School General Vito L.

Belarmino National High School Grade Level Grade 11

Teacher Renee Rose A. Cortez Learning Area Disaster Readiness and Risk Reduction
Week 1 (November 5-9, 2018)
DAILY Lagundi – M, W, Th and F (8:20-9:20)
LESSON LOG Teaching Dates and Sambong – M, Th and F (2:00-3:00), W (1:00-
Quarter Third
Time 2:00)
Serpentina – M, Th (1:00-2:00), T and W (2:00-
3:00)

I. OBJECTIVES SESSION 1 SESSION 2 SESSION 3 SESSION 4

The learners demonstrate understanding of the …
The learners demonstrate understanding of the …
Various elements that may be exposed to hazards:
1. Concept of disaster
1. Physical
A. Content Standards 2. Concept of disaster risk
2. Social
3. Nature of disasters
3. Economic
4. Effects of disasters
4. Environmental
B. Performance The learners conduct hazard hunts of exposed elements and
The learners relate the concept of disaster with daily life.
Standards propose corresponding corrective actions for one’s preparedness.
The learner…
1. Enumerate elements exposed to hazards; (DRR11/12-Ic-
The learner… 7)
C. Learning Analyze disaster from the different perspectives (physical, 2. Explain the meaning of vulnerability; (DRR11/12-Ic-8)
Competencies/Objectiv
psychological, socio-cultural, economic, political, and biological). 3. Explain why certain sectors of society are more
es
(DRR11/12-Ia-b-6) vulnerable to disaster than others; (DRR11/12-Ic-9)
4. Analyze why certain structures are more vulnerable to
specific hazards than others; (DRR11/12-Ic-10)
II. CONTENT Basic Concept of Disaster and Disaster Risk (continuation) Exposure and Vulnerability
III. LEARNING RESOURCES
Department of Education (2008). Disaster Risk Reduction Resource Manual
A. References Commission on Higher Education (2016). Teaching Guide for Senior High School on Disaster Readiness and Risk Reduction.
Retrieved from http://teachtogether.chedk12.com/teaching_guides/view/306
1. Teacher’s Guide
pages 22-32
pages
2. Learner’s Material
pages
3. Textbook pages
4. Additional
Materials from
Learning Resource
(LR) portal
 Hazard vs. Risk
Retrieved from
https://www.youtube.com/watch
?v=0b9gNy3whoI
B. Other learning
Resources
Understanding Disaster Risk
Retrieved from
https://www.youtube.com/watch
?v=O-SWl3J1aQc
PROCEDURES
(3 mins.)
Prayer and Greetings
Review of the previous lesson
What are the examples of
A. Reviewing previous
areas/locations exposed to
lesson or presenting
hazards that may lead to
the new lesson
disasters?
(2 mins.)
B. Establishing a purpose Learning Objectives
for the lesson The teacher communicates the
learning objectives.
(3 mins.)
Video Presentation
Hazard vs Risk
C. Presenting
examples/instances of
the new lesson
(40 mins.)
Group Report
Each group should come up
D. Discussing new with a summary of each
concepts and category addressing the
practicing new skills #1 following key points:
a. Definition for the
category
Hazard vs Risk
Retrieved from
https://www.youtube.com/watch
?v=0b9gNy3whoI
Understanding Disaster Risk
Retrieved from
https://www.youtube.com/watch
?v=O-SWl3J1aQc
(3 mins.)
Prayer and Greetings
Review of the previous lesson
The teacher calls on random
learners to discuss the main
point of the previous
discussion and what they
have learned from it.
(2 mins.)
Learning Objectives
The teacher communicates the
learning objectives.
(3 mins.)
Video Presentation
Hazard vs Risk
(40 mins.)
Group Report
Each group should come up
with a summary of each
category addressing the
following key points:
a. Definition for the
category
Concept of Vulnerability
Retrieved from
http://teachtogether.chedk12.co
m/teaching_guides/view/310
(3 mins.)
Prayer and Greetings
Review of the previous lesson:
Unwrap the Cabbage
The teacher passes on
crumpled papers with
question on it. The person
who was caught holding the
cabbage when the music
stops answers the question.
(2 mins.)
Learning Objectives
The teacher communicates the
learning objectives.
(10 mins.)
Demonstration
Difference between the risk
factors hazard, exposure,
vulnerability and capacity
*Instructions on the last page
(20 mins.)
Interactive Discussion
Four Types of Vulnerability
1. Physical
2. Social
3. Economic
4. Environmental
Disasters and the Disabled
Retrieved from
https://www.youtube.com/watch
?v=DLBa4gobjVY
(3 mins.)
Prayer and Greetings
Review of the previous lesson
The teacher calls on random
learners to discuss the main
point of the previous
discussion and what they
have learned from it.
(2 mins.)
Learning Objectives
The teacher communicates the
learning objectives.
(5 mins.)
Video Presentation
Disasters and the Disabled
1. What physical
challenges did the
residents of Tahanan
Walang Hagdan (TWH)
face during Typhoon
Ondoy?
2. Why are people with
disabilities vulnerable to
discrimination during
disasters?
(40 mins.)
Simulation Game: “Not Able To”
1. The teacher tells the
class that they will play
a simulation game
called “Not Able To” to
help them gain
empathy for persons
with disabilities.
 b. Examples that of
factors that directly
affect them and
possible effects
c. Examples of factors
that might not
necessarily affect them
d. Ways to address the
factors to be ready for
disasters
Disaster Risk Factors Disaster Risk Factors
I. Physical
II. Psychological
III. Socio-cultural
IV. Economic
V. Political
VI. Biological
b. Examples that of
factors that directly
affect them and
possible effects
c. Examples of factors
that might not
necessarily affect them
d. Ways to address the
factors to be ready for
disasters
3. The teacher asks the
I. Physical
II. Psychological
III. Socio-cultural
IV. Economic
V. Political
VI. Biological
4. Each learner chooses
*Table at the last page
5. After 30 minutes, ask
2. The following list of
common disabilities will
be shown: blindness,
deafness, mute,
stuttering, dyslexia,
dysgraphia, speech
impediments, cataract,
ADHD (attention
deficient hyperactivity
disorder).
learners to explain each
disability is and what
the disabled person is
unable to do. Correct
any misconceptions
about disability learners
may have. If learners
are unfamiliar with
disability, teacher
explains the disability
and what the disabled
person is unable to do.
by lottery, a disability
and performs a specific
task from the following
table:
the class the following
discussion questions:
a. How did it feel to be
disabled?
b. What were you not
able to do?
Conversely, what were
you able to do?
c. Do you think that
person with disabilities
focus on what they are
able to do rather than
what they are unable to
do?
 d. Why might it be a good
idea to tell others about
your disability?
e. How did you want to be
treated while you were
a person with a
disability?
f. Why did the only when
asked and then only
did those things the
person with the
disability could not do
for him/herself?
6. What qualities do have
a disability have instill
in people? Trying
thinking of both positive
and negative qualities.
(5 mins.)
Other Sectors Vulnerable to
E. Discussing new
Disasters
concepts and
The teacher asks the learners
practicing new skills #2
to enumerate other sectors
vulnerable to disasters.
(20 mins)
Group Work
Identifying hazards, exposed
F. Developing mastery
elements and type of
vulnerability
*Instructions on the last page
G. Finding practical
applications of
concepts and skills in
daily living
(3 mins.) (3 mins.) (5 mins.) (5 mins.)
Video Presentation Video Presentation Guide Questions Guide Questions
Understanding Disaster Risk Understanding Disaster Risk 1. What is exposure? 1. Why are persons with
2. What is vulnerability? disability socially more
H. Making generalizations 3. What are the four types vulnerable during a
and abstractions about of vulnerability? hazard event?
the lesson 2. What can be done to
help persons with a
disability reduce their
vulnerability to
hazards?
 (10 mins.) (10 mins.)
Quiz 1 Quiz 1
 Hazard vs. Disaster  Hazard vs. Disaster
I. Evaluating learning
 Types of Disaster  Types of Disaster
 Impacts of Hazards  Impacts of Hazards
 Disaster Risk Factors  Disaster Risk Factors
Vulnerability Assessment and The learners will be divided into
Capacity Building Plan groups of five members. Each
The learners together with the group should bring the following
parents do a vulnerability materials:
assessment of their home,  White cartolina
involving the following steps:  Coloring materials
1. Make a list of the three
(3) most possible
hazards likely to affect
their home. These can
be natural,
technological, or
J. Additional activities for biological hazards.
application or 2. Identify all the
remediation elements within the
home that will be
exposed to these
hazards.
3. Identify how each
exposed element is
vulnerable to each of
the three hazards.
4. Based on identified
vulnerabilities, make an
action plan on how to
address these
vulnerabilities.
IV. REMARKS
V. REFLECTION

Exposure and Vulnerability

Demonstration
1. Use the following demonstration to illustrate the difference between the risk factors hazard, exposure, vulnerability and capacity.
2. Place the paper, plastic and glass cup on the edge of a table and explains these are the elements at risk.
 3. Ask the class to imagine a strong earthquake taking place. Ask learners to describe what will happen to each of the three cups when the table vigorously shakes
(the glass cup will fall and break, but the paper and plastic cup will be undamaged even if they fall off the table). Emphasize that all three elements are exposed
to the same hazard.
4. Then, place a pillow on the floor and ask a learner to describe what will happen to the glass cup if it lands on the pillow instead of the hard floor during the
earthquake. Note that the same glass cup was subjected to the same hazard but the outcomes are different.
5. Ask the class to imagine a fire occurring and asks learners to describe what will happen to each of the cup if exposed to intense heat and flames (the paper cup
will burn, the plastic cup will melt, the glass cup may crack).
6. Ask the class to imagine a flood that submerges the room until the ceiling. Ask learners what will happen if the three cups are submerged in water and kept there
for a day (the plastic and glass cup will be undamaged, but the paper cup with prolonged exposure to water may soften or break up)

Interactive Discussion
1. Ask learners to identify the intrinsic property or conditions of for each of the three elements that made it vulnerable to the hazard. Teacher does this for all three
hazards.
2. Summarize learners’ explanations under the Vulnerability Column.
3. Ask learners to identify the intrinsic property or conditions of for each of the three elements that made it resilient to the hazard. Teacher does this for all three
hazards.
4. Summarize learners’ explanations under the capacity column. Sample answers are shown below:
5. Ask a learner to explain what their concept of vulnerability, capacity and resilience as based on the demonstration. Accept all ideas as learner will eventually
discover if their answers are correct.
6. Ask learners to volunteer reading the definitions of
vulnerability, capacity and resilience based on the
UNISDR Terminology.
7. Emphasize the fact that vulnerability or capacity
are affected by many factors depending on the
exposed element. These factors are generally
classified under four (4) categories namely:
physical, social, economic and environmental.
Show the table with examples under each of the
four categories for humans/people, structures and
businesses. Then, ask learners to suggest
additional factors for each category and exposed
element that can be added to the table.

Group Work
1. Organize the class into groups of 5 and instructs each group to elect a facilitator and scribe.
2. Then, instruct each group to do one of the following:
a. Each group thinks of a disaster that all group members have first-hand knowledge of;
b. Each group thinks of a disaster that all group members are familiar although may not have first-hand information;
c. Read a news clipping provided by the teacher about a disaster.
 3. Ask learners to identify the hazards and exposed elements. For each exposed element, write down the specific factor they think may have made this
exposed element vulnerable/resilient to the hazard. Have learners identify if the vulnerability/capacity is physical, social, economic or environmental. Have
the elected facilitator manage the discussion.
4. After 15 minutes, have the elected scribe of each group present the group’s work to the class. Learners from other groups can comment and give
suggestions regarding either additional elements at risk or the corresponding vulnerabilities or capacities.

Variations of Vulnerability Among Sectors

Adapted from http://teachtogether.chedk12.com/teaching_guides/view/306