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School Jose Lim Ho National High School Grade Level : Grade 12

DAILY LESSON LOG Teacher Rizalyn T. Garcia - Panaga Learning Area : Disaster Readiness and Risk Reduction
Teaching Dates and Time :December 03 - 07, 2018 Quarter : First

I. OBJECTIVES Session 1 Session 2 Session 3 Session 4


The learners demonstrate understanding of potential earthquake hazards: 1. Ground Shaking ; 2. Ground Rupture ; 3. Liquefaction ; 4. Earthquake-induced ground
A. Content Standards subsidence ; 5. Tsunami ; 6. Earthquake-induced landslide.

B. Performance Standards The learners develop a family emergency preparedness plan to guide them on what to do before, during, and after an earthquake.

C. Learning Competencies/ Objectives The learners identify various potential The learners recognize the natural
The learners analyze the effects of the different earthquake hazards.
(Write the LC Code for each.) earthquake hazards. signs of an impending tsunami.
DRR11/12-If-g-19
DRR11/12-If-g-17 DRR11/12-If-g-18

ll. CONTENT Earthquake Hazards


III. LEARNING RESOURCES
A. References
1. Teacher’s Guide/Pages Teacher's Guide, Pages 38 - 60
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resources(LR)portal
B. Other Learning Resources
IV. PROCEDURES
A.Reviewing previous lesson or presenting th
new lesson Review the previous lesson. Review the previous lesson. Review the previous lesson. Review the previous lesson.

What comes into your mind when you


hear the word earthquake? Show a map of the Philippines with Based on learners’ answers on the assignment, ask the learners to
B. Establishing a purpose for the lesson Possible Answers: Shaking, plots of historical tsunamis. share tsunami stories that they were able to research on.
damages - collapse of buildings,
injuries, deaths.

Based on learners’ answers on


Post some photos of impacts of the assignment, ask the learners Pictures about effects of
earthquake on the board. to share tsunami stories that they different earthquake hazards
C. Presenting examples/instances of the new Concepts of Magnitude and
model Based on your own were able to research on. Write will be shown to the class. The
Intensity
understanding, what is an the answers on the board for learners will then give their
earthquake? reference of learners for later idea about the picture.
discussion.
Pictures about effects of different
Ask the students what are the two earthquake hazards will be shown
The teacher will call students to to the class. The learners will
types of earthquake.
give their own idea about what is Define magnitude and intensity. then give their idea about the
D. Discussing new concepts and practicing Let the students differentiate the Differentiate picture.
new skills #1 tsunami. Teacher will then
two types of earthquake. magnitude from intensity.
discuss to the class the meaning
This will focus on tectonic
of tsunami.
earthquakes.

E. Discussing new concepts and What are the different


practicing new skills #2 Define what is fault. Differentiate Tsunami from Storm earthquake hazards?
Ask the learners about their own Surge. Show some videos about How are these
understanding about fault. tsunami and storm surge. hazards affect the lives of the
people?
F. Developing mastery
(Leads to Formative Assessment) GROUP LEARNING ACTIVITY:
1. Divide the
class into 3 groups . 1 answer sheet Role Play:
Discuss the 5 different earthquake- per group. Analyze reading materials The teacher will show to the class The class will be divided into 2
related hazards using the photos. to be discussed in class. (Distribute the different earthquake hazards. groups. Each group will be given
the 3 reading materials). 2. Give the The learners will give its effects
Let the learners discuss it learners an earthquake hazard. They are
5 mins to read the assigned on each earthquake hazards. They
first. Ask their different ideas with going to act out what will be the
regards to the earthquake hazards. material, and another 5 minutes to are going to write their answer on effects on the said earthquake
discuss. The group should answer a manila paper. hazards assigned to their group.
this question: Can you recognize
what sign was observed by the main
narrator of the story?

G. Finding practical applications


Ask the learners, based on what they Ask the learners, based on what
of concepts and skills in daily living have learned so far, think of their they have learned so far, what are What instance in your life where
home, what are the possible impacts/ the areas (in their city, municipality you experienced any earthquake
effects of the 5 earthquake hazards to or province) that can possibly be hazards? What did you do?
their home/s? affected by tsunami ?

H. Making generalization and


abstractions about the lesson. Reinforce, reiterate where / in which How is it important to know the What are the important things to Importance of coping up with the
environment each of the hazard is signs that there is impending do when earthquake hazards effects of earthquake hazards.
experienced or is more prominent tsunami? happen?

l. Evaluating Learning
Divide the class into 3 groups. For
each group, learners should identify 1
Facilitator to lead the discussion, 1
person to act as Secretary to write the Quiz - True or False
Statements will be given by Learners to search the internet, go to PHIVOLCS site, refer to hazard
final answers, another person as the teacher. Learners will then maps to identify the different hazards likely to affect their
Reporter to discuss the results of
group discussion. All learners should identify if the statement is true or community.
false.
Divide the class into 3 groups. For
each group, learners should identify 1
Facilitator to lead the discussion, 1
person to act as Secretary to write the Quiz - True or False
Statements will be given by Learners to search the internet, go to PHIVOLCS site, refer to hazard
final answers, another person as the teacher. Learners will then maps to identify the different hazards likely to affect their
Reporter to discuss the results of identify if the statement is true or community.
group discussion. All learners should false.
write the identified impacts on the
metacards. And there should be group
discussion.

J. Additional activities for application


or remediation

V. REMARKS

VI. REFLECTION
A.No. of learners who earned 80% in the

evaluation
B. No. of learners who require additional

ctivities for remediation who scored below 80%


C. Did the remedial lesson work? No. of learn
who have caught 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
use/discover which I wish to share with other

Prepared: Checked and Noted:


RIZALYN T. GARCIA - PANAGA ESTER F. VIERNES
Secondary School Teacher II Secondary School Principal 1