done to prevent the Integration of Faith and
disaster? What do you think were the limitations or problems of Barangay Tubaon as to why the disaster was Learning (IFL) – The students
not avoided? must understand that God is the
o Article creator of the earth. Genesis 1:9,
MANILA, PHILIPPINES – At least 14 people have died while 13 are missing due to floods and 10 ESV “9And God said, ‘Let the
landslides triggered by heavy rains which have been pounding some areas of Mindanao since Friday, waters under the heavens be
a regional disaster report showed yesterday. gathered together into one place,
and let the dry land appear.’ And
The Office of Civil Defense (OCD) in Davao said five persons were buried alive in a landslide in it was so. 10God called the dry
Barangay Tubaon, Tarragona, Davao Oriental. land Earth, and the waters that
were gathered together he called
Davao–OCD regional director Loreto Rirao identified the fatalities as Misael Cabales, Ramil Seas. And God saw that it was
Legaspi, Niño Madindin, Alfredo Moses, and Roy Baron. good.”
INSTURCTION/DELIVERY In Monkayo, Compostella Valley, 6-year-old Jenemae Gonzales was buried under tons of rocks and
mud that fell on her family’s house in gold-rich Barangay Mt. Diwata.
 Discuss with the teacher the concept of sinkholes
o (1) Can sinkholes and landslides be used as signs for a bigger geological event?
 Discuss with the teacher the signs of impending landslides or sinkholes and scientific tools for assessing
landslides and sinkholes.
o (2) Is there any risks for any landslides or sinkholes in your community? Upon your checking, does it
frequently flood in your area?
 Show a geohazard map and discuss the interpretation of such. Have students identify areas most prone to
landslides.
 Check students’ knowledge on disaster preparedness through a game. Divide the class into three groups.
Mention a precautionary measure or prevention strategy and ask the group if it is before, during or after the
geologic hazard.
o (3) Why do you think do some people build their houses on a slope?
 Wrap up discussion by having students summarize the topic and have another student paraphrase the stated
answer of the previous student and so on and so forth.
 Produce a storymercial running for three (3) minutes, showing community overusing groundwater that leads to Teaching Tip:
PRACTICE a sinkhole. Send a powerful message to viewers, especially to land use planners who should consider natural
features of the land in developing city.
 Let the students appreciate the importance of appropriate instrumentation in disaster preparedness by asking Teaching Tip:
them to read a given article and answer this question: What common features do the mentioned provinces have This will serve as a homework in
in terms of making them susceptible to sinkholes? Without using any instruments, do you think you can a short bond paper. Have the
determine whether an area may have a sinkhole hazard or not? students copy and answer the
 Article question written in a ½ CW sheet
“Sinkholes: The Philippine Experience” June 8, 2010 by Caroline Howard, an excerpt of paper.
“It’s basically how caves form, but a sinkhole is basically a cave that bursts to the surface. So the caves and
holes were there in Guatemala before it collapsed,” Arcilla says.
ENRICHMENT He notes the phenomenon has happened in small scale in areas with limestone including Bohol, Cebu–60% of
which is made up of limestone–and parts of Baguio.
Bohol’s Chocolate Hills were also formed the same way, as the mounds surrounding those that made up the
Chocolate Hills collapsed. Arcilla notes the case of Pangasinan’s Hundred Islands is even more spectacular.
“Between them are limestone that all collapsed over eons. And in an island beside it, the Anda Island in
Pangasinan, there are sinkholes developing,” he says, adding he had deemed it useless to build roads on top of
it after the provincial governor asked him to investigate the area.
Source: http://news.abs-cbn.com/-depth/06/07/10/sinkholes-philippine-experience
 Individual work: assess students’ understanding through a 10-point quiz. Teaching Tip:
1. How can an ash fall pose a hazard to communities (including people and properties)? This will serve as a 5-item (2
2. Which do you think poses the highest disaster risk among the volcano-induced hazards? points each) quiz written in a ½
EVALUATION
3. What are the factors that pose a high risk to landslide? CW sheet of paper.
4. What signs can be used to determine the likelihood of a landslide occurrence in an area?
5. After a landslide has occurred, is it safe to go back to the slide area? Why or why not?
SY 2019 – 2020
TEACHING GUIDE

TOPIC/LESSON NAME Hydrometeorological Hazards

 Potential hydrometeorological hazards:
1. Typhoon
2. Thunderstorm
3. Flashflood
4. Flood
5. Stormsurge
6. El niño
7. La niña
 Develop a family emergency preparedness plan to guide them on what to do before, during and after the occurrence of events
that cause hydrometeorological hazards.
 Develop proficiency in executing emergency response plans through safety drills.
 Distinguish and differentiate among and between different hydrometeorlogical hazards;
 Recognize signs of impending hydrometeorlogical hazards;
 Apply appropriate measures interventions before, during and after hydrometeorlogical hazards;
 Interpret different hydrometeorlogical hazard maps; and
 Use available tools for monitoring hydrometeorlogical hazards.
 Distinguish and differentiate among and between different hydrometeorlogical hazards.
 Interpret and explain different hydrometeorlogical hazard maps.
 Use available tools for monitoring hydrometeorlogical hazards.
 Recognize signs of impending hydrometeorlogical hazards.
 Apply appropriate measures interventions before, during and after hydrometeorlogical hazards.
LESSON OUTLINE
TIME
topic/s discussed.
Elicit students’ ideas on other related hydrometeorological hazards such as typhoons, thunderstorms, flood, flash flood, storm surge,
2. Motivation 20 minutes tornado and whirlwind, El niño and La niña by prompting the students to read a map and answering the given question. Refer to
page 82 and 83 on 2nd reference.
Discuss with the teacher the types of hydrometeorological hazards. Communicate effectively during various activities regarding
typhoons, thunderstorms, flood, flash flood, storm surge, tornado and whirlwind, El niño and La niña.
Visit www.nababaha.com/list.htm, find out areas that are flood prone in your city and answer the following question: (1) What is
4. Practice 185 minutes your level of vulnerability to the flood hazard?, (2) How far are you in the “high flood hazard”?, and (3) What makes these areas in
the “red zone” flood hazard?
Research on a recent hydrometeorological incident anywhere in the world and its effects to people and properties. Justify then the
possible ways in which loss of life and destruction to properties could have been lessened.
Pair work-answer of the following questions:
6. Evaluation 30 minutes (1) How does the geographical location of the Philippines make it prone to typhoons and thunderstorms?
(2) What is the difference between a tornado and a tropical cyclone?
TOTAL 480 minutes

RESOURCES
MEETING THE
PROCDURE
LEARNER’S NEEDS
 Elicit students’ ideas on hydrometeorological hazards by showing a map. Teaching Tip:
 Ask the students, how does the geographical location of the Philippines make it prone to typhoons and
MOTIVATION
thunderstorms?
 Assist students to elucidate their answer to the question. Direct their view to the correct answer.
 Discuss with the teacher the hydrometeorological hazards. Teaching Tip:
 Let the students show how typhoons in the Philippines are formed using a map. Where do they come from? Guide the students in their role-
Show the direction of movement of a typhoon from the source. Label the following in your map: ITCZ, play. Follow through the
equator, swirling winds, and other important factors that influence the formation of the typhoons. measures and safety in the 2nd
 Discuss with the teacher the concept of typhoon. reference.
 Let the students reflect on the question below:
o (1) If typhoons are frequent hazards in the Philippines, why does our country still experience a high Integration of Faith and
number of casualties and significant damages to property every year? Learning (IFL) – The students
 Discuss with the teacher the PAG-ASA Public Storm Warning Signal System, thunderstorm, flood, flashflood, must understand that God’s
storm surge and tornado and whirlwind. supremacy surpasses that of land
INSTURCTION/DELIVERY
 Discuss with the teacher the following concepts: and extends to the waters. His
o Temperature changes in global climate systems – El Niño and La Niña statues shall be followed and
o Tools for monitoring hydrometeorological hazards – Doppler radar and automated rain gauge, and blessings shall overflow.
o Natural signs of impending hydrometeorlogical hazards. Leviticus 26:3, 4 ESV “3If you
 Group the students and ask them to role-play on how to properly respond to hydrometeorological hazards. walk in my statues and observe
my commandments and do them,
 Wrap up discussion by having students summarize the topic and have another student paraphrase the stated 4
then I will give you your rains in
their season, and the land shall
yield its increase, and the trees of
the field shall yield their fruit.”
Teaching Tip:
Mobile gadgets are required in
 Visit www.nababaha.com/list.htm, find out areas that are flood prone in your city and answer the following
this activity. Make sure students
question:
use their mobile devices for the
(1) What is your level of vulnerability to the flood hazard?
activity. If students are unable to
(2) How far are you in the “high flood hazard”?, and
PRACTICE have data access, internet must
(3) What makes these areas in the “red zone” flood hazard?
be supplied by the teacher. Give
 Measure or estimate your distance and vulnerability to flood hazard.
ample time for the students to
 Find out about the frequency of flooding in your area. If you are is prone to flooding, search online if your local finish this activity. If one session
government has already prepared and implemented any flooding prevention and management programs. will not be enough, use the next
session to continue the activity.
Teaching Tip:
 Research on a recent hydrometeorological incident anywhere in the world and its effects to people and
This will serve as a homework
ENRICHMENT properties. Justify then the possible ways in which loss of life and destruction to properties could have been
and written in a 1 short bond
lessened.
paper.
Teaching Tip:
 Pair work-answer of the following questions:
This will serve as an exit pass to
EVALUATION (1) How does the geographical location of the Philippines make it prone to typhoons and thunderstorms?
be passed in a ½ CW sheet of
(2) What is the difference between a tornado and a tropical cyclone?
paper.
SY 2019 – 2020
TEACHING GUIDE

TOPIC/LESSON NAME Fire Hazards

 Fire hazards and related concepts:
1. Fire triangle
2. Causes of fires
3. Phases of fire emergency
 Develop a family emergency preparedness plant to guide them on what to do before, during and after a fire incident.
 Recognize elements of the fire triangle in different situations;
 Analyze the different causes of fires;
 Observe precautionary measures and proper procedures in addressing a fire incident;
 Apply basic response procedures during a fire incident; and
 Follow fire emergency and evacuation plans.
 Recognize elements of the fire triangle in different situations.
 Analyze and explain the different causes of fires.
 Determine the various degrees of burns (Enrichment).
 Observe and apply precautionary measures and proper procedures in addressing a fire incident.
 Apply basic response procedures during a fire incident.
LESSON OUTLINE
TIME
topic/s discussed.
Elicit students’ ideas on fire hazards through allowing students to inspect the room and/or the building for any potential cause of
fire.
Discuss with the teacher the concept of fire hazards. Communicate effectively during various activities regarding fire triangle,
causes of fire, classifications of burns, basic response procedures during fire incidents and fire emergency and evacuation plans.
Create a Fire Emergency and Evacuation Plan (FEEP) for your school. Write this including the following components: (1) Profile
4. Practice 185 minutes of the school (type, population, etc.), (2) Fire detection/warning device, (3) Fire emergency hotline, (4) Evacuation layout map,
procedure and response plans and (5) Schedule of fire drills for the current school year.
5. Enrichment 45 minutes Let students reflect on the question below after reading an article.
6. Evaluation 30 minutes Individual work: Answer a 10-point quiz covering the previous topic and the present topic.
TOTAL 480 minutes

RESOURCES
MEETING THE
PROCDURE
LEARNER’S NEEDS
 Relate fire hazard introduction to the motivational activity. Teaching Tip:
MOTIVATION
 Elicit students’ ideas on fire hazards by inspecting the room and/or buildings for potential causes of fire.
 Discuss with the teacher the different fire hazards – fire triangle and causes of fire. Teaching Tip:
 Ask students to take photos or record short video clips for three objects that have the highest likelihood to Integration of Faith and
produce fire in your environment. Explain how they are fire hazards. Do this by groups of five (5). Learning (IFL) – The student
INSTURCTION/DELIVERY  Let the students reflect on the motivational activity and answer the question below: must recognize that even fire
o (1) Are you contributing to increasing the risk of a fire hazard in that place? obey God. 2 Kings 1: 14 ESV
 Show pictures of the different burn degrees. List and discuss the mitigation measures for burns. “Behold, fire came down from
 Discuss with the teacher burns and its classification relating to the activity above. heaven and consumed the two
 Students reflect on the question below: former captains of fifty men with
o How can you remain calm in the midst of a fire outbreak? Why is it important to remain calm in these their fifties, but now let my life
situations? be precious in your sight.”
 Create a Fire Emergency and Evacuation Plan (FEEP) for your school. Write this including the following Teaching Tip:
components: Give ample time to the students
(1) Profile of the school (type, population, etc.) to do the activity.
(2) Fire detection/warning device
PRACTICE
(3) Fire emergency hotline
(4) Evacuation layout map, procedure and response plans and
(5) Schedule of fire drills for the current school year.
 Make sure they comply with the standard rules and protocols set by the Bureau of Fire Protection (BFP).
 Let students reflect on the question below after reading an article. Teaching Tip:
 Article This will serve as a homework to
“Methane buildup – not bomb – caused 2007 Glorietta Blast” by Ina Reformina (ABS-CBN, 2008) be passed on the following
meeting in a ½ CW sheet of
“MANILA, Philippines (2nd UPDATE) – The explosion that rocked Glorietta 2 on October 19, 2007 was caused paper.
by methane gas and not a bomb.
…the DOJ report said that biogas and other volatile compounds accumulated in the basement of Glorietta 2
because instead of the usual 5 pumps operating used to drain its kitchen and sewer waste system, only one pump
ENRICHMENT was working from June to September 2007. This was compounded by the absence of ventilation and exhaust
system.
This led methane to reach combustion level. There was also the presence of diesel fumes coming from the diesel
tank.
Possible ignition sources were identified as open switches, motor pumps, circuit breakers and other electrical
devices present.”
 Question: Identify and explain the sources of the three components that make up the fire triangles. What
preventive measures should have been taken to avoid the disaster?
 Individual work: Answer a 10-point quiz covering the previous topic and the present topic. Teaching Tip:
(1) How does the geographical location of the Philippines make it prone to typhoons and thunderstorms? This is a 6-point (2 points per
EVALUATION
(2) What is the difference between a tornado and a tropical cyclone? item) quiz in a ¼ sheet of paper.
(3) What primary precautionary measure must you do when there is fire?
SY 2019 – 2020
TEACHING GUIDE

TOPIC/LESSON NAME Disaster Risk Reduction and Management

 Disaster risk reduction:
1. Concept of DRR
2. Importance of DRR
3. Key principles
 Community-based disaster risk reduction and management for preparedness
1. Emergency plan
2. Monitoring and evaluation
3. Early warning systems
4. Survival kits and materials
 Develop a community emergency preparedness plan and community disaster preparedness plan to minimize vulnerability and
disaster risk in the community and avoid or limit adverse impacts of hazards.
 Practice and develop a proficiency in executing emergency response protocols/procedures through safety drills.
 Discuss the key concepts, principles and elements of DRR;
 Recognize the importance of DRR on one’s life;
 Discuss different community-based practices for managing disaster risk to specific hazards;
 Develop a community preparedness plan; and
 Prepare survival kits and materials for one’s family and for public information and advocacy.
 Discuss the key concepts, principles and elements of DRRM.
 Recognize the importance of DRRM.
 Discuss different community-based practices for managing disaster risk to specific hazards.
 Develop a community preparedness plan.
 Prepare survival kits and materials for one’s family and for public information and advocacy.
LESSON OUTLINE
TIME
topic/s discussed.
2. Motivation 20 minutes Play a game of Guess the word.
Discuss with the teacher the concept of Disaster Risk Reduction and Management (DRRM). Communicate effectively during
3. Instruction/Delivery 185 minutes various activities regarding the concept of disaster risk reduction and management, importance of DRRM, key principles of DRRM,
elements of DRRM, and community-based DRRM for preparedness.
Data collection on 3 different barangays assessing the level of disaster risk, vulnerability and exposure to any identified hazard.
Refer to page 128 of 2nd reference.
5. Enrichment 45 minutes Draft a budget for a DRRM plan. Refer to page 137 on 2nd reference.
6. Evaluation 30 minutes Pair work: Do two (2) of the activities listed.
TOTAL 480 minutes

RESOURCES
MEETING THE
PROCDURE
LEARNER’S NEEDS
 Play a game of Guess the word. Teaching Tip:
 Show letters of key words that makes up the concept of DRRM. Give clues about the words, and ask the students
MOTIVATION to guess them.
 When all the words have been guessed right, ask a volunteer to compose a sentence out of them that my lead to the
concept of DRRM.
INSTURCTION/DELIVERY  Discuss with the teacher the concept of DRRM and importance of DRRM. Teaching Tip:
 Let students recall a disaster resulting from a natural hazard in our community. Answer then the question, which Integration of Faith and
reason (as listed in the importance of DRRM) directly compels the implementation of a disaster plan in your Learning (IFL) – The
community? Describe the disasters that your community experienced. students must relate the study
 Discuss with the teacher key principles of DRRM. of disasters, hazards,
 Students reflect on the question below: exposure and vulnerability to
o Draw an analogy of a resilient community. What makes a community resilient? the second coming of Jesus
 Discuss with the teacher elements of DRRM Plans and community-based DRRM. Christ as a thief in the night.
 Show a film of a rescue operation. As disasters are surprising, so
 Wrap up discussion by having students summarize the topic and have another student paraphrase the stated is the return of our Lord and
answer of the previous student and so on and so forth. Savior. Thus, being ready is a
must. 1 Thessalonians 5:2, 6
ESV “2For you yourselves are
fully aware that the day of the
Lord will come like a thief in
the night. 6So then let us not
sleep, as other do, but let us
keep awake and be sober.”
 You are a research assistant of a sociologist who is working on profiling your city/municipality. He asks you to Teaching Tip:
help him collect data by listing the different villages or barangays assessing the level of disaster risk, vulnerability The students may use mobile
and exposure to any identified hazard. He asks you to use the char below to help you organize your data collection. data for reference on this
Your data should be authentic and up-to-date. Refer to page 128 of 2nd reference. activity but with supervision.
Do this activity individually.
PRACTICE Hazard Risk
Number of
Community (earthquake, Livelihood Exposure
Frequency/Intensity Individuals Rank Order
(village, volcanic (agriculture, (Low,
of Hazard with High- of Priority
school, etc.) eruption, fishing, etc.) medium,
risk Members
typhoon, etc.) high)
 Draft a budget for a DRRM plan. What items should be considered in the budget proposal? Refer to your community Teaching Tip:
for sample size and setting. Refer to page 137 on 2nd reference. This is a homework to be
ENRICHMENT
passed next meeting in a 1
short bond paper.
 Pair work: Do the activity listed below: Teaching Tip:
EVALUATION (1) Create an easy-to-remember acronym that will help your community remember the basic materials to include This will serve as an exit pass
in a survival kit. in a ¼ sheet of paper.
SY 2019 – 2020
TEACHING GUIDE

TOPIC/LESSON NAME Government Policies and Services toward Managing Disasters

 Policies of DRRM-The Philippine DRRM Law RA 10121 and its Implementing Rules and Regulations (IRR).
 Information and resources from the Government (Projects and Programs).
 Develop a community disaster preparedness plan to minimize vulnerability and disaster risk in the community and avoid or
limit adverse impacts of hazards.
 Explain DRR-related laws and policies;
 Avail of existing DRR-related services programs and projects; and
 Abide by public places on DRRM.
 Explain DRR-related laws and policies.
 Avail of existing DRR-related services programs and projects.
 Abide by public places on DRRM.S
LESSON OUTLINE
TIME
topic/s discussed.
2. Motivation 20 minutes Elicit students’ ideas on government policies and services toward managing disasters through a Heads together-Heads apart game.
Discuss with the teacher the concept of government policies and services toward managing disasters. Communicate effectively
during various activities regarding general profile of disaster risks in the Philippines, the Hyogo Framework for Action (HFA),
relevant laws associated with disasters, thematic areas of the NDRRMC, DRRM Policies and DRRM education, for social awareness
and NDRRM plans for 2011-2028.
Prepare five images or snippets of videos to reflect important NDRRMC programs. It should be up-to-date, self-explanatory, and
4. Practice 185 minutes relevant. It should give an impression to the viewers that the Philippines has disaster plans and is working toward building resilient
communities.
Examine the National Progress report on the Implementation of the Hyogo Framework for Action (HFA) prepared by the
NDRRMC.
6. Evaluation 30 minutes Individual work: Answer a 10-point quiz covering the previous topic and the present topic.
TOTAL 480 minutes

RESOURCES
MEETING THE
PROCDURE
LEARNER’S NEEDS
 Elicit students’ ideas on government policies and services toward managing disasters through a Heads together- Teaching Tip:
Heads apart game.
 The teacher will ask a question: (1) Have you experienced any disaster form a natural hazard in the past 10
years? (2) What changes has your family done to your immediate environment or to your lifestyle to reduce the
MOTIVATION
disaster risk? The students will have a few minutes to answer these questions.
 When the teacher says, “Heads together,” all the students will discuss their answer within their respective group.
When the teacher says, “Heads apart,” it means that the time is up and their answers have to be shown to the
class.
INSTURCTION/DELIVERY  Discuss with the teacher the general profile of disaster risks in the Philippines. Teaching Tip:
 Have students create graphic organizer to show various natural hazards that the Philippines is prone to. Integration of Faith and
 Show the students the documentary of UNISDR in the building of the HFA that can be found on the following Learning (IFL) – The students
link: https://www.youtube.com/watch?v=ph-Hql2Vn1Y. must recognize that God’s law
 By group, watch the video and list as many ways on how to prevent or minimize disasters (as being done by are true and binding. Matthew
various countries in the world). Whichever group have the most number of accurate disaster plans will win. 5:18 ESV “For truly, I say to you,
 Students reflect on the question below: until heaven and earth pass away
o Explain what environmental factors have prompted many countries to join the HFA. Share your , not an iota, not a dot, will pass
answers in class. from the Law until all is
 Discuss the different laws associated with disasters. Allow the students to reflect, share their experience and accomplished.”
develop constructive criticisms about these laws.
 Students reflect on the question below:
o How was the NDRRMC formed? Narrate the beginnings of the NDRRMC. Search online on how you
can get in touch with the NDRRMC in case of disasters.
 Show the different thematic areas of NDRRM in random order. Ask the class to arrange them in order and
them let them identify government agencies who takes on the tasks provided for each thematic area.
 Discuss the declaration of “State of Emergency” and “State of Calamity”.
 Using a venn diagram, show the difference between state of emergency and state of calamity.
 Read and answer:
Surigao City was hit by a 6.7 magnitude earthquake in February 2017, prompting the provincial government to
declare a state of calamity. Read the news article at http://news.abs-cbn.com/news/02/14/17/state-of-calamity-
declared-in-surigao-del-norte and find out why this declaration was made. What do you think were the
changes that were temporarily in place during this critical period? Use a ½ CW sheet of paper for this.
 Discuss with teacher the calamity and quick response funds.
 Students reflect on the question below:
o Show how CF can be used for the recovery of a disaster-stricken community. Use a flowchart to show
the process.
 Discuss the DRRM education, DRRM for special awareness, and NDRRM plans for 2011-2028.
 Prepare five images or snippets of videos to reflect important NDRRMC programs. It should be up-to-date, self- Teaching Tip:
explanatory, and relevant. It should give an impression to the viewers that the Philippines has disaster plans and Give students ample time to
is working toward building resilient communities. make this activity. Extend to the
 You are a staff member of the DOT and were involved in the creation of DOT’s new slogan: “Experience next if time does not permit.
Philippines.” In the launching of this new slogan, you have been invited to join the entourage of the department
PRACTICE
secretary in the cabinet meeting in Malacañang. The secretary approaches you and asks you to prepare possible
questions that the panel may ask after the presentation. Because you are aware that the Philippines is prone to
natural hazards and hence might be asked about it during the open forum, you plan to add segments in the
presentation to highlight recent initiatives and programs of NDRRMC toward preparing communities to any
disaster.
 Examine the National Progress report on the Implementation of the Hyogo Framework for Action (HFA) Teaching Tip:
prepared by the NDRRMC. Go to Give students ample time to
http://www.prevetionweb.net/files/43379_PHL_NationalHFAprogress_2013-15.pdf. Summarize the results of finish their work.
the NDRRMP using the following table. Then in the Remarks column, write your personal reaction or comment
on the report of NDRRMC based on your experience.
Level of Progress
ENRICHMENT Challenges Remarks
1 (lowest) to 5 (highest)
Priority for Action 1: DRR as a national priority
Core indicator 1: Existence
of national policy legal and
framework.
Core indicator 2: Adequate
resources available.
 Individual work: Answer a 10-point quiz covering the previous topic and the present topic. Teaching Tip:
Write T if the sentence is true. Otherwise, rephrase the sentence to make it logical and accurate. This is a 10 item 10-point quiz.
(1) The climate change act of 2009 raises the issue on how countries contribute to the worsening of Earth’s
atmosphere.
(2) There is concern on the formulation and implementation of disaster policies for the vulnerable sectors of the
society.
(3) The people’s survival fund sets the maximum to ₱1 billion every year.
(4) The Philippine DRRM Act of 2010 encourages disaster resilience of all the communities in the country.
(5) The DENR oversees the execution of all policies, plans and actions developed by the DND.
(6) Only the DND has the authority to implement emergency measures in any area after the aftermath of a
EVALUATION
disaster.
(7) Each lead agency in the thematic areas set by the NDRRMC has a separate function and is independent of
the programs it builds for the communities.
(8) It is acceptable to change the functions of executive, legislative, and judiciary systems of an area that is
declared in a “state of emergency.”
(9) When an area is declared to be in “statement of calamity”, is acceptable to raise prices of basic commodities
because of the shortage in supplies.
(10) For purposes of disaster response, the Quick Response Fund can be assessed even without the
recommendation of the NDRRMC and the Office of the President.
 Refer to strategy map.
SY 2019 – 2020
UNPACKING THE STANDARDS

CULMINATING PERFORMANCE TASK ENABLING PERFORMANCE STANDARD PERFORMANCE CHECK

PERFORMANCE
STANDARD
The learners will develop a The provincial government seeks for a proposed The learner:
community disaster component study about disaster preparedness
preparedness plan to minimize provincial disaster risk reduction management 1. relates the concept of disaster with daily Conceptualize a memo with at least
vulnerability and disaster risk plan. As an Academic track student of Central life; five-point instructions that you would
in the community and avoid or Bukidnon Institute, you are to submit an entry as like your barangay leaders to use in
limit adverse impacts of a meteorologist teaming up with an agriculturist to checking the structures within your
hazards. conduct a study on flood-resistant seeds. You area. Your instructions should consider
must provide firsthand information on local all likely affected components of a
atmospheric conditions for a period of five (5) disaster.
months. You are to establish any weather pattern
for future weather forecasting necessary for the 2. conducts hazard hunts of exposed elements Log in to
planning and planting of flood-resistant seeds and and propose corresponding corrective https://21stcenturychallenges.org/who-
include daily, monthly, and annual measurements actions for one’s preparedness; are-most-vulnerable-to-natural-
of solar radiation, precipitation, typhoon events hazards/ and answer the following
and flooding occurrences in the area where you questions: (1) How different is the level
plan to grow the flood-resistant seeds. This is to of vulnerability between industrialized
prepare for any crop destruction or loss during the countries and developing countries? (2)
typhoon or the monsoon season. Your work will What is the relationship between
be critiqued according to how the data is poverty and vulnerability? And (3) In
organized, correct and valuable. the human sector, who are considered
the most vulnerable when a natural
GOAL: To submit and present a proposal about hazard occurs? Why?
disaster preparedness provincial disaster risk 3. relate various types of hazard with a
reduction management plan. specific area for one’s preparedness;
Give a talk about emergencies and first-
aid techniques. Come up with a visual
ROLE: A student will play the role of a aid in a ppt form to show common
meteorologist and an agriculturist. injuries and emergency rescue measures
to earthquake hazards in school. Check
AUDIENCE: Provincial Government out https://www.redcross.org/take-
aclass/first-aid/performing-first-
SITUATION: To prepare for any crop destruction aid/first-aid-steps.
or loss during the typhoon or the monsoon 4. develop a family emergency preparedness
season/Disaster preparedness. plan to guide them on what to do before, One-minute infomercial requiring every
during and after an earthquake; household to prepare an emergency “go
PRODUCT: A proposal paper bag”.
5. develop a family emergency preparedness
STANDARDS: plan to guide them on what to do before,
 Data accuracy (correct) during, and after a volcanic eruption; Suggest task to be given to each of your
 Usefulness of data (valuable) household member to prepare for a
 Organization of thoughts (organized) volcanic-related hazard (e.g.: lava
6. develop a family emergency preparedness flow). Refer to page 66 of second
plan to guide them on what to do before, reference.
during, and after the occurrence of events
that cause geological hazards; Produce a storymercial running for
three (3) minutes, showing community
overusing groundwater that leads to a
sinkhole. Send a powerful message to
7. develop a family emergency preparedness viewer, especially to land use planners
plan to guide them on what to do before, who should consider natural features of
during, and after the occurrence of events the land in developing city.
that cause hydrometeorological hazards;
Visit www.nababaha.com/list.htm, find
out areas that are flood prone in your
city and answer the following question:
(1) What is your level of vulnerability to
the flood hazard?, (2) How far are you
8. develop proficiency in executing in the “high flood hazard”?, and (3)
emergency response plans through safety What makes these areas in the “red
drills; zone” flood hazard?
Fire Emergency and Evacuation Plan

(FEEP) for your school. Write this
including the following components:
(1) Profile of the school (type,
population, etc.), (2) Fire
detection/warning device, (3) Fire
emergency hotline, (4) Evacuation
9. develop a family emergency preparedness layout map, procedure and response
plan to guide them on what to do before, plans and (5) Schedule of fire drills for
during and after a fire incident; the current school year.
Data collection on 3 different barangays

10. develop a community emergency assessing the level of disaster risk,
preparedness plan to minimize vulnerability and exposure to any
vulnerability and disaster risk in the identified hazard. Refer to page 128 of
community and avoid or limit adverse second reference.
impacts of hazards;
Prepare five images or snippets of
videos to reflect important NDRRMC
programs. It should be up-to-date, self-
explanatory, and relevant. It should give
an impression to the viewers that the
Philippines has disaster plans and is
working toward building resilient
communities.

Teaching Records DRRR Shs

Enviado por

Dados do documento

Título original

Direitos autorais

Formatos disponíveis

Compartilhar este documento

Compartilhar ou incorporar documento

Opções de compartilhamento

Você considera este documento útil?

Este conteúdo é inapropriado?

Direitos autorais:

Formatos disponíveis

Teaching Records DRRR Shs

Enviado por

Direitos autorais:

Formatos disponíveis

Republic of the Philippines

Department of Education – Region X

Classroom Instruction Delivery Alignment Map

Grade: 11/12 Semester: 1st

Grade: 11/12 Semester: 1st

TOPIC/LESSON NAME Basic concept of disaster and disaster risk

During the lesson, the leaners will:

MATERIALS Projector/LED TV, laptop/tablet, speakers

Grade: 11/12 Semester: 1st

TOPIC/LESSON NAME Exposure and Vulnerability

During the lesson, the leaners will:

MATERIALS Projector/LED TV, laptop/tablet, speakers

Grade: 11/12 Semester: 1st

TOPIC/LESSON NAME Basic Concept of Hazard

During the lesson, the leaners will:

MATERIALS Projector/LED TV, laptop/tablet, speakers

Grade: 11/12 Semester: 1st

TOPIC/LESSON NAME Earthquake Hazards

During the lesson, the leaners will:

MATERIALS Projector/LED TV, laptop/tablet, speakers

Grade: 11/12 Semester: 1st

TOPIC/LESSON NAME Volcano Hazards

During the lesson, the leaners will:

MATERIALS Projector/LED TV, laptop/tablet, speakers

Grade: 11/12 Semester: 1st

TOPIC/LESSON NAME Other Related Geologic Hazards

During the lesson, the leaners will:

MATERIALS Projector/LED TV, laptop/tablet, speakers

Grade: 11/12 Semester: 1st

TOPIC/LESSON NAME Hydrometeorological Hazards

During the lesson, the leaners will:

MATERIALS Projector/LED TV, laptop/tablet, speakers

Grade: 11/12 Semester: 1st

TOPIC/LESSON NAME Fire Hazards

During the lesson, the leaners will:

MATERIALS Projector/LED TV, laptop/tablet, speakers

Grade: 11/12 Semester: 1st

TOPIC/LESSON NAME Disaster Risk Reduction and Management

During the lesson, the leaners will:

MATERIALS Projector/LED TV, laptop/tablet, speakers

Grade: 11/12 Semester: 1st

TOPIC/LESSON NAME Government Policies and Services toward Managing Disasters

During the lesson, the leaners will:

MATERIALS Projector/LED TV, laptop/tablet, speakers

UNPACKING THE STANDARDS

Grade: 11/12 Semester: 1st

CULMINATING PERFORMANCE TASK ENABLING PERFORMANCE STANDARD PERFORMANCE CHECK

Fire Emergency and Evacuation Plan

Data collection on 3 different barangays

Você também pode gostar