School General Vito L.

Belarmino National High School Grade Level Grade 12

Disaster Readiness and Risk
Teacher Renee Rose A. Cortez Learning Area
DAILY Reduction
LESSON LOG Week 9 (July 30- August 3, 2018)
Teaching Dates and Lagundi – M, W, Th and F (8:20-9:20)
Quarter First
Time Sambong – M, Th and F (2:00-3:00), W (1:00-2:00)
Serpentina – M, Th (1:00-2:00), T and W (2:00-3:00)

I. OBJECTIVES SESSION 1 SESSION 2 SESSION 3 SESSION 4

A. Content Standards The learners demonstrate understanding of other related geological hazards such as rainfall-induced landslide and sinkhole.
B. Performance The learners develop a family emergency preparedness plan to guide them on what to do before, during, and after the occurrence of
Standards events that cause geological hazards.
The learners: The learners recognize signs The learners:
 Discuss the different geological hazards; (DRR11/12- of impending geological  Interpret geological maps.
C. Learning IIa-b-27) hazards. (DRR11/12-IIa-b-29) (DRR11/12-IIa-b-30)
Competencies/Objectiv  Analyze the causes of geological hazards; (DRR11/12-  Apply mitigation
es IIa-b-28) strategies to prevent loss
of lives and properties.
(DRR11/12-IIa-b-31)
II. CONTENT Other Related Geological Hazards
III. LEARNING RESOURCES
Department of Education (2008). Disaster Risk Reduction Resource Manual
A. References
Commission on Higher Education (2016). Teaching Guide for Senior High School on Disaster Readiness and Risk Reduction
1. Teacher’s Guide pages pages 101-106 pages 107-115 pages 116-127
2. Learner’s Material
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
Sinkhole Repair 3D Animation
B. Other learning
https://www.youtube.com/watc
Resources
h?v=0UjUfRnLkxI
IV. PROCEDURES
(3 mins.) (3 mins.) (3 mins.) (3 mins.)
Prayer and Greetings Prayer and Greetings Prayer and Greetings Prayer and Greetings
Review of the previous lesson Review of the previous Review of the previous lesson Review of the previous lesson
A. Reviewing previous
The teacher calls on random lesson The teacher calls on random The teacher calls on random
lesson or presenting
learners to discuss what they The teacher calls on random learners to discuss the main learners to discuss the main point
the new lesson
have learned so far about learners to discuss the main point of the previous of the previous discussion and
volcanos. point of the previous discussion and what they have what they have learned from it.
learned from it.

(2 mins.)
B. Establishing a purpose Learning Objectives
for the lesson The teacher communicates the
learning objectives.
(5 mins.)
Video Clip
The learners will watch a video
of an interview with a victim of
a landslide disaster. The
teacher asks for the reactions
of the learners about the video.
C. Presenting
examples/instances of
the new lesson
(25 mins.)
Reading Activity
1. The class will be
divided into groups
with a scribe who
documents the
answers of the group.
2. Learners watch the
D. Discussing new
videos to be assigned
concepts and
by the teacher.
practicing new skills #1
3. The learners will then
read a resource
material.
4. With their group, the
learners must answer
the following questions:
 What are
landslides?
discussion and what they
have learned from it.
(2 mins.)
Learning Objectives
The teacher communicates
the learning objectives.
(3 mins.)
The teacher asks the
learners what they think
sinkholes are and ask them if
they had ever seen a place
where the ground looked like
it had collapsed.
(20 mins.)
Group Activity
1. The class will be
divided into groups
with a scribe who
documents the
answers of the
group.
2. Learners watch the
videos to be
assigned by the
teacher.
3. The learners will
then read a resource
material.
4. With their group, the
learners must
(2 mins.) (2 mins.)
Learning Objectives Learning Objectives
The teacher communicates the The teacher communicates the
learning objectives. learning objectives.
(3 mins.) (7 mins.)
Film Viewing Video Clips
1. The teacher asks the 1. The teacher lets the
learners to take note learners watch a video
of some of the early about geohazard map.
warning signs the 2. After watching the video,
residents of Cherry the teacher asks the
Hills noticed before the following questions:
landslide.  What are the different
2. The teacher shows a colors of areas prone
video about the Cherry to rain-induced
Hills Landslide. landslides and what
action should be taken
corresponding to each
of these colors?
 What are the different
colors of areas prone
to flooding and what
actions should be
taken corresponding
to each of these
colors?
(25 mins.) (15 mins.)
Interactive Discussion Interactive Discussion
1. The teacher shows the The teacher leads the discussion
picture and asks the about geohazard maps.
class if they can
identify the 11 warning
signs on an impending
landslide.
2. Learner should write
down their answers on
a sheet of paper
according to the
numbers in the picture.
3. Learners exchange
papers and the
teacher give the
correct answer and
explains the
  What are the
different types of
landslides?
 What are the
causes of
landslides?
5. Learners share their
answers with the class.
(20 mins.) (10 mins.)
Film Viewing Interactive Discussion
1. Teachers shows each
of the following videos
(ranging in time from 2
to 3 minutes). After
showing each video,
teacher asks learners
E. Discussing new
to identify the type of
concepts and
movement, slope
practicing new skills #2
material and velocity of
flow.
2. After showing the
videos, learner
exchange papers and
check each other’s
papers based on the
following solution key.
F. Developing mastery
answer the following underlying reason for
questions: each of the early
 What are sinkholes? warning signs.
 In what type of
geologic conditions
do sinkholes occur?
What is Karst?
 What are the
different types of
sinkholes and what
are the major
differences regarding
the rate they can
occur.
 What are some man
made causes of sink
holes?
(30 mins.)
Reading Activity
1. The teacher shows a 1. The teacher assigns
picture to help learners to read the Rain-
learners differentiate induced Landslide
between the different Susceptibility: A
types of sinkholes. Guidebook for
2. The teacher shows Communities and Non-
the next set of experts.
pictures and asks 2. The teacher explains the
learners to identify simplified procedure for
what type of sinkhole susceptibility assessment
it is. of rainfall-induced shallow
depth landslides.
3. The learners will compute
for the factor of safety.
(20 mins.)
Reading Activity
1. The learners will be
asked to read
resource materials.
2. Using the information
obtained from the
above sources, the
learners need to
develop a list of
warning signs for a

G. Finding practical
applications of
concepts and skills in
daily living
H. Making generalizations
and abstractions about
the lesson
(5 mins.)
Oral Recitation
The learners will be asked to
do the following:
1. Explain in your own
words what a landslide
is.
2. Describe the different
I. Evaluating learning types of landslides
according to the
Varnes classification
system.
3. Explain some of the
causes of landslides.
4. Suggest some other
causes of landslide not
impending formation of
a sinkhole.
3. The teacher asks the
learners to integrate
warning signs for
landslides into one list,
indicating which signs
are unique to
landslides, unique to
sinkholes, similar
signs in landslides and
sinkholes, or identical
for both sinkholes and
landslides.
(5 mins.)
Guide Questions
The teacher asks the learners the
following questions:
1. What does a geohazard
map tells us?
2. What are the seven
parameters used to
estimate the susceptibility
of a slope to rain-induced
landslides?
(5 mins.) (5 mins.)
Oral Recitation Quiz
The learners will be asked to
do the following:
1. Explain in your own
words what a
sinkhole is.
2. Explain the different
types three different
types of sinkholes.
3. Explain some of the
causes of sinks
holes.
4. Suggest some other
causes of sinkholes
not discussed in the
lecture materials.
 discussed in the
lecture materials.
Poster Group Work
The learners need to create a 1. The learners need to find
poster to communicate the a slope or set of slopes
warning signs for landslide or within the premises of the
sinkholes. school grounds which
they can assess.
2. The learners document
the slope using the
procedure described in
the guidebook and submit
the document with the
J. Additional activities for
supporting calculations.
application or
3. They need to do a
remediation
sensitivity analysis with
their calculations. They
need to explain the
assumptions they made in
arriving at their
computations as well as
the sensitivity of their
calculations.
4. The results will be used
by the group in the next
meeting’s activity.
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional
activities for
remediation
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/discover which I
wish to share with
other teachers?

Modeling Sinkhole Formation,"

1. How does a sinkhole form? Limestone or other porous rock dissolves, leaving a cavity or space in the bedrock. Eventually, there is not enough
support for the ground above, and there is a collapse.
2. What type of sinkhole did you predict that we were modeling in this lab, and what made you come to that conclusion? We are modeling cover-
collapse sinkholes because the sugar is going to dissolve, leaving a cavity that cannot support the weight of the sand above it.
3. How would this experiment be different if we added water from the top rather than through the bottom? The sinkhole would form more rapidly.
Water would be able to get to the sugar faster, thus dissolving it faster.
4. What materials could we have used instead of the sponge to avoid the sinkhole's formation? Clay, concrete, wood, gum