DAILY School General Vito Belarmino National High School Grade Level Grade 12

LESSON PLAN Teacher RIZALITO B. JAVIER Learning Area Disaster Readiness and Risk Reduction
Teaching Dates and Time June 5 – 9, 2017 Quarter 1ST Quarter 1st Sem

Budget of Work/Date June 5, 2017 June 6-7, 2017 June 8, 2017

Learning Area/Topic:
LEARNING COMPETENCIES:
LESSON OBJECTIVES:
References:
Instructional Material Used:
Recall:
Priming/Activity Proper:
Analysis/Content:
Abstraction/Generalization:
Application:
Assessment/Agreement
/Output:
CLASSROOM ORIENTATION
K-to recall existing classroom
policies and guidelines
S-to apply classroom policies
and guidelines.
A-to imbibe the culture of
camaraderie and obedience to
the classroom policies and
guidelines.
Department of Education (2008). Disaster Risk Reduction Resource Manual (Safer Schools Resource Manual)
Disaster Readiness and Risk Reduction. K to 12 Basic Education Curriculum Senior High School – core subject
Laptap with PowerPoint presentations on Disaster Readiness and Risk Reduction, Chalk Board and handouts
BASIC CONCEPT OF DISASTER AND DISASTER RISK
1. Explain the meaning of disaster (DRR11/12-Ia-b-1) 4. Explain how and when an event becomes a disaster.
2. Differentiate the risk factors underlying disasters. (DRR11/12-Ia-b-4)
(DRR11/12-Ia-b-2
3. Describe the effects of disasters on one’s life.
(DRR11/12-Ia-b-3)
The learners will be able to: The learners will be able to:
(K) define disaster and hazard (K) describe the events of disaster
(S) illustrate risk factors underlying disasters (S) assess various types of hazard with a specific area
(A) reflect on the effects of disasters on one’s life for one’s preparedness
(A)
Recall a recent or historical disastrous event. Ask the Review of the past lesson.
learners to tell the class what they know about it
The learners will be grouped into 5. They will portray Group the learners into 5 and instruct them draw an
common hazard and disaster usually happened in their examples of risk/hazard, disaster, prevention,
community such as vehicular accident, earthquake, mitigation and preparedness in 5 bond papers. Then,
mountain land slide, etc by using only using their the group will present or explain their work.
hand, feet and body. Their role play resembles like
what Gama Penumbra performers doing.
1. Difference disaster from hazard Events of disasters
2. Risk factors underlying disasters Areas/locations exposed to hazards
3. Effects of disasters on one’s life
At the end of the lesson, the learners will be able to: explain what a hazard is; define the two main categories
(Natural and Man-made) of hazards; and identify the impact of hazards common in their environment.
The learners relate the concept of disaster with daily life.
Rubrics for the role play on disaster, hazards (10 Rubrics on disaster components. (10 points)
points) 10-item quiz on the common disasters and hazards in
the community.

Prepared by: Checked by:

RIZALITO B. JAVIER FLORDELIZA A. DELA ROSA, LPT, MAEd

Master Teacher 1 Principal II
 DAILY School General Vito Belarmino National High School Grade Level Grade 12
LESSON PLAN Teacher RIZALITO B. JAVIER Learning Area Disaster Readiness and Risk Reduction
Teaching Dates and Time June 13-16, 2017 Quarter 1ST Quarter 1st Sem

Budget of Work/Date June 13-14, 2017 June 15-16, 2017

Learning Area/Topic: BASIC CONCEPT OF DISASTER AND DISASTER RISK
LEARNING COMPETENCIES: Identify areas/locations exposed to hazards that may lead to disasters. Analyze disaster from the different perspectives.
(DRR11/12-Ia-b-5) (DRR11/12-Ia-b-6)

LESSON OBJECTIVES: The learners will: The learners will:

(K) Identify safe and dangerous areas in local areas in terms of disasters. (K) Identify the six types of disaster common in the
(S) Describe these potential disasters in their local areas. Philippines.
(A) Establish immediate response if potential local disaster happens. (S) Show understanding through role playing of the six types
of disaster.
(A) Establish camaraderie and unity needed for disaster
reduction management.
References: Department of Education (2008). Disaster Risk Reduction Resource Manual (Safer Schools Resource Manual)
Disaster Readiness and Risk Reduction. K to 12 Basic Education Curriculum Senior High School – core subject
Instructional Material Used: Laptap with PowerPoint presentations on Disaster Readiness and Risk Reduction, Chalk Board and handouts
Recall: Review of the past lesson. Review of the past lesson
Priming/Activity Proper: Ask the learners to list 10 hazards in the classroom. Their answers should be 1. The learners will be grouped into 6, then from group 1,
specific to certain locations in the classroom (e.g. the shelf at the corner near the they will be assigned to physical disaster, until group 6 for
door can fall on someone). biological disaster showing common Philippine scenario for
(5 minutes) 5-10 minutes. Planning and practice for 20 minutes will be
allotted to each group.
Group Discussion (10 minutes)
1. Group the learners into teams of five to discuss their list of hazards. 2. The learners will be grouped into 5 and will be given 20
2. One will act as group Facilitator to guide the discussion. minutes to prepare. They will show Disaster Risk Reduction
3. Two will report the group output to the class (the Reporters). Program, Projects, Activities and Proposal to address
4. Two will take note of the discussions in the group and the reporting (the common disaster in their localities. The 5 group will be
Scribes). named according to the level of school, barangay, municipal,
5. The groups should come up with a consensus of the hazards, and how it could provincial, and national. (20 points)
lead to a disaster (the impact), that everyone has identified.

During the Activity (40 mins)

1. Each group should have: I. A sheet of manila paper or cartolina II. Coloring
materials
2. Learners are to create a “Classroom Hazard Map” based on their discussion.
The maps should be easy to follow and understand and still roughly to scale.
3. Potential hazards should be colored in red and labeled properly. Possible
impacts of these hazards should be noted by the scribe and reporters.
4. Safe areas and paths should be colored blue.

Post-activity (55 mins)

1. Each group will post their map in a designated area in the classroom using
masking tape. Reporters must be by their map at all times.
 2. The rest of the group will go around and listen to the reports of the other
groups. They are encouraged to ask questions and make constructive reviews of
their classmates’ works.
3. The scribe of each group should take note of potential hazards they might
have missed.
4. When everyone is done, debrief the activity.
Analysis/Content: Hazard location that may lead to disaster in school, home and work place. Different perspective of disaster such as
physical, psychological, socio-cultural, economic, political,
and biological
Abstraction/Generalization: 1. What will you do should an earthquake happen? Different perspective and types of disaster in the Philippine
2. What can be done to prevent a disaster in the classroom? context
How these disasters affects humans and our environment in
the Philippines?
Application: 1. The learners relate the concept of disaster with daily life.
2. The Classroom Hazard maps may be used by the class for the whole The learners relate the types of disaster in with their daily
year. life.
3. Learners can recreate their work using digital media, if possible.
You can introduce a long-term project where in the learners will
identify hazards and create a hazard map of their home, their
classroom, the school, or a place that they frequent. As the course
continues, the learner may improve their map, and develop disaster
mitigation plans.
Assessment/Agreement Rubric for hazard location map. Rubrics for role play on 6 types of disaster in the Philippine
/Output: setting.

Prepared by: Checked by:

RIZALITO B. JAVIER FLORDELIZA A. DELA ROSA, LPT, MAEd

Master Teacher 1 Principal II
 DAILY School General Vito Belarmino National High School Grade Level Grade 12
LESSON PLAN Teacher RIZALITO B. JAVIER Learning Area Disaster Readiness and Risk Reduction
Teaching Dates and Time June 19-23, 2017 Quarter 1ST Quarter 1st Sem

Budget of Work/Date June 19-20, 2017 June 21-23, 2017

Learning Area/Topic: EXPOSURE AND VULNERABILITY
LEARNING COMPETENCIES: Enumerate elements exposed to hazards DRR11/12-Ic-7 Explain why certain sectors of society are more vulnerable to disaster
than others DRR11/12-Ic-9
Explain the meaning of vulnerability DRR11/12-Ic-8 Analyze why certain structures are more vulnerable to specific hazards than others
DRR11/12-Ic-10
LESSON OBJECTIVES: The learners will enable to: The learners will be able to:
(K) Explain vulnerability. (K) Explain certain sectors of society that are more vulnerable to disaster
(S) Enumerate elements exposed to hazard. Than others.
(A) Establish unity among groupmates. (S) Analyze why certain structures are more vulnerable to specific hazards than others.
(A) Develop sense of social responsibility.
References: Department of Education (2008). Disaster Risk Reduction Resource Manual (Safer Schools Resource Manual)
Disaster Readiness and Risk Reduction. K to 12 Basic Education Curriculum Senior High School – core subject
Instructional Material Used: Laptap with PowerPoint presentations on Disaster Readiness and Risk Reduction, Chalk Board and handouts
Recall: Review of the past lesson. Review of the past lesson.
Priming/Activity Proper: The group according to school, barangay, municipal, 1. The learners will be grouped into 5 and will conduct hazard hunting to the
provincial and national level will create miniature of assigned layer of the school for 20 minutes only. Then, the group leader will
hazard map using recyclable materials within the school present the hazard assessment for 5 minutes.
while incorporating the types of vulnerability exposed to 2. Based on the hazard detected, the group will draw a school hazard map and will
specific area/location. propose school disaster plan.

Map of locations and suggested scenarios. A: Family in concrete house near the highway
far from river and mountain, B: Mountain climbers going up the slope, C: Exchange
learners in a local family home in the barrio near the river, D: Friends in a beach resort
E: Fishermen out on the sea, and F: Passengers in a jeep along a road with moderate
traffic

Divide the class into 6 groups. Explain to the class that this activity is meant to let them
imagine the impacts of certain phenomena (the hazards) on specific settings. Then,
assign each group a certain setting (based on the letters above) in the same locality that
they must commit to for each hazard.

Analysis/Content:
Abstraction/Generalization:
Tell each group to present to the class their role play and explanation in 5 minutes. Ask
the scribe to submit to in a piece of paper the roles that each one will depict.
a. Definition of Vulnerability 1. Certain sectors of society are more vulnerable to disaster
b. Type of Vulnerability exposed to hazards and than others
their examples: Physical; Social; Economic and 2. Certain structures are more vulnerable to specific hazards
Environmental than others
 What is vulnerability?  Who are the specific sectors of the society are more vulnerable to disaster than
 Give 4 types of vulnerability and their examples others?
  What are the certain structures are more vulnerable of the society are more
vulnerable to disaster than others?
 How do DRRM authorities address problems facing these vulnerable sectors and
structures?
Application: The learners create specific location level miniature. The learners conduct hazard hunts of exposed elements and propose corresponding
corrective actions for one’s preparedness.
Assessment/Agreement Rubrics for hazard map (miniature) and school disaster Rubric for Map of locations and suggested scenarios.
/Output: plan.

Prepared by: Checked by:

RIZALITO B. JAVIER FLORDELIZA A. DELA ROSA, LPT, MAEd

Master Teacher 1 Principal II
 DAILY
LESSON PLAN
Budget of Work/Date
Learning Area/Topic:
LEARNING COMPETENCIES:
LESSON OBJECTIVES:
References:
Instructional Material Used:
Recall:
Priming/Activity Proper:
Analysis/Content:
Abstraction/Generalization:
Application:
Assessment/Agreement
/Output:
Prepared by:
RIZALITO B. JAVIER
School General Vito Belarmino National High School Grade Level Grade 12
Teacher RIZALITO B. JAVIER Learning Area Disaster Readiness and Risk Reduction
Teaching Dates and Time June 27-30 and July 3-7, 2017 Quarter 1ST Quarter 1st Sem
June 27-30, 2017 July 3-7, 2017
Preparation of Plan of Activity and visual aids of per
group presentation on their assigned topic per week. Earthquake Hazards
The learners will be able to: The learners…
1. Understand concept given to them; 1. Identify various potential earthquake hazards. DRR11/12-If-g-17
2. Devise visual aids, activities with rubrics 2. Recognize the natural signs of an impending tsunami. DRR11/12-If-g-18
and helpful instructional materials to 3. Analyze the effects of the different earthquake hazards. DRR11/12-If-g-19
facilitate lesson of the assigned group per 4. Interpret different earthquake hazard maps. DRR11/12-If-g-20
topic; and 5. Apply precautionary and safety measures before, during, and after an earthquake.
3. Create peer collaboration climate while DRR11/12-If-g-21
working out their assigned topic for
presentation. The learners will:
1. Demonstrate understanding on the various potential earthquake hazards, natural signs
of an impending tsunami, and different earthquake hazards.
2. Interpret different earthquake hazard maps and apply precautionary and safety
measures pre-intra-post of an earthquake.
3. Establish the spirit of obedience to DRRM authorities and develop sense of awareness-
preparedness attitude towards unexpected and expected disasters.
Department of Education (2008). Disaster Risk Reduction Resource Manual (Safer Schools Resource Manual)
Disaster Readiness and Risk Reduction. K to 12 Basic Education Curriculum Senior High School – core subject
Laptap with PowerPoint presentations and audiovisual/film showing on Disaster Readiness and Risk Reduction, Chalk Board and handouts
Review of the past lesson. Review of the past lesson.
Substitute teacher/s will monitor the progress of Day 1 & 2: Film showing of San Andreas full movie
activity plan and visual aids making. Day 3: From San Andreas Movie the student will identify and write down the risks, hazards,
vulnerabilities, preparations, preparedness, and mitigations, disasters and capabilities.
Day 4: Individual work: the learner will illustrate/draw a family emergency preparedness plan
to guide them on what to do before, during, and after an earthquake.
The substitute teacher will check the congruency Potential earthquake hazards: Ground shaking; Ground rupture; Liquefaction; Earthquake -
and relevance of lesson prepared by the assigned induced ground subsidence; Tsunami; Earthquake - induced landslide
group for future presentation of their assigned topic.
Family Emergency Preparedness Plan Format
The substitute teacher will check if the activity plan Earthquake hazards and preparedness
and visual aids made by the learners is parallel to the
ELS-CG The learners develop a family emergency preparedness plan to guide them on what to do
before, during, and after an earthquake.
Final output or activity plan will be checked on July Enumeration of DRRR in the San Andreas Movie
3, 2017. Family Emergency Preparedness Plan
Note: The subject teacher presented his completed
study in the International Research Conference from
July 27-30, 2017 at Siem Reap, Cambodia.
Checked by:
FLORDELIZA A. DELA ROSA, LPT, MAEd
 Master Teacher 1 Principal II
DAILY School General Vito Belarmino National High School Grade Level Grade 12
LESSON PLAN Teacher RIZALITO B. JAVIER Learning Area Disaster Readiness and Risk Reduction
Teaching Dates and Time July 10-14, 2017 Quarter 1ST Quarter 1st Sem

Budget of Work/Date July 10-14, 2017

Learning Area/Topic: VOLCANO HAZARDS
LEARNING COMPETENCIES: 1. Explain various volcano-related hazards. DRR11/12-IH-I-22
2. Differentiate among different volcano hazards. DRR11/12-IH-I-23
3. Recognize signs of an impending volcanic eruption. DRR11/12-IH-I-24
4. Interpret different volcano hazard maps. DRR11/12-IH-I-25
5. Apply appropriate measures/interventions before, during, and after a volcanic eruption. DRR11/12-IH-I-26
LESSON OBJECTIVES: The learners :
(K) explain and differentiate various volcano-related hazards and signs of impending volcano eruption;
(S) demonstrate different volcano hazard maps;
(A) develop cooperation through group collaborative activities.
References: Department of Education (2008). Disaster Risk Reduction Resource Manual (Safer Schools Resource Manual)
Disaster Readiness and Risk Reduction. K to 12 Basic Education Curriculum Senior High School – core subject
Instructional Material Used: Laptap with PowerPoint presentations and audiovisual/film showing on Disaster Readiness and Risk Reduction, Chalk Board and handouts
Recall: Review of the past lesson on earthquake hazards.
Priming/Activity Proper: Day 1: video clips on volcano eruption of local (Pinatubo, Mayona and Taal )and international volcanoes.
Role play on:
Day 2: Preparedness and Mitigation (What to do before)
Day 3: Response (What to do during)
Day 4: Rehabilitation (What to do after)

Option: Model-making of Volcano, showing the magmatism, plutonism , metamorphism, hazards and eruption in
Analysis/Content: Volcanic Hazards
1. Various volcano-related hazards
2. Signs of an impending volcanic eruption
3. Interpretation of different volcano hazard maps
4. Appropriate measures/interventions pre-intra-post of a volcanic eruption
Abstraction/Generalization: Volcanic hazards:
1. Preparedness and Mitigation (What to do before)
2. Response (What to do during)
3. Rehabilitation (What to do after)
Application: Disaster preparedness, mitigation, response and rehabilitation in times of calamities and disasters come.
Assessment/Agreement Rubrics for activities
/Output: 10-item quiz per day
Research updates on volcano activities in the Philippines and in other countries with active and not active type of volcanoes.

Prepared by: Checked by:

RIZALITO B. JAVIER FLORDELIZA A. DELA ROSA, LPT, MAEd

Master Teacher 1 Principal II