Sunteți pe pagina 1din 3

DEPARTMENT OF EDUCATION

Region III

Mass Training of Senior High School Teachers in Science

LESSON PLAN IN LESSON PLAN

I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of the:
1. Effects of Disaster
B. Performance The learners relate the concepts of disaster with daily life.
Standards
C. Learning Analyze disaster from the different perspectives (physical, psychological,
Competencies/ socio-cultural, economic, political and biological).
Objectives 1. Identify disaster from the different perspectives (physical,
psychological, socio-cultural, economic, political and biological).
2. Describe disaster from the different perspectives (physical,
psychological, socio-cultural, economic, political and biological).
3. Appreciate the different perspectives of disaster. (physical,
psychological, socio-cultural, economic, political and biological)
II. CONTENT Basic Concepts of Disaster and Disaster Risk
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide A. References:
pages 1. Protecting Lives, Saving Communities by Emmanuel Luna, pages
4-5
2. Teaching Guide for Senior High School, Disaster Readiness and
Risk Reduction, pages 27-28
2. Learner’s Manual
pages
3. Textbook pages
4. Additional
Materials from
Learning Resource
(LR) Portal
B. Other Learning B. Other Learning Resources:
Resources 1. DLP
2. Laptop
IV. PROCEDURES
A. Reviewing previous  Recall the locations/areas exposed to hazards that may lead to
lesson or presenting disasters.
new lesson  Games. (Picture Analysis)
The teacher will project pictures that are exposed to hazards and the
students will identify the disaster it may cause.
B. Establishing a  Message Relay
purpose of the lesson. Direction:
(MOTIVATION) 1. Form a 6 groups with 5 members each.
2. Each group are tasked to deliver the message starting from the
first member down to the last.
3. The message should be in order for them to consider as the
winner.
PHYSICAL BIOLOGICAL
ECONOMIC SOCIO-CULTURAL
PSYCHOLOGICAL
POLITICAL
DISASTER
A. Discussing new concepts and practicing new skills #1:
Unlocking difficulties: The teacher will discuss the following terms.
Different Perspectives Definition
1. Physical Facilities
2. Psychological Emotions
3. Socio-cultural Society and culture
4. Economic Goods and services
5. Political Governance
6. Biological Living things
C. Presenting
examples/instances of
the new lesson (PRE-
ACTIVITY)
D. Discussing new Group Activity:
concepts and 1. Based on the different perspectives, each group will enumerate the
practicing new skills 1 disaster risk factors.
(ACTIVITY PROPER) Group 1: Physical (news reporting)
Group 2: Psychological (jingle making)
Group 3: Socio-cultural (role playing)
Group 4: Economic (concept mapping)
Group 5: Political (skit)
Group 6: Biological (poster making)

E. Discussing new
concepts and
practicing new skills 1
(DEEPENING)
F. Developing mastery A. Developing Mastery
(POST-ACTIVITY) Group Performance of the above activity

G. Finding practical B. Finding practical application of concepts and skills in daily living.
applications of The students will answer the question:
concepts and skills in 1. How important is knowing the different perspectives of disaster
daily living risk?
(APPLICATION)
H. Making Summarize the topic on different perspectives of disaster risk.
generalization and 1. Identify the different perspectives of disaster risk.
abstractions about the 2. Describe the different perspectives of disaster risk.
lesson
(GENERALIZATION)
I. Evaluating learning Write an essay about how the risk factors concern them personally. Try
(ASSESSMENT) to identify:
RUBRIC:
1. Physical
2. Psychological
3. Socio-cultural
4. Economic
5. Political
Content 5 4 3 2 6. Biolog
Degree of Completely Generally Inaccurate; Major ical
Accuracy accurate; all accurate; numerous inaccuracies; risk
facts, minor errors, detract significant factors
concepts, inaccuracies from result errors that
mechanics do not affect throughout either
are correct over all affect
results or not
Degree of Thorough Substantial Partial or Misunderstan affect
Understanding and complete incomplete ding or them.
J. Additional activities A. Additional activities for the applicationserious or remediation (assignment)
for application or misconceptio
remediation Enumerate elements exposed to hazards and define ns each
V. REMARKS
Degree of Exceptionally Generally Lacks clarity, Unclear;
Clarity
VI. REFLECTION clear, easy
1. No.toof learners
clear, able
whotoearneddifficult
80% ontothe formative
impossible to
assessment:__________
follow follow follow follow
2. No. of learners who require additional activities for remediation: _______
Degree of Independentl
3. Did theWith minimal
remedial With
lesson: ______________ With
Independence y4. No. of learners
assistance
who continuemoderate considerable_____________
to require remediation:
-Students 6. Which of my required assistance
teaching strategies assistance
worked well? Why did these work?
successfully required required
___________________________________________________________________
completes the __________________________________________________
task 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 Teamperature

Checked by: Sir Rod

Noted by: Maam Librada Rubio