DISASTER READINESS

AND
RISK REDUCTION

WALKTHROUGH OF THE
CURRICULUM GUIDE
 Objectives:
At the end of the session, the participants will be
able to:
gain a concrete understanding of the content
and performance standards of disaster
preparedness and risk reduction;
 distinguish significant content in the
curriculum guide; and
 discuss effective strategies and assessment
tools in planning for instruction.
DISASTER READINESS AND RISK REDUCTION
SCIENTIFIC AND TECHNOLOGICAL LITERACY
 WHY
DRR?
An
Overview
4
Almost 24 million learners served in
SY 2014/15
Kindergarten 2,210,571
Public 1,812,960
Private 397,611

Elementary 14,481,626
Public 13,301,248
Private 1,180,378

Secondary 7,281,362
Public 5,928,042
Private 1,353,320
5
We comprise the biggest department
of the government.
653,532

221

46,625
Schools
Hazards experienced by our schools

Source: DepEd, EBEIS

SY 2009/10 to SY 2013/14
7
The Comprehensive DRRM in Basic Education
Framework

Thematic Areas

• Adopted disaster • Established DRRM • Integration of RECOVERY &

resilient designs office with
• Continued DRRM/CCA in the
new K to 12
REHABILITATION
for classroom coordinators in 17
implementation of
construction regions and 220 curriculum
• Strengthened 3-pronged school-
division
based offices
National
construction • Greening
monitoring process
National budget
Program Uploading of RESPONSE
support
•Tree for DRRM reference
by engaging school materials in the
improving the
planting/Reforestati
heads learning portal
organizational
on
••88%
Designed
of schools beginning 2015 (46 PREPAREDNESS
•preparedness
Vegetable gardenand in
were alreadylearning
temporary
• Policy
response
on student-led •titles)
Policy on Family
spaces as schools
mapped for school Earthquake
alternative to tents •Solid watching
Waste and PREVENTION &
geospatial analysis hazard mapping Preparedness
Management MITIGATION
Homework

8
DepEd DISASTER READINESS AND RISK
REDUCTION
ISSUANCES
DepEd Order 27 s. 2015 Promoting Family Earthquake
Preparedness
DepEd Order 23, s. 2015 – Student-led School Watching and
Hazard Mapping
DepEd Order 21, s. 2015 – Disaster Risk Reduction and
Management Coordination and Information Management
Protocol
DepEd Order No. 82, s. 2010- Reiteration of Related
Implementing Guidelines On Climate Change Adaptation and
Disaster Risk Reduction (CCADRR) In School Levels
DepEd Order 55 s. 2007- Prioritizing the Mainstreaming of
Disaster Risk Reduction in the School System
 DISASTER READINESS AND
RISK REDUCTION
in the K to 12 Curriculum

• Focuses on the application of scientific

knowledge and the solution of practical
problems in a physical environment.

• Designed to bridge the gap between

theoretical science and daily living
LET’S DO THIS
 CROSSROAD

1. No drill was announced but you

heard the alarm going off and a call
for evacuation afterwards. Most of
your students get up and proceed with
evacuation but some continue on with
their work. Will you convince them to
evacuate? YES or NO
 CROSSROAD
2. You are in the top-most floor of
your building and a fire started in
your classroom but the alarm didn’t
sound despite the presence of
smoke. Some important student
outputs are left inside the room and
you know how to use a fire
extinguisher. Will you go back to
your classroom? YES or NO
 CROSSROAD
3. You are in the middle of a class period
when a suspension due to a tropical storm
was announced. Some of your students
were already fetched by their parents, but
most of them were left and are asking you
if they can leave the premises by
themselves since nobody will come to pick
them up. Will you allow them to go home
by themselves? YES or NO
 CROSSROAD

4. You are a teacher from a school in a

largely populated area where some of
your students are residing. A huge fire
broke out days ago and you observe
that some of your students are
distracted. Will you initiate a
conversation with your students? YES
or NO
 CROSSROAD
5. Half of the roof of the classroom
where you are teaching was damaged
due to the strong winds of the last
typhoon. Days after, the classroom has
been cleaned, checked for safety and
can already be used despite the
detached roof. Will you continue using
the classroom? YES or NO
 The Disaster
Readiness and Risk
Reduction
Curriculum Guide
 K to 12 BASIC EDUCATION CURRICULUM SENIOR HIGH SCHOOL – CORE SUBJECT
Grade: 11/12 No. of Hours/Semester: 80 hours/semester
Subject Title: Disaster Readiness and Risk Reduction Prerequisite (if needed): Grades 3-10 Science
Subject Description: This course focuses on the application of scientific knowledge and the solution of practical problems in a physical
environment. It is designed to bridge the gap between theoretical science and daily living

CONTENT CONTENT PERFORMANCE STANDARD

STANDARD LEARNING COMPETENCIES CODE

Basic concept of The learners The learners relate the The learners…
disaster and demonstrate concept of disaster with
disaster risk understanding of daily life. 1. Explain the meaning of disaster; DRR11/12-Ia-b-1
the … 2. Differentiate the risk factors underlying DRR11/12-Ia-b-2
disasters;
1. Concept of 3. Describe the effects of disasters on one’s life; DRR11/12-Ia-b-3
disaster 2. Concept 4. Explain how and when an event becomes a
of disaster risk 3. disaster; DRR11/12-Ia-b-4
Nature of disasters 5. Identify areas/locations exposed to hazards
4. Effects of disasters that may lead to disasters; and DRR11/12-Ia-b-5
6. Analyze disaster from the different
perspectives (physical, psychological, socio- DRR11/12-Ia-b-6
cultural, economic, political, and biological).
 CONTENT CONTENT PERFORMANCE STANDARD
STANDARD LEARNING COMPETENCIES CODE

Exposure and The learners The learners conduct The learners…

Vulnerability demonstrate hazard hunts of exposed
understanding of… elements and propose 1. Enumerate elements exposed to hazards; DRR11/12-Ic-7
corresponding corrective 2. Explain the meaning of vulnerability;
Various elements actions for one’s 3. Explain why certain sectors of society are DRR11/12-Ic-8
that may be exposed preparedness more vulnerable to disaster than others; DRR11/12-Ic-9
to hazards: 4. Analyze why certain structures are more
1. Physical vulnerable to specific hazards than others;
2. Social DRR11/12-Ic-10
3. Economic
4. Environment al
Vulnerability of each
exposed element.
 CONTENT CONTENT PERFORMANCE STANDARD
STANDARD LEARNING COMPETENCIES CODE

Exposure and The learners The learners conduct

Vulnerability demonstrate hazard hunts of exposed
understanding of… elements and propose 5. Determine the elements that are exposed to a DRR11/12-Id-11
corresponding corrective particular hazard;
Various elements actions for one’s 6. Recognize vulnerabilities of different elements DRR11/12-Id-12
that may be exposed preparedness exposed to specific hazards; and
to hazards: 7. Differentiate among hazards, exposure, and
1. Physical vulnerabilities and give examples from actual DRR11/12-Id-13
2. Social situations.
3. Economic
4. Environment al
Vulnerability of each
exposed element.
 CONTENT CONTENT PERFORMANCE STANDARD
STANDARD LEARNING COMPETENCIES CODE

Basic concept of The learners The learners relate various The learners…
hazard demonstrate types of hazard with a
understanding of specific area for one’s 1. Define hazards; DRR11/12-Ie-14
the … preparedness. 2. Give examples of the types of hazards; and DRR11/12-Ie-15
3. Explain the impact of various hazards on
1. Concept of different exposed elements. DRR11/12-Ie-16
hazard
2. Types of
hazards
3. The impact of
various
hazards
 CONTENT CONTENT STANDARD PERFORMANCE
STANDARD LEARNING COMPETENCIES CODE

Earthquake The learners demonstrate The learners develop a The learners…

Hazards understanding of… family emergency
Potential earthquake preparedness plan to 1. Identify various potential earthquake DRR11/12-If-g-17
hazards: guide them on what to hazards;
1. Ground shaking do before, during, and 2. Recognize the natural signs of an DRR11/12-If-g-18
2. Ground rupture after an earthquake. impending tsunami;
3. Liquefaction 3. Analyze the effects of the different DRR11/12-If-g-19
4. Earthquake - induced earthquake hazards;
ground subsidence
5. Tsunami
6. Earthquake - induced
landslide

4. Interpret different earthquake hazard maps; DRR11/12-If-g-20

and
5. Apply precautionary and safety measures DRR11/12-If-g-21
before, during, and after an earthquake.
 CONTENT CONTENT STANDARD PERFORMANCE
STANDARD LEARNING COMPETENCIES CODE

Volcano Hazards The learners demonstrate The learners develop a The learners…
understanding of… family emergency
preparedness plan to 1. Explain various volcano-related hazards; DRR11/12-Ih-i-22
Signs of impending guide them on what to 2. Differentiate among different volcano
volcanic eruptions do before, during, and hazards; DRR11/12-Ih-i-23
Potential volcano-related after a volcanic eruption 3. Recognize signs of an impending volcanic
hazards: eruption; DRR11/12-Ih-i-24
1. Lahar
2. Ash fall
3. Pyroclastic flow
4. Ballistic projectile
5. Volcanic gasses

4. Interpret different volcano hazard maps; and DRR11/12-Ih-i-25

5. Apply appropriate measures/interventions
before, during, and after a volcanic eruption DRR11/12-Ih-i-26
 CONTENT CONTENT STANDARD PERFORMANCE
STANDARD LEARNING COMPETENCIES CODE

Other related The learners demonstrate The learners develop a The learners…
geological understanding of … family emergency
hazards Related geological preparedness plan to 1. Discuss the different geological hazards; DRR11/12-IIa-b-27
hazards guide them on what to 2. Analyze the causes of geological hazards;
1. Rainfall - induced do before, during, and 3. Recognize signs of impending geological DRR11/12-IIa-b-28
landslide after the occurrence of hazards;
2. Sinkhole events that cause DRR11/12-IIa-b-29
geological hazards.

4. Interpret geological maps; and DRR11/12-IIa-b-30

5. Apply mitigation strategies to prevent loss of DRR11/12-IIa-b-31
lives and properties
 CONTENT CONTENT STANDARD PERFORMANCE
STANDARD LEARNING COMPETENCIES CODE

Hydrometeor- The learners demonstrate The learners develop a The learners…

ological hazards understanding of… family emergency 1. Distinguish and differentiate among and DRR11/12-IIc-d-32
Potential preparedness plan to between different hydrometeorological
hydrometeorological guide them on what to hazards;
hazards: do before, during, and 2. Recognize signs of impending DRR11/12-IIc-d-33
1. Typhoon after the occurrence of hydrometeorological hazards;
2. Thunderstorm events that cause
3. Flashflood hydrometeorological
4. Flood hazards.
5. Stormsurge
6. El niño
7. La niña

The learners develop 3. Apply appropriate measures/interventions DRR11/12-IIc-d-34

proficiency in executing before, during, and after hydrometeorological
emergency response hazards;
plans through safety 4. Interpret different hydrometeorological
drills. hazard maps; and DRR11/12-IIc-d-35
5. Use available tools for monitoring
hydrometeorological hazards.
DRR11/12-IIc-d-36
 CONTENT CONTENT STANDARD PERFORMANCE
STANDARD LEARNING COMPETENCIES CODE

Fire hazard The learners demonstrate The learners develop a The learners…
understanding of… family emergency
preparedness plan to 1. Recognize elements of the fire triangle in DRR11/12-IIe-f-37
Fire hazards and related guide them on what to different situations;
concepts: do before, during, and 2. Analyze the different causes of fires; DRR11/12-IIe-f-38
1. Fire triangle after a fire incident. 3. Observe precautionary measures and DRR11/12-IIe-f-39
2. Causes of fires proper procedures in addressing a fire
3. Phases of a fire incident;
emergency

4. Apply basic response procedures during a fire DRR11/12-IIe-f-40

incident; and
5. Follow fire emergency and evacuation plans; DRR11/12-IIe-f-41
 CONTENT CONTENT STANDARD PERFORMANCE
STANDARD LEARNING COMPETENCIES CODE

Concept of The learners The learners are able to The learners…

Disaster Risk demonstrate develop a community
Reduction (DRR) understanding of… emergency 1. Discuss the key concepts, principles, and DRR11/12-IIg-h-42
and Disaster Risk Disaster risk reduction: preparedness plan and elements of DRR;
Reduction and 1. Concept of DRR community disaster 2. Recognize the importance of DRR on DRR11/12-IIg-h-43
Management 2. Importance of DRR preparedness plan to one’s life;
(DRRM) 3. Key principles minimize vulnerability
and disaster risk in the
community and avoid or
limit adverse impacts of
hazards
Community-based The learners practice 3. Discuss different community-based DRR11/12-IIg-h-44
disaster risk reduction and develop proficiency practices for managing disaster risk to specific
and management for in executing emergency hazards;
preparedness response 4. Develop a community preparedness plan; DRR11/12-IIg-h-45
1. Emergency plan protocols/procedures and
2. Monitoring and E through safety drills. 5. Prepare survival kits and materials for one’s DRR11/12-IIg-h-46
valuation family and for public information and
3. Early Warning advocacy.
Systems
4. Survival kits and
materials
 CONTENT CONTENT STANDARD PERFORMANCE
STANDARD LEARNING COMPETENCIES CODE

What to expect The learners The learners are able to The learners…
between the demonstrate develop a community
State and the understanding of… disaster preparedness 1. Explain DRR-related laws and policies; DRR11/12-IIi-j-47
citizens 1. Policies of DRRM plan to minimize 2. Avail of existing DRR-related services
-The Philippine vulnerability and disaster programs and projects; and DRR11/12-IIi-j-48
DRRM Law RA risk in the community 3. Abide by public policies on DRRM.
10121 and its and avoid or limit
Implementing adverse impacts of DRR11/12-IIi-j-49
Rules and hazards.
Regulations
2. Information and
resources from the
Government
(Projects and
Programs)
 Suggested
Activities/
Strategies in
Teaching DRR
1. SIMULATIONS
2. IMMERSIONS
3. MINI-LECTURES
4. DISCUSSIONS
5. EXCURSIONS
6. BRAINSTORMING
7. PRESENTATIONS
8. CASE STUDY
9. ROLE PLAY
10. VIDEOS
 CASE STUDY
Content: Earthquake Hazards

PS: The learners develop a family emergency

preparedness plan to guide them on what to do
before, during and after an earthquake

LC: (4) Interpret different earthquake hazard

maps
(5) Apply precautionary and safety
measures before, during and after an
earthquake.
Case study:
Mang Juan
The property of Mang Juan
is located at Irosin,
Sorsogon, just beside the
Irosin Quadrangle. He plans
to put up a five-storey
building for his business.
Analyze the hazard map and
help Mang Juan decide
intelligently.

32
33
34
Where should Mang Juan
build the building?

What should you advise to

Mang Juan?

35
STRATEGIC INTERVENTION MATERIAL

36
SIMULATION
 SIMULATION
Worksheet
SIMULATION
SIMULATION
SIMULATION
SIMULATION
SIMULATION
 THE SOCRATIC METHOD
Socratic inquiry is emphatically not “teaching” in the
conventional sense of the word. The leader of Socratic
inquiry is not the purveyor of knowledge, filling the
empty minds of largely passive students with facts and
truths acquired through years of study.

The teacher is not “the sage on the stage” but the

“guide on the side.”

In the Socratic method, there are no lectures and no

need of rote memorization.
 THE SOCRATIC METHOD
• The classroom experience is a shared dialogue
between teacher and students in which both
are responsible for pushing the dialogue
forward through questioning.
• The “teacher,” or leader of the dialogue, asks
probing questions in an effort to expose the
values and beliefs which frame and support the
thoughts and statements of the participants in
the inquiry.
• The students ask questions as well, both of the
teacher and each other
 Essential Components of the
SOCRATIC METHOD
1. The Socratic method uses questions to examine the
values, principles, and beliefs of students.
2. The Socratic method focuses on moral education, on
how one ought to live.
3. The Socratic method demands a classroom
environment characterized by “productive discomfort.”
4. The Socratic method is better used to demonstrate
complexity, difficulty, and uncertainty than at eliciting
facts about the world.
Tips for Using the SOCRATIC METHOD
1. Set down conversational guidelines:
• Learn student names and have the
students learn each other's names.
• Explain that participation requires
listening and active engagement and that
it is not enough to just insert a single
comment in class and then be silent for
the rest of the day.
• Emphasize that students should focus
their comments on concepts or
principles, not first person narratives.
Tips for Using the SOCRATIC METHOD

2. Ask questions and be comfortable with

silence. Silence is productive. Be willing to
wait for students to respond. There is no
need to fill a conversational void; silence
creates a kind of helpful tension. Use the
“ten-second wait” rule before you attempt
to re-phrase your questions.
Tips for Using the SOCRATIC METHOD
3. Find ways to produce “productive
discomfort.” Cold-calling works, but temper
it with small group work so students can talk
to their neighbor.

4. Use follow-up questions. Get students

to account for themselves, not just to
regurgitate readings and lectures.
Tips for Using the SOCRATIC METHOD
5. Always be open to learning something new.
6. Welcome the “crazy idea” that offers a
new perspective on the topic, but discourage
those ideas which are not serious.
7. Brevity and short interventions from the
teacher are most welcome.
No speeches or long lectures.
8. Discourage obsequious deference to
authority and status. Break this down if at all
possible.
Tips for Using the SOCRATIC METHOD
9. Find a classroom space that encourages
interaction.
10. Don’t be scared of size All of this is possible
even in large classes. The Socratic method is
possible in a class as large as 70. Just use more
small groups.
Tips for Using the SOCRATIC METHOD
MORAL DILEMMA:
You are the conductor of a train that has lost its brakes
and you have to make the choice to either kill five workers on
the tracks of an alternate route, or risk killing all 300
passengers on the train

Ask learners to make arguments for what should be done.

Follow up each suggestion provocatively, pushing each
speaker to defend and articulate the reasons and values
underlying their decision (is it better to save the many at the
expense of the few?)
Apply their reasoning to other moral dilemmas in which their
conclusions might not be as defensible.
 SOCRATIC METHOD

Socratic method is a dynamic

format for helping our students to
take genuine intellectual risks in
the classroom and to learn about
critical thinking.
Always keep saf