Name MARGIE R.

LLENO Day/Time 10:00- 11:00

Subject DRRR Time Allotment 180 MIN.
DATE Nov.19,2018

SESSION 1
I. I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of the…
1. Concept of disaster
2. Concept of disaster risk
3. Nature of disasters
4. Effects of disasters
B. Performance Standard The learners relate the concept of disaster with daily life.
C. Learning Competency/Objectives • define hazards (DRR11/12-Ie-14)
Write the LC code for each. • give examples of the types of hazards (DRR11/12-Ie-15)
• explain the impact of various hazards on different exposed elements.
(DRR11/12-Ie-16)
D. Specific Learning Outcomes • 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.
II. CONTENT
II. III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)portal
B. Other Learning Resource
C. Materials Materials
Activity notebook, manila paper or cartolina, visual aids for
instruction and activities (see procedure)
III. IV. PROCEDURES
A. Elicit Review: Natural Processes
Warm up the learners’ knowledge on natural processes by asking them about processes that
shape and change our environment.
I. Plate tectonics – leading to mountain building, volcanism, ocean formation, etc.
II. Atmospheric processes – formation of clouds, precipitation, wind, etc.
III. Biological accumulation – reef building, colony formation, forestation, etc.
IV. Human activities – urbanization, extracting resources, geoengineering, etc.
V. Point out to the local environment any of the processes that have been mentioned.
B. Engage 1. Introduce the following learning objectives using any of the suggested protocols (Verbatim, Own
Words, Read-aloud)
1. Recall a recent or historical disastrous event. Ask the learners to tell the class what they know
about it.
2. Emphasize how the Philippines is one of the most hazardous countries in the world, having
more
than 20 tropical cyclones in a year, earthquakes everyday, and more than 20 active volcanoes
found all over the country.
3.Introduce the basic definition of Hazard and Disaster. Cold call learners to highlight the
differences between the two terms:Hazard & Disaster
Hazard - A dangerous phenomenon, substance, human activity or condition that may cause
loss of life, injury or other health impacts, property damage, loss of livelihoods and services,
social and economic disruption, or environmental damage.
Disaster - A serious disruption of the functioning of a community or a society involving
widespread human, material, economic, or environmental losses and impacts which exceeds
the ability of the affected community or society to cope using its own resources.
4. Have them define in their own words, English, Filipino, and local dialect (if applicable).
5. Emphasize learning outcome: the definition of hazard.
C. Explore Activity 1: Classifying Phenomena according to Hazards (40 mins.)
Pre-Activity (5 mins.)
1. List down these hazards on the board. Explain anything that some learners might not recall.
A. Ground shaking B. Tornado C. Landslide D. Flood E. Indoor fire F. Lava flow
G. Industrial pollution H. Typhoon I. Forest fire J. Liquefaction K. Storm surge
L. Tsunami M. Extreme rainfall
During Activity (5 mins.)
2. Ask the learners to classify the phenomena in a table. They can classify them in any way they
want
but they have to describe the basis of their classification. Make them write their answers in their
activity notebook.
3. Ask the learners to pair up with their seatmate (if odd numbered class, one group can be three
learners) and tell them that they have to come up with a final classification scheme written on a

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 sheet of paper. They should discuss the differences and similarities, if any, and the basis for their
classification with each other.
Post Activity (30 mins.)
4. Choose a volunteer to share with the class the classification that they made.
5. Allow the learners to compare their answers with the one written on the board. Use this as a
jump off point to the discussion of the types of hazards listed below.
6. Emphasize to the learners that this subject will mostly focus on Geological,
Hydrometeorological, and fire hazards.
D. Explain Additional Definitions:
1.Biological hazard
Comment: Examples of biological hazards include outbreaks of epidemic diseases,
plant or animal contagion, insect or other animal plagues and infestations.
2. Geological hazard
Comment: Geological hazards include internal earth processes, such as earthquakes, volcanic
activity and emissions, and related geophysical processes such as mass movements, landslides,
rockslides, surface collapses, and debris or mudflows. Hydrometeorological factors are important
contributors to some of these processes.Tsunamis are difficult to categorize; although they are
triggered by undersea earthquakes and other geological events, they are essentially an oceanic
process that is manifested as a coastal water-related hazard.
3.Hydrometeorological hazard
Comment: Hydrometeorological hazards include tropical cyclones (also known as typhoons and
hurricanes), thunderstorms,hailstorms, tornados, blizzards, heavy snowfall, avalanches, coastal
storm surges, floods including flash floods, drought, heatwaves and cold spells.
Hydrometeorological conditions also can be a factor in other hazards such as landslides, wildland
fires, locust plagues, epidemics, and in the transport and dispersal of toxic substances and
volcanic eruption material.
4.Technological hazard
Comment: Examples of technological hazards include industrial pollution, nuclear
radiation, toxic wastes, dam failures, transport accidents, factory explosions, fires, and chemical
spills. Technological hazards also may arise directly as a result of the impacts of a natural hazard
event.
E. Elaborate Activity 2: Identifying Impacts of Hazards (125 mins.)
Role Play
1. This activity is meant for the learners to think independently and their quick analysis on the
impacts of certain hazards according to specific locations.
Figure 1. 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
F: Passengers in a jeep along a road with moderate traffic
Pre-activity (5 mins)
1. 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
2. Explain the guidelines (below) for the activity:
A. There should be one reporter, who will explain what the group is representing
B. The rest of the group, actors, will take on roles, whether of living or non-living things. But there
should always be at least one human in every situation. For example, they can be all humans,
or one human and the rest are either animals, plants, or inanimate objects.
C. No member is needed to represent the hazard.
D. The actors must represent what is happening to the living and/or non-living things caught in the
given situation. The assumption is that they are unable to avoid the situation.
E. 5-10 minutes to make a depiction.
F. The grade will be based on the accuracy of the depiction of possible impacts, not on the acting.
G. Each group should submit the list of roles to the teacher. This will be used as a guide for
grading.
3. Assign the learners to one of the letters assigned above.
During the activity (100 mins)
4. Collect the role sheets of each group.
5. Tell each group to present to the class their role play and explanation in 5 minutes. Ask the
scribe to submit to you in a piece of paper the roles that each one will depict.
6. Keep strict time observance.
7. Provide feedback after each, especially pointing out the good aspects, and mentioning aspects
they missed. Use the tables below as a guide on most likely depictions.

RUBRICS FOR THE PERFORMANCE

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 F. Evaluate Post activity (20 mins)
8. Cold call learners on what they learned from the activities. They may also write about it in their
activity notebook.
Guide questions:
a. Are the impacts of each hazard the same?
b. What kinds of hazards affected everyone? What kind of hazards did not?
c. What would you do if you were caught in one of these hazards?
9. Summarize how the impact of certain hazards can differ based on what is exposed to the
hazard and where.
G. Extend Hazards
1. Make the learners think of other specific hazards that would fall under Geological,
hydrometeorological, or man-made/technological hazards.
2. Ask the learners which of the hazards are present or could happen in the local community, and
which ones are less likely to happen and why.
IV. V. REMARKS

IV. VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress
this week. What works? What else needs to be done to help the students learn? Identify what help
your instructional supervisors can provide for you so when you meet them, you can ask them
relevant questions.
A. No. of learners who earned 80%
in the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
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?