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 27 – 30, 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 Various elements that may be exposed to hazards: (1) Physical, (2) Social, (3) Economic (4) Environmental; and Vulnerability of each exposed element
B. Performance Standards The learners relate the concept of disaster with daily life
C. Learning Determine the elements that are exposed to
Recognize vulnerabilities of different
Differentiate among hazards, exposure, and vulnerabilities and give examples
Competencies/Objectives elements exposed to specific hazards
a particular hazard DRRR11/12 – Id – 11 from actual situations DRRR11/12 – Id – 13
DRRR11/12 – Id – 12
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 Exposure and Vulnerability
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  Disaster Readiness and Risk Reduction by Quebral pp 7-8 Disaster Readiness and Risk Reduction by Rimando pp. 9 – 13
 Building Resilient Communities by Lanada et.al pp. 34-36
 Disaster Readiness and Risk Reduction by Rimando pp. 4-5
4. Additional Materials from
Learning Resource (LR) portal
https://www.youtube.com/watch?
v=fqz17AteWfU
B. Other Learning Resources https://www.youtube.com/watch?
unisdr.org/we/inform/terminology
v=ciMfz0MdgY4
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
IV. PROCEDURES from 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.
A. Reviewing previous lesson or Review on the effects of disaster on What are the effects of disaster on one’s
Recall the different risk factors What are the effects of disasters?
presenting the new lesson one’s life. What is a disaster? life?
B. Establishing a purpose for the Video presentation about storm surge in When does a phenomena become a Picture Analysis Picture Analysis: Pick one picture and
lesson City of Tacloban brought by Typhoon disaster? Students will identify hazards depicted tell which scenario the picture portrays,
Yolanda. in the picture and asks them to make a why do you think so?
Guide Questions: possible scenario of impending
1. What is the video presentation all
disaster
about?
2. Do you consider that phenomena a
 disaster? Why?
Guide Questions:
1. What are the hazards you can see in
PICTURE-PICTURE the picture?
C. Presenting examples/instances of Give the different elements of disaster 2. What area/locations are considered Identify the different characteristics of
the new lesson Group the given pictures as man-made risk hazardous? disasters
or natural disaster. 3. What makes it hazardous?
4. How can these hazards turn into
disaster?
Each group will be given a scenario to
simulate. Each must clearly show or Analysis of Concepts Based from the sharing of the studets,
factors that triggered disaster. 1. When does an event become a disaster? identify areas/locations exposed to
1. Vehicular accident 2. What are the factors that made an event a hazards. Areas near:
D. Discussing new concepts and disaster? a. Steep slopes, mountains Enumerate and describe the immpacts of
2. Stampede in a concert
practicing new skills #1 3. How do we prevent or mitigate the effect b. Rivers, riverbanks, dams disasters
3. A girl falling from the stairs. of a disaster? c. Volcano
4. Storm surge in a populated 4. Cite a situation or event that will turn into d. Factories, industrial plants,
area. a disaster? e. Others
5. A sinking ship.
E. Discussing new concepts and Factors in the different areas that
practicing new skills #2 make it a hazard

PICTURE ANALYSIS Describe the different human and

Present the following pictures in class. economic impacts of recent notable
F. Developing mastery 1. Overloaded tricycle. How can we assess risk? Give the Events that can turn these hazards disasters and the effects of these
(Leads to Formative Assessment 3) 2. A young boy riding in formula. into a disaster impacts to the economic and social
abicycle. development of a country
3. An old hanging bridge.

Why do we need to follow signage

Assuming that a country like the
such as, How would people, the business sector,
Ask students what mitigations can Philippines can afford it, what portion
G. Finding practical applications of a. No smoking in gasoline and government institutions benefit
be done to remove the hazard and of its annual budget should it pend for
concepts and skills in daily living station from measuring the relative level of
reduce the effect of the disaster? disaster – related programs? How
b. No jaywalking disaster risk?
justified is this figure?
c. Traffic signs
A natural event like a volcanic eruption or Being aware of the nature of hazards
Proximity to some geological
An even becomes a disaster when the tsunami which hits an uninhabited area does and what these can do to people and
H. Making generalizations and formation and also industry can pose a
probable destructive agent, the hazard, not qualify as a disaster. It becoes a disaster other elements at risk is the first step in
abstractions about the lesson only if it hits vulnerable population and hazard and if no mitigation is done,
hits a vulnerable populated area. every effort to minimize he effects of
properties may lead to disaster
disasters.
I. Evaluating learning Essay (5 pts). Answer the given Formulate a qualitative risk map from As an expert in disaster risk, you were How do disaster risk estimated? Why is
question briefly. Explain how an analysis of hazard, exposure, and consulted to assess the levels of risk that measurement (quantitative or
event becomes a disaster vulnerability sites in a scenic mountainous residential
qualitative) of risk important?
(5 points) Exceptional – student responses area are exposed to. You got hold of a
 far exceed what is expected
(4 points) Excellent – information is
simple but informative landslide hazard
factually accurate and offers extra
map from the Mines and Geosciences
supporting facts.
Bureau showing which areas were
(3 points) Good – The student somewhat
exposed to high, medium, and low
responds beyond the basic level of the
landslide hazard. Qualitative estimates
question to provide supporting details and
are as useful, as the quantitative values
or interpretation.
especially when the range of category
(2 points) Fair – student responses,
values are significantly different. Which
although somewhat correct, are lacking in
sites will you recommend for further
relevant details and supporting examples
development? Mark these sites as FD at
and or interpretation.
the risk map
(1 point) Not Mastered - student
responses are largely incorrect.
List ways to minimize vulnerability of
J. Additional activities for Identify the disaster risk on your
buildings to ground shaking hazard due to an
application or remediation community by illustrating a risk map
earthquake
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