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 Hazard vs Risk
Retrieved from Retrieved from
https://www.youtube.com/watch https://www.youtube.com/watch
Concept of Vulnerability Disasters and the Disabled
?v=0b9gNy3whoI ?v=0b9gNy3whoI
B. Other learning Retrieved from Retrieved from
Resources http://teachtogether.chedk12.co https://www.youtube.com/watch
Understanding Disaster Risk Understanding Disaster Risk
m/teaching_guides/view/310 ?v=DLBa4gobjVY
Retrieved from Retrieved from
https://www.youtube.com/watch https://www.youtube.com/watch
?v=O-SWl3J1aQc ?v=O-SWl3J1aQc
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 lesson Review of the previous lesson: Review of the previous lesson
What are the examples of The teacher calls on random Unwrap the Cabbage The teacher calls on random
A. Reviewing previous
areas/locations exposed to learners to discuss the main The teacher passes on learners to discuss the main
lesson or presenting
hazards that may lead to point of the previous crumpled papers with point of the previous
the new lesson
disasters? discussion and what they question on it. The person discussion and what they
have learned from it. who was caught holding the have learned from it.
cabbage when the music
stops answers the question.
(2 mins.) (2 mins.) (2 mins.) (2 mins.)
B. Establishing a purpose Learning Objectives Learning Objectives Learning Objectives Learning Objectives
for the lesson The teacher communicates the The teacher communicates the The teacher communicates the The teacher communicates the
learning objectives. learning objectives. learning objectives. learning objectives.
(3 mins.) (3 mins.) (10 mins.) (5 mins.)
Video Presentation Video Presentation Demonstration Video Presentation
Hazard vs Risk Hazard vs Risk Difference between the risk Disasters and the Disabled
factors hazard, exposure, 1. What physical
vulnerability and capacity challenges did the
C. Presenting *Instructions on the last page residents of Tahanan
examples/instances of Walang Hagdan (TWH)
the new lesson face during Typhoon
Ondoy?
2. Why are people with
disabilities vulnerable to
discrimination during
disasters?
(40 mins.) (40 mins.) (20 mins.) (40 mins.)
Group Report Group Report Interactive Discussion Simulation Game: “Not Able To”
Each group should come up Each group should come up Four Types of Vulnerability 1. The teacher tells the
D. Discussing new with a summary of each with a summary of each 1. Physical class that they will play
concepts and category addressing the category addressing the 2. Social a simulation game
practicing new skills #1 following key points: following key points: 3. Economic called “Not Able To” to
a. Definition for the a. Definition for the 4. Environmental help them gain
category category empathy for persons
with disabilities.
 b. Examples that of b. Examples that of 2. The following list of
factors that directly factors that directly common disabilities will
affect them and affect them and be shown: blindness,
possible effects possible effects deafness, mute,
c. Examples of factors c. Examples of factors stuttering, dyslexia,
that might not that might not dysgraphia, speech
necessarily affect them necessarily affect them impediments, cataract,
d. Ways to address the d. Ways to address the ADHD (attention
factors to be ready for factors to be ready for deficient hyperactivity
disasters disasters disorder).
Disaster Risk Factors Disaster Risk Factors 3. The teacher asks the
I. Physical I. Physical learners to explain each
II. Psychological II. Psychological disability is and what
III. Socio-cultural III. Socio-cultural the disabled person is
IV. Economic IV. Economic unable to do. Correct
V. Political V. Political any misconceptions
VI. Biological VI. Biological about disability learners
may have. If learners
are unfamiliar with
disability, teacher
explains the disability
and what the disabled
person is unable to do.
4. Each learner chooses
by lottery, a disability
and performs a specific
task from the following
table:
*Table at the last page
5. After 30 minutes, ask
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