GRADE 11 School MARAWI HIGH SCHOOL Grade Level 12

Teacher ADRIENNE F. HERNANDO, RN Learning Area Disaster Readiness and Risk Reduction
DAILY LESSON LOG Teaching Dates and Time June 5 – 9, 2017 Quarter 1st

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES Objectives must be over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities
may be done for developing content knowledge competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children
to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards Concept of Disaster and Concept of Disaster Risk
B. Performance Standards The learners relate the concept of disaster with daily life
C. Learning Explain the meaning of disaster DRRR11/12 – Describe the effects of disasters on one’s
Differentiate the risk factors underlying disasters DRRR11/12 – Ia-b – 2
Competencies/Objectives Ia-b – 1 life DRRR11/12 – Ia-b – 3
Content is what the lesson is all about. It pertains to the subject that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT Basic Concept of Disaster and Disaster Risk
III. LEARNING List the materials to be used in different days. Varied sources of materials sustain student’s interest in the lesson and in learner. Ensure that there is a mix of concrete and manipulative materials as well as paper –
based materials. Hands – on learning promotes concept development.
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages Rimando, Roily E. (2015). DISASTER Disaster Readiness Risk & Reduction by Villamor S. Quebral Ed. D., Disaster Readiness and Risk Reduction
READINESS AND RISK REDUCTION: Lori Mar Publishing Inc, 2016 pages 3 – 5 Rolly Rimando pg. 3-13
Manila: Rex Bookstore, Inc pp 2 - 9 Disaster Readiness And Risk Reduction by.
Villamor S. Quebral pg 5-13
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
These steps should be done across the week. Spread out the activities appropriately so that the students will learn well. Always be guided by the demonstration of learning by the students which you can infer from
IV. PROCEDURES formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about
what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Recall and elicit what the students learned
about disasters on their JHS years Review disaster concepts and
A. Reviewing previous lesson or Describe and differentiate disaster What are the different nature of
regarding earthquakes and typhoons distinguish between the various type of
presenting the new lesson and disaster risk disasters
(Grade8), volcanoes (Grade 9), land mass hazards.
movements (Grade 10)
Short video clip/ pictures showing
different hazards or disasters Video Clip on Natural Types of Video Clip on Human – Made
B. Establishing a purpose for the  Guide Questions: Disaster Disasters Show a video clip about disastrous
lesson o What did you notice in the video? Guide Question: Enumerate the Question: What are the different events in the Philippines and all around
o What are the events shown? natural disasters human-made disasters. the globe.
o What are their similiraties?
 Analyze the human and economic impact
of recent disaster and the effects of these
impact to the economic and social
What is a disaster?
development of a country.
 Elicit to the learners that disaster don’t
Each group chooses one subject disaster
happen on their own, that it takes two
Picture Analysis from the following:
C. Presenting examples/instances of elements to create a disaster, an event
What are the elements – at – risk? 1. 1990 Luzon Earthquake
the new lesson and a vulnerable population.
How does a risk become a disaster? 2. 1991 Pinatubo Eruption
Specifically, it’s the interaction of the
3. 2004 Indian Ocean Earthquake
event and vulnerable population that
and Tsunami
creates a disaster
4. 2011 Japan Earthquake
5. 2013 Yolanda Typhoon and
Storm Surge
The Elements-at Risk in my
Community!
 Ask students to answer the following:
Instructions
o Which of the following events/ occurrences
1. Think about your community.
qualifies as a disaster?
2. Identify and list all the elements-at-risk
1. Collision of 3 vehicles happened along in the area. The goal is to generate as Activity I Hazard Profile
EDSA, 4 people died in the accident
many elements-at-risk. 1. Each Group with at least five
2. a clash between the MILF and the PA 3. Get five different colored metacards (a
happened in 2014, hundreds of residents left member shall discuss one natural
scheme for gathering and consolidating phenomenon. Create a profile using
their homes and stayed at evacuation centers information by writing answers to
for almost 3 months. the guide questions below.
Complete the Venn Diagram using questions posed during workshops)
D. Discussing new concepts and 3. In Malabon, several househoulds in the a. Where did this kind of event
the information below: 4. Write your name at the corner of each
practicing new skills #1 locality were heavily affected by a strong
card. occurs?
typhoon. People organization imediately The Elements of Disaster
5. Then stick the cards on different walls b. What causes the natural
extended support with the affected families. phenomenon?
of the room.
4. due to extreme weather conditions, 95% of 6. When someone puts an entry, a new c. Are there any warning systems
the economic activities in Benguet were
card with the same entry will be refused, or devices available for this kind
suspended indefinitely. and the latter must go back to write
One of the municipalities of Tarlac was under
of events?
another unique entry.
water for one week because of the continuous 7. Put together the elements that are
heavy rains. There was no electricity in the
related.
whole municipality for almost 2 weeks. 8. Enumerate and analyze the elements-
at-risk.
E. Discussing new concepts and Discussed effects of Natural Disaster on
practicing new skills #2 Human Life.
a. Displaced population
b. Health risk
c. Food scarcity
d. Emotional Aftershock
Discussed disaster from Different
Perspectives.
a. Physical Perspective
 b. Psychological Perspective
c. Socio-cultural Perspective
d. Economical Perspective
e. Economical Perspective
f. Political Perspective
g. Environmental Perspective
Follow the following template provided.
Write all your recommendations or GROUP ACTIVITY: With the same
suggestions to minimize potential losses
grouping, Make a short role playing
that may be encountered by informal
settlers. with different scenario pertaining to
Lay down all the issues related to Advantages of Disadvantages of different hazards. Each group should be
F. Developing mastery Identification of situation as either Living in Informal Living in Disaster able to show the different response of
informal settlers living in disaster
(Leads to Formative Assessment 3) disaster or no disaster. risk communities. Give your
Disaster Risk Settlers Risk Area
each group after their chosen hazard.
Areas
standpoint about their situation. 1
2 Each Activity will be graded with the
3 use of rubrics.
4
5
Elicit to the learners what would happen if
one element was removed ( vulnerability)
o Would disasters happen? Do you think people in congested
Assuming that our country can afford it,
What will happen if the community areas are prone to disaster risk?
G. Finding practical applications of o Learners should say “NO” what portion of its annual budget
is low in capacity and is not well What are the necessary steps to
concepts and skills in daily living Provide Japan an example, although they should it spend for disaster-related
prepared? lessen the adverse impacts of a
are frequented by earthquakes, disasters programs? Justify your answer.
disaster risk.
rarely happen to them.
Ask the learners why
Disaster is a serious disruption of the
Without a vulnerable population and an The potential disaster losses in lives,
functioning of a community or a
event/ natural phenomena, a disaster will health status, livelihood, assets, and
society while disaster risk is the
H. Making generalizations and not occur services, which could occur in a
potential disaster losses in lives, What do you consider as the worst
abstractions about the lesson Nations who are prepared to any disaster particular community or a society
health status, livelihood, assets, and impact of disasters? Why?
became less vulnerable and hence less over some specified future time
services which could occur in a
disaster occurs. period
particular community
I. Evaluating learning Define disaster in not more than 50 words What are the elements of disaster How would people, the business Read an article about Super Typhoon
and not less than 20 words risk? Explain the significance of sector, and government institutions Yolanda that struck Samar Leyte in
each element of disaster risk in benefit from measuring the relative 2013. Analyze its impact from different
determining the odds of a disaster level of disaster risk? perspective enumerated below:
happening and its impacts.
a. Physical Perspective
Rubrics: b. Psychological Perspective
(5 points) Exceptional – student c. Socio-economical Perspective
responses far exceed what is expected d. Economical Perspective
(4 points) Excellent – information is
 factually accurate and offers extra e. Political Perspective
supporting facts. f. Environmental Perspective
(3 points) Good – The student somewhat
The assessment will be guided
responds beyond the basic level of the
question to provide supporting details by rubrics.
and or interpretation.
(2 points) Fair – student responses,
although somewhat correct, are lacking
in relevant details and supporting
examples and or interpretation.
(1 point) Not Mastered - student
responses are largely incorrect.
Make a report or compilation of various
J. Additional activities for
recorded geologic hazards and disasters
application or remediation in the Philippines ten years ago.
V. REMARKS
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
VI. REFLECTION supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% on
the formative assessment
B. No. of learners who require additional
activities for remediation
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 the other teachers?

NOTED:

HILARIO B. VALDEZ
SSP – l