Republic of the Philippines

Department of Education
Region IV-A CALABARZON
Division of General Trias City
SAMUEL CHRISTIAN COLLEGE
Navarro, General Trias City, Cavite

SENIOR HIGH SCHOOL DEPARTMENT

A mark of excellence
SCC is a learning institution committed to provide holistic
Vision A testimony of faith Mission
education of excellence for the service of God and men.
A heart to serve
Strong faith in God
Accountability
Moral Integrity
Unity
Efficiency and Effectiveness
Core Values
Leadership
Innovativeness
Artistry
Nobility
Self-discipline
1. give every student an opportunity to receive quality education based on an enhanced curriculum that is internationally recognized
and comparable;
2. produce 21st century graduates equipped with information, media and technology skills, learning and innovation skills, effective
Objectives of the
communication skills, research and communal skills, and life and career skills;
Department
3. produce graduates who possess competencies and skills relevant to the job market and in the pursuit of tertiary education imbued
with the core values of the institution.
4. produce a pool of highly qualified and adequately trained teachers;
STRAND EDUCATIONAL OBJECTIVES
Strand Educational Objectives: After graduation, the Science, Technology, Engineering and Mathematics graduates:
1. are employed in a reputable agency in various fields of science, technology, engineering and mathematicsprofessions;
2. pursue tertiary education and obtain national certifications/licenses; and
3. conduct research and development, training and extension work, and support services on science, technology, engineering and mathematics.
COURSE SYLLABUS
First Semester, AY 2019 – 2020
Subject Code CS 11 Subject Title DISASTER READINESS AND RISK REDUCTION Credit Units 1 No. of Hrs 4
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.

After completing the subject, the students must be able to:

 relate the concept of disaster with daily life;
 conduct hazard hunts of exposed elements and propose corresponding corrective actions for one’s preparedness;
 relate various types of hazard with a specific area for one’s preparedness;
 develop a family emergency preparedness plan to guide them on what to do before, during, and after an earthquake;
 develop a family emergency preparedness plan to guide them on what to do before, during, and after a volcanic eruption;
 develop a family emergency preparedness plan to guide them on what to do before, during, and after the occurrence of events that
cause geological hazards;
Subject Outcome  develop a family emergency preparedness plan to guide them on what to do before, during, and after the occurrence of events that
cause hydrometeorological hazards;
 develop proficiency in executing emergency response plans through safety drills;
 develop a family emergency preparedness plan to guide them on what to do before, during, and after a fire incident;
 develop a community emergency preparedness plan and community disaster preparedness plan to minimize vulnerability and disaster
risk in the community and avoid or limit adverse impacts of hazards;
 practice and develop proficiency in executing emergency response protocols/procedures through safety drills; and
 develop a community disaster preparedness plan to minimize vulnerability and disaster risk in the community and avoid or limit
adverse impacts of hazards.

Pre- requisites /(Co-requisites) Schedule/Room Citron – SHS R-4: TUE/THURS, Cedar - SHS R-3: WED/FRI

COURSE COVERAGE

No. of Teaching and Learning Outcomes-based Assessment

Intended Learning Outcomes (ILO) Topic Resources
Hours Activities (TLA) (OBA)

WEEK 1

 Explain the meaning of Basic concept Activity 1 Disaster Readiness and Risk Venn Diagram:
3 disaster (DRR11/12-Ia-b-1); of disaster Objective: This activity lets Reduction by Rolly E. Hazard, Exposure and
 Differentiate the risk and disaster discover various natural Rimando and Josefina G. Vulnerability
 factors underlying disasters risk phenomena and when can Belen Creation of risk map from
(DRR11/12-Ia-b-2); these be considered hazards Activity 1, page 3 analysis of hazard, exposure,
 Describe the effects of Activity 2, page 5 and vulnerability.
disasters on one’s life Activity 2 Activity 3, page 9
(DRR11/12-Ia-b-3); Objective: Review disaster
 Explain how and when an concepts and distinguish Chapter Assessment, page 13
event becomes a disaster between the various types of
(DRR11/12-Ia-b-4); hazards
 Identify areas/locations
exposed to hazards that Activity 3
may lead to disasters Objective: Formulate a
(DRR11/12-Ia-b-5); and qualitative risk map from
 Analyze disaster from the analysis of hazard, exposure,
different perspectives and vulnerability.
(physical, psychological,
socio-cultural, economic, Activity 4
political, and biological) Objective: Analyze the human
(DRR11/12-Ia-b-6). and economic impacts of recent
notable disasters and the
effects of these impacts to the
economic and social
development of a country.

1 1st Quiz (Written)

WEEK 2-3

7  Enumerate elements Activity 1 Disaster Readiness and Risk Picture Collage of the
exposed to hazards Exposure and Objective: Environmental Reduction by Rolly E. Dimensions of Exposure and
(DRR11/12-Ic-7 ); Vulnerability aspects of exposure and Rimando and Josefina G. Factors of Vulnerability.
 Explain the meaning of vulnerability encompass those Belen
vulnerability (DRR11/12-Ic- beyond the physical dimension Activity 1, page 18
8 ); Activity 2, page 21
 Explain why certain sectors Activity 2
of society are more Objective: Estimate the Chapter Assessment, page22
vulnerable to disaster than vulnerability from empirical
others (DRR11/12-Ic-9); data on damaged physical
 Analyze why certain structures and be able to show
how vulnerability is used to
 structures are more assess potential loss from a
vulnerable to specific hazard event occurring in built-
hazards than others up area
(DRR11/12-Ic-10);

 Determine the elements

that are exposed to a
particular hazard
(DRR11/12-Id-11);
 Recognize vulnerabilities of
different elements exposed
to specific hazards
(DRR11/12-Id-12); and
 Differentiate among
hazards, exposure, and
vulnerabilities and give
examples from actual
situations (DRR11/12-Id-
13).

1 2ndQuiz (Written)

WEEK 4

 Define hazards (DRR11/12- Basic concept Activity 1 Disaster Readiness and Risk - conduct hazard hunts of
3 Ie-14); of hazard Objective: Recognize what Reduction by Rolly E. exposed elements and propose
 Give examples of the types situations constitute hazards Rimando and Josefina G. corresponding corrective
of hazards (DRR11/12-Ie- and which ones qualify as Belen
actions for one’s preparedness;
15); and disasters Activity 1, page 24
 Explain the impact of Activity 2, page 30
Activity 2 Activity 3, page 36 - relate various types of hazard
various hazards on different
exposed elements Objective: Determine what the with a specific area for one’s
(DRR11/12-Ie-16). relationship[ is between return preparedness;
period and impactor size and Chapter Assessment, page 37
how this relationship is
established
 Activity 3
Objective: The purpose of this
exercise is to acquaint you with
hazard, exposure, and
vulnerability assessment
activities that your community
is doing and how the
information from these are
being shared with others

1 3rdQuiz (Written)

WEEK 5-6

7  Identify various potential Earthquake: Disaster Readiness and Risk develop a family emergency
Earthquake Reduction by Rolly E. preparedness plan to guide
earthquake hazards
Hazards Activity 1 Rimando and Josefina G. them on what to do before,
(DRR11/12-If-g-17);
Objective: The students will Belen
 Recognize the natural signs during, and after an
model the nature of motion of Activity 1, page 42
of an impending tsunami the seismic waves to Activity 2, page 49-50 earthquake;
(DRR11/12-If-g-18); understand the ways to Activity 3, page 66-67
 Analyze the effects of the understand the ways by which Activity 4, page 69-70
different earthquake the ground shakes during an Activity 5, page 75-77
earthquake
hazards (DRR11/12-If-g-19);
 Interpret different Activity 2
earthquake hazard maps Objective: To identify from Chapter Assessment, page22
(DRR11/12-If-g-20); and knowledge of the types of rocks
 Apply precautionary and and their ground shaking
safety measures before, relevant characteristics, which
areas are shaken more
during, and after an
intensely
earthquake (DRR11/12-If-g-
21); Activity 3
Objective: The students will
learn how to avoid building
structures within a ground
 rupture hazard zone.

Liquefaction:

Activity 4
Objective: To explore the
effects of liquefaction when a
damaging earthquake strikes by
building a simple model and to
explore different ways to
reduce liquefaction hazards.

Activity 5
Objective: To identify which
sites or areas are prone to
liquefaction from national
historical liquefaction damage
data, from the knowledge of
the geomorphology, and type
of sediments.

1 4thQuiz (Written)

WEEK 7-8

5  Explain various volcano- Volcano Activity 1 Disaster Readiness and Risk develop a family emergency
related hazards (DRR11/12- Hazards Objective: Provide bases for Reduction by Rolly E. preparedness plan to guide
Ih-i-22); one of the methods of Rimando and Josefina G. them on what to do before,
 Differentiate among constructing lava flow hazard Belen during, and after a volcanic
different volcano hazards maps. Activity 1, page 118-119 eruption;
(DRR11/12-Ih-i-23); Activity 2, page 129-131
 Recognize signs of an Activity 3, page 152-154
impending volcanic eruption Activity 2
(DRR11/12-Ih-i-24); Objective: Learn about SO2,
 Interpret different volcano effects, dispersion, and hazard
hazard maps (DRR11/12-Ih- mapping.
i-25); and
 Apply appropriate Activity 3
Objective: Construct a simple
 measures/interventions ashfall hazard map from
before, during, and after a available information.
volcanic eruption
(DRR11/12-Ih-i-26).

1 5th Quiz

2 SUBMISSION AND PRESENTATION OF THIRD QUARTER CULMINATING (MIDTERM)

WEEK 9

4 THIRD QUARTER MIDTERM EXAMINATION

WEEK 10-11

5  Discuss the different Other related Activity 1 Disaster Readiness and Risk develop a family emergency
geological hazards geological Analyze changes in Reduction by Rolly E. preparedness plan to guide
(DRR11/12-IIa-b-27); hazards groundwater level that cause Rimando and Josefina G. them on what to do before,
ground substance Belen during, and after the
 Analyze the causes of
Activity 1, page 250-251 occurrence of events that
geological hazards Activity 2 Activity 2, page 256-257 cause geological hazards;
(DRR11/12-IIa-b-28); Detect and measure coastal
 Recognize signs of erosion from satellite images.
impending geological
hazards (DRR11/12-IIa-b-
29);
 Interpret geological maps
(DRR11/12-IIa-b-30); and
 Apply mitigation strategies
to prevent loss of lives and
properties (DRR11/12-IIa-b-
31).
1 6th Quiz

WEEK 12-13

7  Distinguish and differentiate Activity 1 Disaster Readiness and Risk develop a family emergency
among and between Hydrometeorological Track the path of a Reduction by Rolly E. preparedness plan to guide
hazards typhoon from Rimando and Josefina G. them on what to do before,
different
monitoring data Belen during, and after the
hydrometeorological hazards
Activity 1, page 184-185
(DRR11/12-IIc-d-32); occurrence of events that
Activity 2 Activity 2, page 219-221
 Recognize signs of impending Forecast floods from cause hydrometeorological
hydrometeorological hazards estimates of hazards;
(DRR11/12-IIc-d-33); recurrence interval and
 Apply appropriate probability of
exceedance of river
measures/interventions
discharge.
before, during, and after
hydrometeorological hazards
(DRR11/12-IIc-d-34);
 Interpret different
hydrometeorological hazard
maps (DRR11/12-IIc-d-35);
and
 Use available tools for
monitoring hydro-
meteorological hazards
(DRR11/12-IIc-d-36).

1 7th Quiz

WEEK 14-15

7  Recognize elements of the Activity 1 Disaster Readiness and Risk develop a family emergency
fire triangle in different Fire hazard You have already Reduction by Rolly E. preparedness plan to guide
learned what fire is Rimando and Josefina G. them on what to do before,
situations (DRR11/12-IIe-f-
and what the Belen during, and after a fire incident;
37);
  Analyze the different causes necessary ingredients
of fires (DRR11/12-IIe-f-38); are to start and
 Observe precautionary maintain a fire. Based Activity 1, page 262-263
on these, we will try to Activity 2, page 266-267
measures and proper
identify specific fire
procedures in addressing a hazards or causes of
fire incident (DRR11/12-IIe-f- fires in different
39); settings by taking a
 Apply basic response look at pictures of
procedures during a fire different parts of
houses (bedroom,
incident (DRR11/12-IIe-f-40);
kitchen, garage,
and basement/stock room.
 Follow fire emergency and Etc.), schools,
evacuation plans (DRR11/12- workplaces, and even
IIe-f-41); outdoors.

Activity 2
Forecast floods from
estimates of
recurrence interval and
probability of
exceedance of river
discharge.

1 8th Quiz

WEEK 16-18

Activity 1 Disaster Readiness and Risk - develop proficiency in

7  Discuss the key concepts, Concept of Disaster Objective: To be more Reduction by Rolly E. executing emergency response
principles, and elements of Risk Reduction (DRR) cognizant of hazard Rimando and Josefina G. plans through safety drills;
DRR (DRR11/12-IIg-h-42 ); and Disaster Risk mitigation options for Belen
each major hazard
 Recognize the importance of Reduction and - develop a community
other than prediction
DRR on one’s life (DRR11/12- Management (DRRM) emergency preparedness plan
and warning systems. Activity 1, page 280-282
IIg-h-43 ); Activity 2, page 284-285 and community disaster
 Discuss different community- Activity 2 Activity 3, page 288-292 preparedness plan to minimize
Objective: CBDRRM
 based practices for managing aims to create resilient vulnerability and disaster risk
disaster risk to specific communities which are in the community and avoid or
hazards (DRR11/12-IIg-h-44 ); able to reduce their limit adverse impacts of
vulnerabilities and
 Develop a community hazards;
exposure, and at the
preparedness plan same time enhance
(DRR11/12-IIg-h-45 ); and their capacities before, - practice and develop
 Prepare survival kits and during, and after a proficiency in executing
materials for one’s family and disaster. emergency response
for public information and protocols/procedures through
Activity 3 safety drills; and
advocacy (DRR11/12-IIg-h-46
To ensure the safety of
). parents, students,
teachers, and staff
during and after the
damaging earthquake
by designing the
school’s earthquake
response plan before a
powerful earthquake

1
9th Quiz

WEEK 19
3
 Explain DRR-related laws and Activity 1 Disaster Readiness and Risk develop a community disaster
policies (DRR11/12-IIi-j-47); What to expect Evaluate the Reduction by Rolly E. preparedness plan to minimize
between the State and participants of various Rimando and Josefina G. vulnerability and disaster risk in
 Avail of existing DRR-related
the citizens local and international Belen the community and avoid or
services programs and agencies and Activity 1, page 300-301
projects (DRR11/12-IIi-j-48); limit adverse impacts of
organization in disaster Activity 2, page 306-311
and risk reduction and hazards.
 Abide by public policies on management
DRRM (DRR11/12-IIi-j-49).
Activity 2
To gauge the state of
personal, family, and
community
preparedness for
 natural hazards based
on selected DRRM
criteria

1 8th Quiz

WEEK 20

4 SUBMISSION OF FOURTH QUARTER CULMINATING (FINALS)

THIRD QUARTER FINAL EXAMINATION

Total:
80hrs

COURSE REQUIREMENTS

A. Individual
 Big Notebook
 Portfolio (Compilation of Outputs)

B. Groupings
 Culminating Activity (CA) for Third Quarter – Creating a School Hazard Map
Grading System:
a. Accuracy and Comprehensiveness of the Map – 50%
b. Visual Presentation – 25%
c. Oral Presentation – 25%
TOTAL -100%

 Culminating Activity (CA) for Fourth Quarter –Community Emergency Preparedness Plan and Community Disaster Preparedness Plan
Grading System:
a. Accuracy and Comprehensiveness of the Plan – 40%
b. Completeness and Organization – 35%
c. Oral Presentation – 25%
TOTAL – 100%
 GRADING SYSTEM

Exercises/ Seatworks/Activities - 20%

Involvement (A, CP, B) - 10%
Assessment (W and P) - 25%
Culminating Activities - 20%
Examination - 25%
___________
100%

CLASS POLICY

 See handbook.

REFERENCES & SUPPLEMENTARY READINGS

 Rimando, R. (2016). Disaster Readiness and Risk Reduction. Sampaloc, Manila: Rex Bookstore, Inc.
 De Guzman, F.R., Suarez, D.A. (2016). Disaster Readiness and Risk Reduction. Araneta Avenue, Quezon City: Vibal Group, Inc.

REVISION HISTORY
Revision Number Date of Revision Date of Implementation Highlights of Revision