School Grade 11

Level
DRRRM
Subject Group 2 Learning
Teacher Area
Teaching
Dates Quarter/Se Second/DAY 3/Wednesday
and Time mester
Detailed Lesson Plan
OBJECTIVES
The learners demonstrate an understanding of various elements that may be
exposed to hazards:
1. Physical
Content Standards 2. Social
3. Economic
4. Environmental
Vulnerability of each exposed element.
The learners conduct hazard hunts of exposed elements and propose
Performance Standards
corresponding corrective actions for one’s preparedness.
The learners explain why certain sectors of society are more vulnerable to disaster
than others. DRR11/12-Ic-9
Learning Competencies/ At the end of the lesson, the learners must be able to:
Objectives 1. Determine certain sectors of society which are vulnerable to disaster than
others.
2. Identify the capacities that can help reduce disaster risk and losses.
Exposure and Vulnerability
CONTENT

References
Teacher’s Guide pages
Learner’s Manual pages
A. CG, Protecting Lives, Saving Communities DRR in the Philippine Setting
Textbook pages for SHS, By Emmanuel M. Luna Ph. D pages 3-8, TG for SHS DRRR By
CHED/PNU
Additional Materials from
Learning Resource (LR)
portal
Laptop, Projector, Pictures
Other Learning Resources

A. Reviewing previous lesson
or presenting new lesson
(ELICIT)
Given a picture of a rock about to slide on the cliff of a mountain wherein the
school is situated in the foot of a mountain.
Questions:
1. Identify the hazard from the given picture?
2. Why is it becomes a hazard?
3. Which is vulnerable to the hazard a rock about to slide on the
cliff of the mountain or the school that is situated in the foot
of a mountain?
4. What can be done to prevent a disaster from occurring?
5. Identify the hazard which makes the school or the community
vulnerable?

B.Establishing a purpose of
the lesson
(ENGAGE)
C. Presenting
examples/instances of the new
lesson
(ENGAGE)
D.Discussing new concepts
and practicing new skills 1
(EXPLORE)
E.Discussing new concepts
and practicing new skills 2
(EXPLORE)
F.Developing mastery
(EXPLAIN)
G.Finding practical
applications of concepts and
skills in daily living
(ELABORATE)
H.Making generalizations and
abstractions about the lesson
(ELABORATE)
I.Evaluating learning
(EVALUATE)
J.Additional activities for
application or remediation
(EXTEND)
The teacher will pose pictures of certain sectors of society which are more
vulnerable to disaster than others.
Working in groups, the students will write their observations in the manila paper
and choose a volunteer to share their ideas in front.
A B
1. Which is more vulnerable to disaster picture A or B?
2. When disaster comes what precautionary measures are
we going to do to prevent causes of properties and lives?
After the learners shared their answers on the questions, teacher will discuss the
lesson on sectors of society vulnerable to disaster using power point presentation.
Teacher will have the differentiated activities and will divide his/her leaners into
four groups. Each group will show or present their understanding how the sectors
of society vulnerable to disaster. (This will also serve as learners’ evaluation.
Please see attachment for the rubrics.)
Group 1 Family in concrete house near the highway.
Group 2 Family living in steep slopes near a mountain.
Group 3 Family living near a river bank.
Group 4 Family living near a fault line.
Imagine the impacts on specific setting; identify the disaster that might be
experienced by the different families. Using the sensitivity technique, the groups
represent their output through human tableau.
Group 1. (Feel)
Group 2. (Hear)
Group 3. (See)
Group 4. (Run)
Each group will be discussed in front of the class their understanding about
sectors of society vulnerable to disaster.
Teacher will ask the students the following questions:
1.How can awareness of disaster risks help a community prepare for calamities?
2.How will your understanding be used in your daily life living?
Teacher will ask the following questions:
Which do you think is the most vulnerable group of people in the Philippines?
Why?
Evaluation will be based on the groups’ activity performances. (Please see
attachment for the rubrics).
1. Go around your neighbourhood assess the following
elements for potential risks: location, infrastructure,
main sources of livelihood, organizations, dedicated
 to DRRM, and community resources.
2. With the help of your family, identify ways to reduce
risks that you, your household, and your community
how to deal with.
V. REMARKS
VI. REFLECTION 1. No. of learners who earned 80% on the formative assessment:__________
2. No. of learners who require additional activities for remediation: _______
3. Did the remedial lesson: ______________
4. No. of learners who continue to require remediation: _____________
6. Which of my teaching strategies worked well? Why did these work?
_________________________________________________________________
____________________________________________________
7. What difficulties did I encounter which my principal or supervisor can help me
solve?
_________________________________________________________________
_________________________________________________________
8. What innovation or localized materials did I use/discover which I wish to share
with other teachers? ________________________________________

Prepared by:

Group 2 Team Teamperature

CRITERIA 4 3 2 1 SCOR
E
Degrees of Throughout Substantial Partial or Misunderstanding
Understanding and complete Incomplete or serious
misconceptions
Degrees of Highly Generally Somewhat Ineffective
Effectiveness Effective Effective Effective
Degrees of Completely Generally Inaccurate; Major
Accuracy accurate; All accurate; Numerous inaccuracies;
(facts, Minor errors Significant errors
concepts, inaccuracies detract throughout
mechanics, do not affect from result
computations) overall result
correct
Degrees of Exceptionally Generally Lacks Unclear;
Clarity clear; Easy to clear; Able clarity; Impossible to
follow to follow Difficult to follow
follow
TOTAL SCORE