GRADE 1 to 12 School LEON Q.

MERCADO HIGH SCHOOL Grade Level 11

DAILY LESSON LOG Teacher MICHELLE A. KAMBWILI- SHS TEACHER II Learning Area DISASTER READINESS AND RISK REDUCTION
Teaching Dates and Time January 8 to 12, 2024 Semester/Quarter FIRST SEM, 2nd QUARTER

I. OBJECTIVES SESSION 1 SESSION 2 SESSION 3 SESSION 4

Fire hazards and related concepts:
1. Fire triangle
A. Content Standards
2. Causes of fires
3. Phases of a fire emergency
B. Performance Standards The learners develop a family emergency preparedness plan to guide them on what to do before, during, and after a fire incident.
 Recognize elements of the fire triangle in different situations (Week 4 DRR11/12-IIe-f-37)
 Analyze the different causes of fires (Week 4 DRR11/12-IIe-f-38)
C. Learning
 Observe precautionary measures and proper procedures in addressing a fire incident (Week 4 DRR11/12-IIe-f-39)
Competencies/Objectives
 Apply basic response procedures during a fire incident (Week 5 DRR11/12-IIe-f-40)
 Follow fire emergency and evacuation plans (Week 5 DRR11/12-IIe-f-41)
II. CONTENT Elements of the Fire Triangle Causes and Classifications of Fire Responding to Fire Incidents Fire Safety and Fire Prevention
III. LEARNING
RESOURCES
Department of Education (2008). Disaster Risk Reduction Resource Manual
A. References Commission on Higher Education (2016). Teaching Guide for Senior High School on Disaster Readiness and Risk Reduction. Retrieved from
http://teachtogether.chedk12.com/teaching_guides/view/306
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other learning Resources Youtube video lessons, BFP Fire Safety Tutorials, Fire Code of the Philippines
IV. Procedures: self-directed learning, simulation, collaborative learning, reporting, 5 Es, TV-based instruction, project-based learning
Management of Learning (MOL) to Management of Learning (MOL) to be Management of Learning (MOL) Management of Learning (MOL) to
be done by the students done by the students to be done by the students be done by the students
 Prayer  Prayer  Prayer  Prayer
 Energizer  Energizer  Energizer  Energizer
 Checking of Attendance/ class  Checking of Attendance/ class list  Checking of Attendance/  Checking of Attendance/ class
A. preliminaries
list  Tongue twister activity class list list
 Word for the day-  Flickering flames fiercely flit,  Poem Reading: (see  Riddles: Example
 Extinguish forging fantastic fiery fables. attached copy of the poem) I am essential for combustion,
but I do not burn myself. What
am I? (Oxygen)
B. Reviewing previous The group assigned for the The group assigned for the The group assigned for the The group assigned for the
 Management of Learning will give Management of Learning will give the Management of Learning will Management of Learning will give
lesson or presenting the the recap/review of the previous recap/review of the previous lesson give the recap/review of the the recap/review
new lesson lesson using their creative using their creative strategies previous lesson using their
strategies creative strategies
State the learning objectives: State the learning objectives State the learning objectives State the learning objectives
Describe fire Identify the sources of heat, fuel, and Know the different fire safety - Apply basic response procedures
C. Establishing a purpose Explain a combustion reaction and oxygen in a given scenario, precautions and prevention. during a fire incident
for the lesson oxidation Analyze the different natural and Demonstrate how to use a fire -prepare a family fire emergency
Explain the fire triangle human-made causes of fire extinguisher. and evacuation plan
Describe the different classes of fire
ENGAGE: (5-7 minutes) ENGAGE: (5-7 minutes) ENGAGE: (minutes) Project-based learning

Pre-test questions Show a short video clip of a natural and Would you rather be a fire fighter Introduction:
human-made fire, prompting students to or a fire starter like the 4 Project Title: Family Emergency
Begin the lesson by showing a discuss and share their initial thoughts characters in the poem? Preparedness and Fire Exit Plan
short video clip of combustion and about the causes of fire.
fire to pique students' interest and Who wants to be a firefighter In this project, you will create a
stimulate curiosity. Ask students to https://www.youtube.com/watch? someday? comprehensive family emergency
share their initial thoughts and v=8TdpJpgQHcQ preparedness plan and fire exit
D. Presenting
observations about what they saw. Project Dina: Fire Show a short video on fire plan to ensure the safety and well-
examples/instances of the
new lesson fighting by the BFP being of your household in the
Sample questions: Show another video about the different https://www.youtube.com/watch? event of an emergency, particularly
Imagine if there was no fire on classes of fire (A,B,C,D,K) v=GhxE6yoNTkk&t=12s a fire.
earth, would life still exist? Buhay Bumbero
Key Vocabulary: combustion, ignition,
What one word can you use to fuel, oxygen, heat source,
describe a fire? combustible,extinguish

How do we create a fire?

E. Discussing new concepts Explore (10-12 minutes) Explore (8-10 minutes) Explore: 30 min Step 1: Research and
and practicing new skills Understanding
#1 Show students a burning material Activity: Students watch this video: - Research various types of
like a candle then ask what Students will work in pairs or small https://www.youtube.com/ emergencies that could occur,
elements were needed to create a groups to examine various scenarios of watch?v=bR_JUt_a1iU focusing on fire emergencies and
fire. fire incidents and identify the sources of their potential impact on your
heat, fuel, and oxygen involved in each family.
Discuss the fire triangle and ask case - Understand the principles of fire
students to recognize the safety, including the importance of
elements of the fire triangle in the Each group will present their findings to having a well-thought-out
demonstration activity. the class for further discussion. evacuation plan.
Play video: Key Vocabulary: natural causes, Step 2: Needs and Risks
 https://www.youtube.com/watch? human-made causes Assessment
v=EtbQmKcAiuI Assess the specific needs and
“Paano nabubuo ang apoy” abilities of each family member to
create a customized plan that
accounts for everyone's needs.
Also include the different hazards
and risks that were identified during
the family meeting

Explain (10-12 minutes) Explain (10-12 minutes) Based on the video, what does Step 3: Create a Family Emergency
SAFETY stand for? Preparedness Plan
Guide students through a Concept Development: - Develop a comprehensive family
discussion on the process of Discuss the different natural and Ask students to explain how emergency plan that includes
combustion and oxidation, human-made causes of fire, providing they would stop the following protocols for various emergencies,
emphasizing the role of fuel, heat, examples and explanations for each. causes of fire: with a specific focus on fire
and oxygen in the fire triangle. 1. Burning wood emergencies.
Use visuals and real-world Describe the different classes of fire 2. Faulty wiring - Include important contact
examples to support the 3. Blazing foam information, emergency kit
explanation. Key Vocabulary: wildfire, lightning, 4. Melting iron essentials, and designated meeting
F. Discussing new concepts arson, electrical faults 5. Burning meat in a pan points in the plan.
and practicing new skills Ask students how the fire triangle .
#2 works? Step 4: Develop a Fire Exit Plan
Ask students to show how to stop - Create a detailed fire exit plan for
a fire by eliminating one element your home, identifying primary and
of the fire triangle. secondary escape routes from
Ask students to think of situations each room.
where - Consider the use of fire ladders
for upper floors, and ensure that
everyone in the household knows
how to use them.

G. Developing mastery Elaborate (12-15 minutes) Elaborate: Elaborate: Step 6: Documentation and
Presentation
Divide students into small groups In small groups, students will analyze Ask students to answer “the after - Document your family emergency
and provide them with scenarios case studies of real-life fire incidents reading activity” in the handout preparedness plan and fire exit
related to combustion and and determine the specific sources of plan in a clear and organized
oxidation. heat, fuel, and oxygen involved in each Clarify misconceptions and manner.
Each group will analyze the scenario. They will also identify the discuss the keywords associated - Prepare a presentation to share
scenarios and discuss how the fire class of fire which causes the fire to tornados your plans with your family,
triangle components are involved. incident. highlighting the importance of being
prepared for emergencies.
 Students will then propose preventive
measures for each case to minimize the
risk of fire.

Key Vocabulary: preventive measures,

risk assessment

Applied Scenario-Based Question: Rapid Response: Show students Demonstrate the proper use of Step 7: Mock Fire Drills
You charged a cellphone and photos of various objects and ask them fire extinguisher and ask Set-up a fire drill at home on a
placed it on the bed, suddenly the to identify the class of fire students to do the demonstration weekend and document it.
H. Finding practical
phone overheated causing it to after.
applications of concepts
and skills in daily living burn affecting your bed as well.
Explain what you would do to stop
the fire and prevent it from
spreading.
Summarize the key points of the Ask students to review the main Summarize the key points Conclusion
lesson, emphasizing the concepts covered and ensure students discussed during the lesson, By completing this project, you will
significance of the fire triangle in have a clear understanding of the emphasizing the importance of have developed a comprehensive
understanding combustion and sources of heat and causes and preparedness and safety family emergency preparedness
oxidation. classes of fire. measures in dealing with fires plan and fire exit plan, ensuring that
I. Making generalizations your household is well-equipped to
and abstractions about the Encourage students to ask any Pick 3 students to share their handle fire emergencies and other
lesson remaining questions and clarify takeaways or feedbacks potential crises
any misconceptions.

Ask students to share their

insights/takeaways

J. Evaluating learning Evaluate (5-7 minutes) Evaluate (5-7 minutes) Evaluate: Evaluate:
students demonstration of the Students’ emergency preparedness
10-item quiz or exit ticket on the Students will complete a short written proper use of fire extinguisher plan and fire exit plans will be the
elements of the fire triangle and reflection, summarizing the key sources will be the basis of evaluation basis for evaluating their
the basic concepts on fire. of heat and the different natural and performance task.
human-made causes of fire discussed
Assessment of Learning in the lesson.
Students will be assessed based
on their participation in Assessment of Learning:
discussions, completion of Written Reflection: Students' written
exploration activities, and reflections will be assessed using a
performance in the exit ticket quiz. rubric based on their ability to identify
the sources of heat and the different
natural and human-made causes of fire,
 as well as their understanding of
preventive measures.
Differentiation Homework: Ask students to play this game For struggling students, offer
For visual learners: Provide using their mobile phone or alternatives such as
diagrams and infographics Talk to your family about the fire computer. The game can be
illustrating the fire triangle and hazards at home. List down all the accessed in this link Differentiation:
combustion process. potential fire hazards that you see https://www.stopdisastersgame.o
For kinesthetic learners: within and around your house, and rg/stop_disasters/ Visual aids; download and print
K. Additional activities for fire safety/ fire equipment signs /
Incorporate more hands-on suggest ways on how to avoid fire
application or symbols
remediation activities, such as additional accidents from happening. Provide instructions and guide.
experiments or demonstrations. Assignment: hands-on: demonstrate how to use
1. Bring bond paper, the fire extinguisher
For auditory learners: Utilize audio pencil and ruler
resources or podcasts discussing 2. Search the web for Audio: choose a song about fire
real-life examples of combustion some samples of fire
and oxidation. exit plans
Differentiation Options:

Visual Aids: Provide visual diagrams

and charts to support visual learners.

Hands-On Activity: Offer hands-on

V. REMARKS experiments to reinforce the concept of
combustion and the sources of heat.

Tiered Assignments: Provide different

levels of complexity for case studies to
accommodate varying levels of
readiness.
VI. REFLECTION
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?
Noted:
Prepared by:

MICHELLE A. KAMBWILI BABY RUBY F. LAURENTE

SHS Teacher II Principal I
 GRADE 1 to 12 School LEON Q. MERCADO HIGH SCHOOL Grade Level 11
DAILY LESSON LOG Teacher MICHELLE A. KAMBWILI- SHS TEACHER II Learning Area DISASTER READINESS AND RISK REDUCTION
Teaching Dates and Time November 28, to December 1, 2023 Semester/Quarter FIRST SEM, 2nd QUARTER

VII. OBJECTIVES SESSION 1 SESSION 2 SESSION 3 SESSION 4

The learners demonstrate understanding of potential hydrometeorological hazards such as:
D. Content Standards
1. Typhoon 2. Thunderstorm 3. Flash flood 4. Flood 5. Storm surge 6. El Nino 7. La Nina
The learners develop a family emergency preparedness plan to guide them on what to do before, during, and after the occurrence of events that cause
E. Performance Standards
hydrometeorological hazards.
 Recognize impending signs of hydrometerological hazards
DRR11/12-IIa-d-33
F. Learning
 Interpret different hydrometerological hazard maps
Competencies/Objectives
DRR11/12-IIa-d-35
 Create a family preparedness plan on what to do before, during, and after a hydrometeorological event
VIII. CONTENT Typhoon Storm Surge Thunderstorm Flood
IX. LEARNING
RESOURCES
Department of Education (2008). Disaster Risk Reduction Resource Manual
C. References Commission on Higher Education (2016). Teaching Guide for Senior High School on Disaster Readiness and Risk Reduction. Retrieved from
http://teachtogether.chedk12.com/teaching_guides/view/306
5. Teacher’s Guide pages
6. Learner’s Material pages
7. Textbook pages
8. Additional Materials from
Learning Resource (LR)
portal
D. Other learning Resources Youtube video lessons. Kids Discover handout on Tornadoes Virtual simulation platforms, notebooks, handouts, smartphones
X. Procedures: self-directed learning, simulation, think-pair share, collaborative learning, reporting, 5 Es
Management of Learning (MOL) to Management of Learning (MOL) to Management of Learning (MOL) to Management of Learning (MOL) to
be done by the students be done by the students be done by the students be done by the students
 Prayer  Prayer  Prayer  Prayer
 Energizer  Energizer  Energizer  Energizer
 Checking of Attendance/ class  Checking of Attendance/ class  Checking of Attendance/ class  Checking of Attendance/ class
L. preliminaries
list list list list
 Word for the day-  Tongue twister activity  Motivation activity: Brain Teaser  Solving a word problem
 Squall  Thunderstorms thrash and
thrum through the throng of
thorny thistles.
M. Reviewing previous The group assigned for the The group assigned for the The group assigned for the The group assigned for the
 Management of Learning will give Management of Learning will give Management of Learning will give Management of Learning will give
lesson or presenting the the recap/review of the previous the recap/review of the previous the recap/review of the previous the recap/review
new lesson lesson using their creative lesson using their creative strategies lesson using their creative strategies
strategies
State the learning objectives: State the learning objectives State the learning objectives State the learning objectives
Explain the factors leading to -Identify the early indicators of -Identify the early indicators of -catch up with the lesson
storm surge, identify indicators of thunderstorms and demonstrate tornadoes and demonstrate -clarify misconceptions
an approaching storm surge, appropriate actions to take during appropriate actions to take during -provide feedback
N. Establishing a purpose understand the correlation such weather events. such weather events. -provide intervention
for the lesson between typhoons and storm
surge, and demonstrate
knowledge of necessary actions to
take before, during, and after a
typhoon.
ENGAGE: (5-7 minutes) ENGAGE: (5-7 minutes) ENGAGE: (5-7minutes) Questions for brainstorming:

Would You Rather? Ask students to answer these Begin the lesson by asking students How does climate change affect the
Would you rather experience a riddles: to brainstorm any early indicators frequency and intensity of
severe storm surge but have a I'm a phenomenon that brings they know of that suggest a tornado typhoons, storm surge,
well-prepared emergency flashes of light and loud booms. I is approaching. thunderstorms and tornadoes?
response plan, or have a minimal often accompany rain but can strike
storm surge but no emergency without it. What am I? Show students a short video clip or What are some examples of the
plan at all? images of tornadoes to spark their economic, social and
O. Presenting I'm a low, dark cloud that often interest and curiosity. environmental impacts of these
examples/instances of the Would you rather live in an area precedes a thunderstorm. I can look hazards on different regions and
new lesson prone to frequent storm surges ominous and heavy, ready to Ask students to answer the countries?
with a strong coastal defense release a torrent of rain. What am I? “Before reading activity” in the
system or in an area with rare handout What are some strategies and
storm surges but weak defenses? I'm a sudden gust of wind that technologies that can help reduce
sometimes occurs before a the risks and damages of these
Would you rather have a job as a thunderstorm. I can be strong hazards?
meteorologist predicting storm enough to uproot trees and cause
surges or as an emergency damage. What am I? How can people prepare for and
planner developing response respond to these hazards in their
plans for storm surges? communities and homes?
P. Discussing new concepts Explore (10-12 minutes) Explore: Explore:
and practicing new skills How can people help others who
#1 Picture Analysis: Show students a Students watch this video: Students watch this video: are affected by these hazards,
series of images depicting the https://www.youtube.com/watch? https://www.youtube.com/watch? either locally or globally?
impacts of storm surges. Give v=zUNEFefftt8 v=aacHWoB7cmY
them a few minutes to analyze the
images and jot down their In small groups, have students https://www.youtube.com/watch?
 observations. Then, facilitate a analyze the videos and discuss what v=QKYNMcQwW0s
brief discussion where students they observe.
share what they noticed and Introduce key vocabulary related to Introduce key vocabulary related to
discuss the potential risks and thunderstorms. tornadoes (e.g., funnel cloud, wall
impacts of storm surges  Thunderstorm cloud, downdraft, supercell) and
 Cumulonimbus clouds provide definitions.
Show a video of a storm surge  Anvil cloud
during Typhoon Yolanda  Lightning
And an animation of how storm  Thunder
surges occur.  Downburst
 Tornado
Typhoon Yolanda storm surge:
https://www.youtube.com/watch?
v=rS0gv4Xbw7w

Storm surge animation:

https://www.youtube.com/watch?
v=kfjKsfbLitY
Explain (10-12 minutes) Discuss the causes and formation of Show a video animation to help Ask students:
thunderstorms, emphasizing early students understand the science which topic/concept was easy for
How can analyzing the formation indicators. behind tornado formation. you? Which was difficult?
and impacts of storm surges help
Q. Discussing new concepts
us better understand the Discuss safety precautions and Where do tornadoes occur? What questions about
and practicing new skills
#2 vulnerabilities and risks faced by appropriate actions to take during Are we safe from tornadoes? What hydrometeorological hazards do
coastal communities, and how can thunderstorms. would you do if a tornado comes to you have in mind?
this knowledge contribute to more your area?
effective emergency response What answers do you have for
plans? those questions?
Elaborate (12-15 minutes) Elaborate: Elaborate:

Knowledge: Knowledge: Ask students to answer “the after

Student can define storm surges Student can define thunderstorms reading activity” in the handout
and explain their formation. and explain their formation. Clarify misconceptions and discuss
R. Developing mastery Student can identify the factors Student can identify the factors that the keywords associated to tornados
that contribute to the formation of contribute to the formation of
storm surges. thunderstorms
Student can describe the potential Student can describe the potential
impacts of storm surges on impacts of thunderstorms on
coastal areas. residential areas
S. Finding practical Applied Scenario-Based Question: Rapid Response: Present students Would you rather?
applications of concepts You are an emergency response with a scenario where they need to 1. Storm chaser or weather
and skills in daily living planner for a coastal city. Describe quickly determine the appropriate reporter?
 the specific steps you would take action to take during a 2. Hide in the attic or a basement?
to develop an effective emergency thunderstorm. Students must shout 3. experience a storm surge or a
response plan for a potential storm out their answers simultaneously. tornado?
surge, considering the unique
characteristics and vulnerabilities
of your community.
Summarize the key points Summarize the key points discussed Summarize the key points discussed What did insights/ new learnings
discussed during the lesson, during the lesson, emphasizing the during the lesson, emphasizing the did you gain this week?
T. Making generalizations
emphasizing the importance of importance of preparedness and importance of preparedness and
and abstractions about the
lesson
preparedness and safety safety measures in dealing with safety measures in dealing with
measures in dealing with storm thunderstorms tornados
surges
Evaluate (5-7 minutes) Evaluate; Evaluate:
True or False True or False refer to the assessment in the
handout pp 10-11
1. Storm surges are caused by 1. Thunderstorms are caused by
strong winds pushing water the rapid movement of warm,
towards the shore. moist air up and down in the
2. Storm surges can cause atmosphere. (True)
extensive coastal flooding and 2. Thunderstorms can produce
damage to infrastructure. lightning, thunder, hail, rain,
3. Climate change has the snow, and tornadoes. (True)
U. Evaluating learning
potential to intensify storm surges 3. Thunderstorms only occur in the
in the future. summer months. (False)
4. Emergency response plans 4. Thunderstorms are more
should include evacuation common in the tropics than in the
procedures for areas at risk of temperate regions. (True)
storm surges. 5. Thunderstorms always occur in
5. Analyzing historical storm clusters or lines. (False)
surge data can help in predicting
and preparing for future events.

V. Additional activities for Homework: Homework:

application or Define the following: define the following:
remediation  Thunderstorm  funnel cloud,
 Cumulonimbus clouds  wall cloud,
 Anvil cloud  downdraft,
 Lightning  vortex
 Thunder  supercell,
 Downburst  tornado
 storm chaser
 .

XI. REMARKS
XII. REFLECTION
H. No. of learners who earned
80% in the evaluation
I. No. of learners who require
additional activities for
remediation who scored below
80%
J. Did the remedial lessons work?
No. of learners who have
caught up with the lesson
K. No. of learners who continue to
require remediation
L. Which of my teaching strategies
worked well? Why did these
work?
M. What difficulties did I encounter
which my principal or
supervisor can help me solve?
N. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?
Prepared by: Noted:

MICHELLE A. KAMBWILI BABY RUBY F. LAURENTE

SHS Teacher II Principal I
 GRADE 1 to 12 School LEON Q. MERCADO HIGH SCHOOL Grade Level 11
DAILY LESSON LOG Teacher MICHELLE A. KAMBWILI- SHS TEACHER II Learning Area DISASTER READINESS AND RISK REDUCTION
Teaching Dates and Time November 20 to 24, 2023 Semester/Quarter FIRST SEM, 2nd QUARTER

XIII. OBJECTIVES SESSION 1 SESSION 2 SESSION 3 SESSION 4

The learners demonstrate understanding of potential hydrometeorological hazards such as:
G. Content Standards
1. Typhoon 2. Thunderstorm 3. Flash flood 4. Flood 5. Storm surge 6. El Nino 7. La Nina
The learners develop a family emergency preparedness plan to guide them on what to do before, during, and after the occurrence of events that cause
H. Performance Standards
hydrometeorological hazards.
 Recognize impending signs of hydrometerological hazards
DRR11/12-IIa-d-33
I. Learning
 Interpret different hydrometerological hazard maps
Competencies/Objectives
DRR11/12-IIa-d-35
 Create a family preparedness plan on what to do before, during, and after a hydrometeorological event
XIV. CONTENT Typhoon Storm Surge Thunderstorm Flood
XV. LEARNING
RESOURCES
Department of Education (2008). Disaster Risk Reduction Resource Manual
E. References Commission on Higher Education (2016). Teaching Guide for Senior High School on Disaster Readiness and Risk Reduction. Retrieved from
http://teachtogether.chedk12.com/teaching_guides/view/306
9. Teacher’s Guide pages
10.Learner’s Material pages
11.Textbook pages
12.Additional Materials from
Learning Resource (LR)
portal
F. Other learning Resources Youtube video lessons. Save the Children DRR modules Virtual simulation platforms, notebooks, handouts, smartphones
XVI. Procedures: self-directed learning, hazard-mapping, collaborative learning, reporting, 5 Es
Management of Learning (MOL) Management of Learning (MOL) to Management of Learning (MOL) to Management of Learning (MOL) to
to be done by the students be done by the students be done by the students be done by the students
 Prayer  Prayer  Prayer  Prayer
 Energizer  Energizer  Energizer  Energizer
W. preliminaries  Checking of Attendance/  Checking of Attendance/ class  Checking of Attendance/ class  Checking of Attendance/ class
class list list list list
 Word for the day  Tongue twister activity  Motivation activity: Brain Teaser  Solving a word problem
 The group assigned for the The group assigned for the The group assigned for the The group assigned for the
X. Reviewing previous Management of Learning will Management of Learning will give Management of Learning will give Management of Learning will give
lesson or presenting the
give the recap/review on the recap/review of the previous the recap/review of the previous the recap/review
new lesson
landslides and sinkholes. lesson using their creative strategies lesson using their creative strategies
State the learning objectives: State the learning objectives. State the learning objectives. State the learning objectives. Apply
Explain the formation of explain the factors leading to storm Interpret geological maps and mitigation strategies to
typhoons surge, identify indicators of an explore geologic processes using prevent loss of lives and
Discuss the different PSWS approaching storm surge, virtual simulation platforms properties
Y. Establishing a purpose
for the lesson
categories understand the correlation between
Show an animation or simulation typhoons and storm surge, and
demonstrate knowledge of
necessary actions to take before,
during, and after a typhoon.
ENGAGE: (5-7 minutes) Engage (5 minutes): Demonstrate to students how to Continuation of virtual expedition
navigate the following virtual platforms
Show a short video clip or Show a video of a storm surge simulation platforms
images of typhoons to capture during Typhoon Yolanda
students' attention. And an animation of how storm Weathering and Erosion Game :
Title of video: PAANO surges occur. Walter's Travels - Weathering and
NABUBUO ANG BAGYO Erosion (nationalgeographic.org)
Link: Typhoon Yolanda storm surge:
https://youtu.be/uzxgYaNm7dc? https://www.youtube.com/watch? Crater formation: Crater Impact
si=c7lPEQQakwu06qpu v=rS0gv4Xbw7w (down2earth.eu)
Z. Presenting
examples/instances of the
new lesson - Ask open-ended questions to Storm surge animation: Plate Tectonics: Plate Tectonics -
activate prior knowledge, such https://www.youtube.com/watch? Plate Tectonics | Crust | Lithosphere
as: v=kfjKsfbLitY - PhET Interactive Simulations
- What are your experiences (colorado.edu)
during this rainy season? How Ask students to share their prior
does the present weather knowledge or experiences with Earthquakes and tsunamis-
disturbance affect your life? typhoons or storm surges. https://www.stopdisastersgame.org/
stop_disasters/
Engage students in a brief
discussion about the potential
dangers and impact of storm surges.
AA. Discussing new concepts Explore (10-12 minutes) Explore *refer to the attached handout *refer to the attached handout
and practicing new skills - students will be grouped Ask students how a storm surge
#1 together and will be provided could affect the following:
with a worksheet containing a 1. Seafarers
set of questions related to the 2. people living in coastal areas
video seen 3. people living inland
- Instruct students to discuss 4. marine ecosystem
 and answer the questions
collaboratively, using available
resources.

Encourage students to share

their findings with the whole
class during the next phase.
Explain (10-12 minutes) Presentation of group outputs: 1. What was/were the most striking
Facilitate a whole-class Sharing of feedbacks, clarifying geological feature(s) you
discussion to address the misconceptions, raising questions encountered during the virtual
questions from the exploration regarding the presentations expedition?
phase. 2. Describe one particular
Follow up questions: geological process or phenomenon
Introduce key vocabulary terms, that you explored?
such as: can we avoid/prevent these geologic 3. How did the virtual expedition
- Typhoon hazards? enhance your understanding of
- Cyclone geological processes compared to
BB. Discussing new concepts - hurricane What are the signs of impending traditional classroom learning?
and practicing new skills - Atmospheric pressure geologic hazards? How can we 4. Was your chosen platform easy
#2 - Wind speed recognize them? to use?
- Coriolis effect 5. How did the use of technology
- Buy ballot’s law How can a better understanding of enrich your learning experience?
the causes of these geological
Provide clear explanations of hazards help us create more
the formation of typhoons and effective disaster readiness and risk
the signs indicating an reduction plans that are applicable
impending typhoon across different regions and hazard
types?

CC. Developing mastery Elaborate (12-15 minutes) The teacher displays pictures and *refer to the attached handout *refer to the attached handout
descriptions of hazards, and the
Assign students a task to create students are expected to identify the
a preparedness plan before, name of each hazard
during, and after a typhoon.

Students should consider

important aspects such as
evacuation routes, emergency
supplies, and communication
strategies.
 Encourage students to think
critically and leverage their
knowledge to create effective
plans.

Students can work individually

or in pairs/groups, depending on
their preferences and abilities.
Students present their plans to What would you do if a sinkhole
the class, explaining their appears in your area? If there is an
DD. Finding practical
reasoning behind each aspect. erosion along the creek? If there is a
applications of concepts
and skills in daily living ground rupture in your neigborhood?
If a landslide occurs while you are
traveling along a steep highway?
Summarize the key points Summarize the key points and Reflect on how our geological
discussed during the lesson, encourage students to reflect on the process affects the environment,
emphasizing the importance of importance of early warning signs. like shaping mountains, creating
preparedness and safety rivers, and forming fertile soils.
EE. Making generalizations measures in dealing with How do our actions can impact
and abstractions about the typhoons. geological processes and how c
lesson
Encourage students to continue
exploring and researching this
topic to deepen their
understanding.
Evaluate (5-7 minutes) Ask students to write a short *refer to handout for the evaluation *refer to handout for the evaluation
Conduct a formative paragraph explaining the most
assessment to gauge students' important thing they learned in this
understanding of the lesson's lesson
objectives.
FF. Evaluating learning
-formation of typhoons,
recognizing signs of impending
typhoons, and appropriate
actions to take before, during,
and after a typhoon.
GG. Additional activities for
application or
remediation
XVII. REMARKS
XVIII. REFLECTION
O. No. of learners who earned
 80% in the evaluation
P. No. of learners who require
additional activities for
remediation who scored below
80%
Q. Did the remedial lessons work?
No. of learners who have
caught up with the lesson
R. No. of learners who continue to
require remediation
S. Which of my teaching strategies
worked well? Why did these
work?
T. What difficulties did I encounter
which my principal or
supervisor can help me solve?
U. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?
Prepared by: Noted:

MICHELLE A. KAMBWILI BABY RUBY F. LAURENTE

SHS Teacher II Principal I
 GRADE 1 to 12 School LEON Q. MERCADO HIGH SCHOOL Grade Level 11
DAILY LESSON LOG Teacher MICHELLE A. KAMBWILI- SHS TEACHER II Learning Area DISASTER READINESS AND RISK REDUCTION
Teaching Dates and Time November 13 to 17, 2023 Semester/Quarter FIRST SEM, 2nd QUARTER

XIX. OBJECTIVES SESSION 1 SESSION 2 SESSION 3 SESSION 4

The learners demonstrate understanding of Related geological hazards such as:
J. Content Standards 1. Rainfall-induced landslide
2. Sinkhole
The learners develop a family emergency preparedness plan to guide them on what to do before, during, and after the occurrence of events that cause
K. Performance Standards
geological hazards.
 Discuss the different geological hazards  Interpret geological maps DRR11/12-IIa-b-30
DRR11/12-IIa-b-27  Explore Geologic Processes Using Virtual Simulation Platform (A
L. Learning  Analyze the causes of geological hazards project based learning)
Competencies/Objectives DRR11/12-IIa-b-2  Apply mitigation strategies to prevent loss of lives and properties
 Recognize signs of impending geological hazards; DRR11/12-IIa-b-31
DRR11/12-IIa-b-29
XX. CONTENT Related geologic hazards Related geologic hazards
XXI. LEARNING
RESOURCES
Department of Education (2008). Disaster Risk Reduction Resource Manual
G. References Commission on Higher Education (2016). Teaching Guide for Senior High School on Disaster Readiness and Risk Reduction. Retrieved from
http://teachtogether.chedk12.com/teaching_guides/view/306
13.Teacher’s Guide pages
14.Learner’s Material pages
15.Textbook pages
16.Additional Materials from
Learning Resource (LR)
portal
H. Other learning Resources Youtube video lessons. Save the Children DRR modules Virtual simulation platforms, notebooks, handouts, smartphones
XXII. Procedures: self-directed learning, hazard-mapping, project-based learning, reporting, 7Es
Management of Learning (MOL) Management of Learning (MOL) to Management of Learning (MOL) to Management of Learning (MOL) to
to be done by the students be done by the students be done by the students be done by the students
 Prayer  Prayer  Prayer  Prayer
 Energizer  Energizer  Energizer  Energizer
HH. preliminaries  Checking of Attendance/  Checking of Attendance/ class  Checking of Attendance/ class  Checking of Attendance/ class
class list list list list
 Word for the day  Motivation activity: charade  Motivation activity: Brain Teaser  Motivation activity: numeracy
exercise/ language exercise
 The group assigned for the The group assigned for the The group assigned for the The group assigned for the
II. Reviewing previous Management of Learning will Management of Learning will give Management of Learning will give Management of Learning will give
lesson or presenting the give the recap/review of the the recap/review of the previous the recap/review of the previous the recap/review of the previous
new lesson movie “SINKHOLE:” lesson using their creative strategies lesson using their creative strategies lesson using their creative
strategies
State the learning objectives: State the learning objectives. State the learning objectives. State the learning objectives. Apply
Discuss the different geological Recognize signs of impending Interpret geological maps and mitigation strategies to
JJ. Establishing a purpose
for the lesson
Hazards and analyze the geological hazards; explore geologic processes using prevent loss of lives and
causes of geological virtual simulation platforms properties
hazards
Sharing of reviews and Giving instructions and guidelines Demonstrate to students how to Continuation of virtual expedition
comments about the movie for the group presentations navigate the following virtual platforms
SINKHOLE simulation platforms

Weathering and Erosion Game :

Walter's Travels - Weathering and
Erosion (nationalgeographic.org)

KK. Presenting Crater formation: Crater Impact

examples/instances of the (down2earth.eu)
new lesson
Plate Tectonics: Plate Tectonics -
Plate Tectonics | Crust | Lithosphere
- PhET Interactive Simulations
(colorado.edu)

Earthquakes and tsunamis-

https://www.stopdisastersgame.org/
stop_disasters/
In small groups, have students *refer to the attached handout *refer to the attached handout
analyze the causes of one
geological hazards:
LL. Discussing new concepts
1- Sinkhole
and practicing new skills
#1 2- Landslide
3- Ground rupture
4- Erosion
5- tsunami
MM. Discussing new Guide questions for the Presentation of group outputs: 1. What was/were the most striking
concepts and practicing discussion: Sharing of feedbacks, clarifying geological feature(s) you
new skills #2 What common geological misconceptions, raising questions encountered during the virtual
processes or factors underlie regarding the presentations expedition?
the potential for each of these 2. Describe one particular
 hazards (sinkhole, landslide, Follow up questions: geological process or phenomenon
ground rupture, erosion, that you explored?
tsunami)? can we avoid/prevent these geologic 3. How did the virtual expedition
hazards? enhance your understanding of
How do human activities and geological processes compared to
urban development contribute to What are the signs of impending traditional classroom learning?
or exacerbate these geological geologic hazards? How can we 4. Was your chosen platform easy
hazards in various regions? recognize them? to use?
5. How did the use of technology
What are the key warning signs How can a better understanding of enrich your learning experience?
or precursors that might indicate the causes of these geological
the impending occurrence of hazards help us create more
these hazards, regardless of the effective disaster readiness and risk
specific type? reduction plans that are applicable
across different regions and hazard
In terms of mitigation and types?
prevention, what general
strategies can be applied to
reduce the impact of these
geological hazards on
communities and infrastructure?

Time allotment: 30min

The teacher displays pictures and *refer to the attached handout *refer to the attached handout
descriptions of hazards, and the
NN. Developing mastery
students are expected to identify the
name of each hazard
If you were once of the What would you do if a sinkhole
characters in the movie? What appears in your area? If there is an
OO. Finding practical
would you have done if you erosion along the creek? If there is a
applications of concepts
and skills in daily living were stuck in that building? ground rupture in your neigborhood?
If a landslide occurs while you are
traveling along a steep highway?
Summarize the key points and Reflect on how our geological
encourage students to reflect on the process affects the environment,
PP. Making generalizations
importance of early warning signs. like shaping mountains, creating
and abstractions about the
lesson rivers, and forming fertile soils.
How do our actions can impact
geological processes and how c
QQ. Evaluating learning Students participation in the Ask students to write a short *refer to handout for the evaluation *refer to handout for the evaluation
group discussion will be paragraph explaining the most
evaluated using this rubric: important thing they learned in this
 lesson

RR. Additional activities for

application or
remediation
The Project-based learning activity is programmed for 5 days, this will be
XXIII. REMARKS
conducted until next week
XXIV. REFLECTION
V. No. of learners who earned
80% in the evaluation
W. No. of learners who require
additional activities for
remediation who scored below
80%
X. Did the remedial lessons work?
No. of learners who have
caught up with the lesson
Y. No. of learners who continue to
require remediation
Z. Which of my teaching strategies
worked well? Why did these
work?
AA. What difficulties did I
encounter which my principal or
supervisor can help me solve?
BB. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?
Prepared by: Noted:

MICHELLE A. KAMBWILI BABY RUBY F. LAURENTE

SHS Teacher II Principal I
 GRADE 1 to 12 School LEON Q. MERCADO HIGH SCHOOL Grade Level 11
DAILY LESSON LOG Teacher MICHELLE A. KAMBWILI- SHS TEACHER II Learning Area DISASTER READINESS AND RISK REDUCTION
Teaching Dates and Time September 19 to 23, 2023 Semester/Quarter FIRST SEM, 1ST QUARTER

XXV. OBJECTIVES SESSION 1 SESSION 2 SESSION 3 SESSION 4

The learners demonstrate understanding of the various elements that may be exposed to hazards:
The learners demonstrate
1. Physical
understanding of the …
2. Social
1. Concept of disaster
3. Economic
M. Content Standards 2. Concept of disaster
4. Environmental
risk
3. Nature of disasters
Vulnerability of each exposed element.
4. Effects of disasters
The learners relate the concept The learners conduct hazard hunts of exposed elements and propose corresponding corrective actions for one’s
N. Performance Standards
of disaster with daily life. preparedness
The learner…
Analyze disaster from the
O. Learning different perspectives (physical, Explain the meaning of vulnerability (DRR11/12-Ic-8)
Explain why certain sectors of the society are more vulnerable to disaster than others (DRR11/12-Ic)
Competencies/Objectives psychological, socio-cultural,
Conduct student-led school watching and hazard mapping both at home and in school
economic, political, and
biological). (DRR11/12-Ia-b-6)
XXVI. CONTENT Basic Concept of Disaster and Disaster Risk Basic Concept of Disaster and Disaster Risk
XXVII. LEARNING
RESOURCES
Department of Education (2008). Disaster Risk Reduction Resource Manual
I. References Commission on Higher Education (2016). Teaching Guide for Senior High School on Disaster Readiness and Risk Reduction. Retrieved from
http://teachtogether.chedk12.com/teaching_guides/view/306
17. Teacher’s Guide
pages
18. Learner’s Material
pages
19. Textbook pages
20. Additional Materials
from Learning
Resource (LR) portal
Youtube video lessons, Youtube video lessons, Youtube video lessons,
Paper, markers, and drawing Paper, markers, and drawing Paper, markers, and drawing
J. Other learning Resources Youtube video lessons
materials, Clipboards or notebooks, materials, Clipboards or notebooks, materials, Clipboards or notebooks,
Cameras or smartphones Cameras or smartphones Cameras or smartphones
XXVIII.Procedures: self-directed learning, collaborative activity, reporting, inquiry-based learning,
 Management of Learning (MOL) Management of Learning (MOL) to Management of Learning (MOL) to Management of Learning (MOL) to
to be done by the students be done by the students be done by the students be done by the students
 Prayer  Prayer  Prayer  Prayer
 Energizer  Energizer  Energizer  Energizer
SS. preliminaries  Checking of Attendance/  Checking of Attendance/ class  Checking of Attendance/ class  Checking of Attendance/ class
class list list list list
 Word for the day  Motivation activity:  Motivation activity:  Motivation activity:
 Integration of Science month
activities
The group assigned for the The group assigned for the The group assigned for the The group assigned for the
TT. Reviewing previous Management of Learning will Management of Learning will give Management of Learning will give Management of Learning will give
lesson or presenting the
give the recap/review of the the recap/review of the previous the recap/review of the previous the recap/review of the previous
new lesson
previous lesson lesson lesson lesson
State the learning objectives: State the learning objectives. State the learning objectives. State the learning objectives.
UU. Establishing a purpose Analyze disaster based on Analyse the disaster risk formula Explain the meaning of vulnerability Explain why certain sectors of the
for the lesson different perspectives and define vulnerability, hazard, risk, and exposure society are more vulnerable to
exposure and coping capacity disaster than others
Teacher will present images for Ask students to assess the hazards Introduce the concept of
situational analysis that exist in their household. vulnerability and vulnerable sectors
VV. Presenting 1- busy urban area with heavy ask them to describe their in the community. Ask students who
examples/instances of the traffic and lots of tall buildings vulnerability, exposure and risks to the vulnerable sectors are
new lesson 2- coastal area these hazards
3- riverside squatters Ask them to rate their coping
4-houses in subdivisions capacities
WW. Discussing new Ask students to evaluate the Divide the class into small groups of Divide the class into small groups,
concepts and practicing situations presented in the 4-5 students each. Ensure a mix of and assign each group a specific
new skills #1 pictures by looking into the abilities and backgrounds within sector of society (e.g., children,
physical, psychological, socio- each group to encourage diverse elderly, low-income families, people
cultural, economic, biological, perspectives. with disabilities).
and political perspectives
Collaborative activity: Disaster Risk Instruct each group to research and
Ask students to choose a Formula Analysis (15 minutes): prepare a short presentation on why
particular natural or man-made their assigned sector is more
hazard and analyse the impact Distribute printed handouts of the vulnerable to disasters.
of disasters based on the disaster risk formula (Risk = Hazard
different perspectives x Vulnerability / Coping Capacity) to Encourage them to consider
each group. socioeconomic, geographical, and
other relevant factors.
Instruct each group to analyze the
formula and discuss its components.

Encourage them to break down the

 formula into its constituent parts and
explore how they are
interconnected.

Ask each group to nominate a

spokesperson to share their insights
with the class.
XX. Discussing new concepts Physical Perspective: Research Provide printed handouts with Have each group present their
and practicing new skills and document the physical definitions of key terms findings to the class. Allow for
#2 aspects of the chosen disaster. (vulnerability, hazard, risk, questions and discussion after each
Include information on its exposure, and coping capacity). presentation.
causes, impact on the
environment, and any physical Assign each group one term to
damage caused. focus on. Instruct them to read and
understand their assigned definition
Psychological Perspective: thoroughly.
Investigate the psychological
impact of the disaster on Ask each group to prepare a brief
individuals and communities. presentation explaining their
Include data on stress, trauma, assigned term to the entire class,
and coping mechanisms. highlighting its significance in
disaster risk analysis.
Socio-cultural Perspective:
Explore how the disaster Allow groups 10 minutes to prepare
affected the cultural and social their presentations. Encourage
aspects of the affected area. them to use examples or scenarios
Consider changes in community to illustrate their points.
dynamics, traditions, and social
support systems. After each presentation, open the
floor for questions and discussion.
Economic Perspective: Analyze
the economic consequences of
the disaster, including the cost
of damage, economic recovery
efforts, and the impact on
employment and businesses.

Political Perspective: Examine

the political response to the
disaster, including government
actions, policies, and
international cooperation.
 Biological Perspective:
Investigate any biological
implications of the disaster,
such as disease outbreaks,
public health measures, and
environmental changes
affecting flora and fauna.

Why is it important to analyse Ask some students to define the Ask students what insights they
different disaster risk factors? following words in their own context: gained from each presentation.
-vulnerability
YY. Developing mastery -exposure
-carrying capacity
-risk
-hazard
Show pictures/slides of various Encourage students to connect the Ask students:
scenarios and ask students definitions of these terms to real-
ZZ. Finding practical what type of disaster risk factor world examples of disaster why do we need to identify or know
applications of concepts is being portrayed in the picture. situations. who the vulnerable sectors are? In
and skills in daily living what ways can we help them?
ask them to relate it to their daily
experiences
AAA. Making Ask students about their Ask students to reflect on what they
generalizations and takeaways from the lesson have learned.
abstractions about the
lesson
(10 mins.)- Quiz 1 Group presentations will be the
 Hazard vs. Disaster basis for evaluation.
BBB. Evaluating
learning
 Types of Disaster
 Impacts of Hazards
Disaster Risk Factors
Assign homework that requires
students to apply their
CCC. Additional
understanding of these terms to
activities for application
or remediation analyze a recent disaster event or
scenario. They can write a short
report or create a presentation.
XXIX. REMARKS
XXX. REFLECTION
CC. No. of learners who
 earned 80% in the evaluation
DD. No. of learners who
require additional activities for
remediation who scored below
80%
EE. Did the remedial lessons
work? No. of learners who have
caught up with the lesson
FF. No. of learners who
continue to require remediation
GG. Which of my teaching
strategies worked well? Why
did these work?
HH. What difficulties did I
encounter which my principal or
supervisor can help me solve?
II. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?
Prepared by: Submitted to:
MICHELLE A. KAMBWILI BABY RUBY F. LAURENTE
SHS Teacher II Principal I
 GRADE 1 to 12 School LEON Q. MERCADO HIGH SCHOOL Grade Level 11
DAILY LESSON LOG Teacher MICHELLE A. KAMBWILI- SHS TEACHER II Learning Area DISASTER READINESS AND RISK REDUCTION
Teaching Dates and Time September 11 to 18, 2023 Semester/Quarter FIRST SEM, 1ST QUARTER

XXXI. OBJECTIVES SESSION 1 SESSION 2 SESSION 3 SESSION 4

The learners demonstrate understanding of the …
5. Concept of disaster
P. Content Standards 6. Concept of disaster risk
7. Nature of disasters
8. Effects of disasters
Q. Performance Standards The learners relate the concept of disaster with daily life.
The learner…
R. Learning Analyze disaster from the different perspectives (physical, psychological,
Competencies/Objectives
socio-cultural, economic, political, and biological). (DRR11/12-Ia-b-6)
XXXII. CONTENT Basic Concept of Disaster and Disaster Risk
XXXIII. LEARNING
RESOURCES
Department of Education (2008). Disaster Risk Reduction Resource Manual
K. References Commission on Higher Education (2016). Teaching Guide for Senior High School on Disaster Readiness and Risk Reduction. Retrieved from
http://teachtogether.chedk12.com/teaching_guides/view/306
21. Teacher’s Guide
pages
22. Learner’s Material
pages
23. Textbook pages
24. Additional Materials
from Learning
Resource (LR) portal
L. Other learning Resources Youtube videos Youtube videos
XXXIV.Procedures: self-directed learning, collaborative activity, reporting, inquiry-based learning
DDD. preliminaries Management of Learning (MOL) to Management of Learning (MOL) to Modular learning for students from September 13 to September 18
be done by the students be done by the students
 Prayer  Prayer
 Energizer  Energizer
 Checking of Attendance/ class  Checking of Attendance/ class
list list
 Word for the day  Motivation activity: ask
students about their
observations and experiences
during the Traslacion
procession and what hazards
 were observed during the
event
Presenting new lesson Review of the previous lesson Activity:: "Analyzing Disasters from Multiple Perspectives"
Students will recite the meaning of Student will share a word or
EEE. Reviewing disaster concept encountered in the last Objective: To understand the multifaceted nature of disasters by
previous lesson or lesson that had the biggest analyzing them from various perspectives.
presenting the new lesson *correcting misconceptions impact on their memory
Materials Needed: Access to research materials, the internet, and writing
supplies.
FFF. Establishing a State the learning objectives. State the learning objectives.
purpose for the lesson
Instructions:
(3 mins.) (3 mins.) Phase 1: Introduction to Disaster Analysis (Day 1)
GGG. Presenting Video Presentation Video Presentation
examples/instances of the
DRRR Lesson 1 Hazard vs Risk Select a Disaster: Each student should choose a specific disaster (e.g.,
new lesson
Basic Concept of Disaster earthquake, hurricane, pandemic, industrial accident) to focus on
(40 mins.) (40 mins.) throughout the project.
Group Report Group Report
Each group should come up with a Each group should come up with a Define the Objectives: In a brief paragraph, have students explain why
summary of each category summary of each category they chose their particular disaster and what specific objectives they aim
addressing the following key addressing the following key points: to achieve in their analysis.
points: a. Definition for the category
HHH. Discussing new
1. Definition of disaster b. Examples that of factors Phase 2: Research (Day 2 and 3)
concepts and practicing
new skills #1 2. Types of disasters that directly affect them
3. Disaster risk factors and possible effects Physical Perspective: Research and document the physical aspects of
4. Disaster cycle c. Examples of factors that the chosen disaster. Include information on its causes, impact on the
might not necessarily environment, and any physical damage caused.
affect them
Ways to address the factors to be Psychological Perspective: Investigate the psychological impact of the
ready for disasters disaster on individuals and communities. Include data on stress, trauma,
Activity 2: Discuss the different disaster risk and coping mechanisms.
unlocking the meaning of the factors
following: I. Physical Socio-cultural Perspective: Explore how the disaster affected the cultural
1. Hazard II. Psychological and social aspects of the affected area. Consider changes in community
III. Discussing new concepts 2. Risk
and practicing new skills III. Socio-cultural dynamics, traditions, and social support systems.
3. Capacity IV. Economic
#2
4. Vulnerability V. Political Economic Perspective: Analyze the economic consequences of the
5. Exposure VI. Biological disaster, including the cost of damage, economic recovery efforts, and
Disaster risk the impact on employment and businesses.

JJJ. Developing mastery Familiarizing the meaning of Why is it important to analyse Political Perspective: Examine the political response to the disaster,
disasters different disaster risk factors? including government actions, policies, and international cooperation.
 students will be asked to recite the
definition of disaster Biological Perspective: Investigate any biological implications of the
Students will give examples of Show pictures/slides of various disaster, such as disease outbreaks, public health measures, and
disasters, risks and hazards that scenarios and ask students what environmental changes affecting flora and fauna.
KKK. Finding practical they see around them type of disaster risk factor is being
applications of concepts portrayed in the picture. Phase 3: Synthesis and Analysis (Day 4)
and skills in daily living
ask them to relate it to their daily Compile Findings: Organize the research findings into a well-structured
experiences report or presentation.
LLL. Making Promote mastery of concepts by Ask students about their takeaways
generalizations and asking students to recite the from the lesson Analyze and Compare: Compare how the disaster affected the different
abstractions about the meaning of disaster perspectives, looking for patterns, contradictions, or interactions between
lesson them.
(10 mins.) (10 mins.)
Quizizz Quiz 1 Phase 4: Presentation and Discussion (1 week)
MMM. Evaluating  Basic concepts of  Hazard vs. Disaster
learning disasters  Types of Disaster Present Your Findings: The students will present their outputs when they
 Impacts of Hazards come back to school
 Disaster Risk Factors
Homework: Homework for the long holidays: Class Discussion: After each presentation, the teacher will facilitate a
Enumerate and briefly discuss the Please refer to the next columns class discussion where students can ask questions and provide feedback
different disaster risk factors on their peers' projects.

Phase 5: Reflection and Conclusion

NNN. Additional Individual Reflection: Have each student write a reflection paper
activities for application discussing what they learned about disaster analysis from different
or remediation perspectives and how it has broadened their understanding of disaster
readiness and risk reduction.

Assessment: Students will be evaluated based on quality of their

research, the depth of their analysis, their presentation skills, and their
ability to reflect on the importance of considering multiple perspectives in
disaster preparedness and risk reduction.
This take-home activity encourages critical thinking and research skills
XXXV. REMARKS while promoting a holistic understanding of disasters and their impacts. It
also fosters class discussion and peer learning.
XXXVI. REFLECTION
JJ.No. of learners who earned
80% in the evaluation
KK. No. of learners who
require additional activities for
 remediation who scored below
80%
LL. Did the remedial lessons
work? No. of learners who have
caught up with the lesson
MM. No. of learners who
continue to require remediation
NN. Which of my teaching
strategies worked well? Why
did these work?
OO. What difficulties did I
encounter which my principal or
supervisor can help me solve?
PP. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?
Prepared by: Submitted to:
MICHELLE A. KAMBWILI BABY RUBY F. LAURENTE
SHS Teacher II Principal I

GRADE 1 to 12 School LEON Q. MERCADO HIGH SCHOOL Grade Level TWELVE

DAILY LESSON LOG Teacher MICHELLE A. KAMBWILI- SHS TEACHER II Learning Area DISASTER READINESS AND RISK REDUCTION
Teaching Dates and Time September 4 to 7/8, 2023 Semester/Quarter FIRST SEM, 1ST QUARTER

XXXVII. OBJECTIVES SESSION 1 SESSION 2 SESSION 3 SESSION 4

The learners demonstrate understanding of the …
COURSE ORIENTATION
9. Concept of disaster
GETTING TO KNOW EACH OTHER
S. Content Standards 10. Concept of disaster risk
PRE-TEST
11. Nature of disasters
ORGANIZATION OF GROUPS
1. Effects of disasters
T. Performance Standards The learners relate the concept of disaster with daily life.
U. Learning The learner…
Competencies/Objectives Analyze disaster from the different perspectives (physical,
psychological, socio-cultural, economic, political, and biological).
 (DRR11/12-Ia-b-6)
XXXVIII. CONTENT Basic Concept of Disaster and Disaster Risk
XXXIX. LEARNING
RESOURCES
Department of Education (2008). Disaster Risk Reduction Resource Manual
M. References Commission on Higher Education (2016). Teaching Guide for Senior High School on Disaster Readiness and Risk Reduction. Retrieved from
http://teachtogether.chedk12.com/teaching_guides/view/306
25. Teacher’s Guide
pages 22-32 pages 22-32
pages
26. Learner’s Material
pages
27. Textbook pages
28. Additional Materials
from Learning
Resource (LR) portal
Hazard vs. Risk Hazard vs Risk
Retrieved from Retrieved from
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N. Other learning Resources
Understanding Disaster Risk Understanding Disaster Risk
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XL. Procedures
Management of Learning (MOL) to Management of Learning (MOL) to Management of Learning (MOL) to Management of Learning (MOL) to
be done by the students be done by the students be done by the students be done by the students
 Prayer  Prayer  Prayer  Prayer
 Energizer  Energizer  Energizer  Energizer
 Checking of Attendance/ Class  Checking of Attendance/ class  Checking of Attendance/ class  Checking of Attendance/ class
list list list list
OOO. preliminaries
 Introduction by the teacher  Word for the day  Numeracy and literacy
 Self-introduction by the challenge
students Ask students to translate a
textual information about
disasters into a graph

Ask students about what they Presenting new lesson Review of the previous lesson
enjoy, appreciate or don’t enjoy What is your idea of the word Student recalls the meaning of
PPP. Reviewing
about Disaster Readiness and disaster? What disasters have you disaster
previous lesson or
presenting the new lesson Risk Reduction and learning it encountered/ experienced?

*correcting misconceptions
 Explain that the first lesson will Explain to students that a pre-test State the learning objectives. State the learning objectives.
focus on course orientation, getting will be conducted to gauge
to know each other, and setting students' current proficiency in
QQQ. Establishing a expectations for the class. English for academic and
purpose for the lesson Emphasize the importance of a professional purposes.
positive and respectful learning Emphasize that it's not for grading
environment. but to tailor the course to their
needs
Reading exercise: Share a sample question from the (3 mins.) (3 mins.)
teacher asks students to read the pre-test to give students an idea of Video Presentation Video Presentation
following words and to use them in the type of questions they will DRRR Lesson 1 Hazard vs Risk
a sentence encounter. Basic Concept of Disaster
RRR. Presenting 1. Disaster
examples/instances of the
new lesson
2. hazard
3. risk
4. mitigation
5. vulnerability

Activity: HUMAN BINGO Check the papers and identify the (40 mins.) (40 mins.)
Students play a human bingo least learned items based on the Group Report Group Report
game to help get to know each results of the pre-test Each group should come up with a Each group should come up with a
other and foster a friendly summary of each category summary of each category
atmosphere addressing the following key addressing the following key
Ask the students to complete the points: points:
statement: 5. Definition of disaster d. Definition for the category
SSS. Discussing new
6. Types of disasters e. Examples that of factors
concepts and practicing
new skills #1 My greatest fear is______ 7. Disaster risk factors that directly affect them
I am confident that I can ________ 8. Disaster cycle and possible effects
I consider myself as_______ f. Examples of factors that
might not necessarily
affect them
g. Ways to address the
factors to be ready for
disasters
TTT. Discussing new COURSE ORIENTATION After identifying the areas for Activity 2: Discuss the different disaster risk
concepts and practicing - Content standards and improvement, ask students for unlocking the meaning of the factors
new skills #2 performance standards suggestions for effective learning to following: VII. Physical
- Grading system happen. 6. Hazard VIII. Psychological
- Classroom assessment 7. Risk IX. Socio-cultural
- School policies like Ask students to share their 8. Capacity X. Economic
attendance, conduct, and child experiences on insights on how a 9. Vulnerability XI. Political
protection, etc. student can best learn the subject 10. Exposure
 - Course requirements and be able to apply their 11. Disaster risk XII. Biological
Setting of class rules and learnings in real life context.
expectations
Other activities: Familiarizing the meaning of Why is it important to analyse
UUU. Developing distribution of text books disasters different disaster risk factors?
mastery students will be asked to recite the
Organizing groups/ seat plan definition of disaster
Engage the students in a Assign a short reflective writing Students will give examples of Show pictures/slides of various
discussion about how effective task where students discuss the disasters, risks and hazards that scenarios and ask students what
VVV. Finding practical communication is used in their areas they felt strong in and areas they see around them type of disaster risk factor is being
applications of concepts daily lives, both academically and they would like to improve based portrayed in the picture.
and skills in daily living professionally. on their pre-test experience
Encourage them to share personal ask them to relate it to their daily
experiences or examples. experiences
Ask students to share something Ask students to complete the Promote mastery of concepts by Ask students about their takeaways
WWW. Making
interesting about the session statement: asking students to recite the from the lesson
generalizations and
abstractions about the
meaning of disaster
lesson I used to think that _______, now I
know that____________
 No evaluation for today Conclude by asking students how (10 mins.) (10 mins.)
they feel about their current skills Quizizz Quiz 1
XXX. Evaluating based on the pre-test. Basic concepts of disasters  Hazard vs. Disaster
learning Emphasize that the pre-test is a  Types of Disaster
starting point and the course will be  Impacts of Hazards
tailored to help them improve.  Disaster Risk Factors
Homework: Homework:
Define the following: Enumerate and briefly discuss the
1. Disaster different disaster risk factors
2. Hazard
YYY. Additional
activities for application
3. Risk
or remediation 4. Capacity
5. Vulnerability
6. Exposure
7. Disaster risk
XLI. REMARKS

XLII. REFLECTION
QQ. No. of learners who
earned 80% in the evaluation
 RR. No. of learners who
require additional activities for
remediation who scored below
80%
SS. Did the remedial lessons
work? No. of learners who have
caught up with the lesson
TT. No. of learners who
continue to require remediation
UU. Which of my teaching
strategies worked well? Why
did these work?
VV. What difficulties did I
encounter which my principal or
supervisor can help me solve?
WW. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?
Prepared by: Submitted to:
MICHELLE A. KAMBWILI BABY RUBY F. LAURENTE
SHS Teacher II Principal I
 GRADE 1 to 12 School LEON Q. MERCADO HIGH SCHOOL Grade Level TWELVE
DAILY LESSON LOG Teacher MICHELLE A. KAMBWILI- SHS TEACHER II Learning Area DISASTER READINESS AND RISK REDUCTION
Teaching Dates and Time AUG 29 TO SEPT 2, 2023 Semester/Quarter FIRST SEM, 1ST QUARTER

XX. OBJECTIVES SESSION 1 SESSION 2 SESSION 3 SESSION 4

The learners demonstrate understanding of the …
The learners demonstrate understanding of the …
Various elements that may be exposed to hazards:
12. Concept of disaster
2. Physical
V. Content Standards 13. Concept of disaster risk
3. Social
14. Nature of disasters
4. Economic
15. Effects of disasters
5. Environmental
The learners conduct hazard hunts of exposed elements and propose
W. Performance Standards The learners relate the concept of disaster with daily life.
corresponding corrective actions for one’s preparedness.
The learner…
1. Enumerate elements exposed to hazards; (DRR11/12-Ic-7)
The learner… 2. Explain the meaning of vulnerability; (DRR11/12-Ic-8)
X. Learning Analyze disaster from the different perspectives (physical, psychological, 3. Explain why certain sectors of society are more vulnerable to
Competencies/Objectives
socio-cultural, economic, political, and biological). (DRR11/12-Ia-b-6) disaster than others; (DRR11/12-Ic-9)
4. Analyze why certain structures are more vulnerable to specific
hazards than others; (DRR11/12-Ic-10)
YY. CONTENT Basic Concept of Disaster and Disaster Risk (continuation) Exposure and Vulnerability
ZZ. LEARNING
RESOURCES
Department of Education (2008). Disaster Risk Reduction Resource Manual
O. References Commission on Higher Education (2016). Teaching Guide for Senior High School on Disaster Readiness and Risk Reduction. Retrieved from
http://teachtogether.chedk12.com/teaching_guides/view/306
29. Teacher’s Guide
pages 22-32
pages
30. Learner’s Material
pages
31. Textbook pages
32. Additional Materials
from Learning
Resource (LR) portal
P. Other learning Resources Hazard vs. Risk Hazard vs Risk
Retrieved from Retrieved from
 https://www.youtube.com/watch? https://www.youtube.com/watch?
v=0b9gNy3whoI v=0b9gNy3whoI

Understanding Disaster Risk Understanding Disaster Risk

Retrieved from Retrieved from
https://www.youtube.com/watch? https://www.youtube.com/watch?
v=O-SWl3J1aQc v=O-SWl3J1aQc

(3 mins.) (3 mins.)
Prayer and Greetings Prayer and Greetings
ZZZ. Reviewing Review of the previous lesson Review of the previous lesson
previous lesson or What are the examples of The teacher calls on random
presenting the new lesson areas/locations exposed to learners to discuss the main point
hazards that may lead to of the previous discussion and
disasters? what they have learned from it.
(2 mins.) (2 mins.)
AAAA. Establishing a Learning Objectives Learning Objectives
purpose for the lesson The teacher communicates the The teacher communicates the
learning objectives. learning objectives.
(3 mins.) (3 mins.) 1.
Video Presentation Video Presentation
Hazard vs Risk Hazard vs Risk

BBBB. Presenting
examples/instances of the
new lesson

CCCC. Discussing new (40 mins.) (40 mins.) 1. 1.

concepts and practicing Group Report Group Report
new skills #1 Each group should come up with a Each group should come up with a
summary of each category summary of each category
addressing the following key addressing the following key
points: points:
9. Definition for the h. Definition for the
category category
10. Examples that of factors i. Examples that of factors
that directly affect them that directly affect them
and possible effects and possible effects
11. Examples of factors that j. Examples of factors that
might not necessarily might not necessarily
affect them affect them
12. Ways to address the k. Ways to address the
 factors to be ready for factors to be ready for
disasters disasters
Disaster Risk Factors Disaster Risk Factors
I. Physical XIII. Physical
II. Psychological XIV. Psychological
III. Socio-cultural XV. Socio-cultural
IV. Economic XVI. Economic
V. Political XVII. Political
VI. Biological XVIII. Biological
(5 mins.)
Other Sectors Vulnerable to
DDDD. Discussing new
Disasters
concepts and practicing
The teacher asks the learners to
new skills #2
enumerate other sectors vulnerable
to disasters.
(20 mins)
Group Work
EEEE. Developing
Identifying hazards, exposed
mastery
elements and type of vulnerability
*Instructions on the last page
FFFF. Finding practical
applications of concepts
and skills in daily living
(3 mins.) (3 mins.) (5 mins.) (5 mins.)
Video Presentation Video Presentation Guide Questions Guide Questions
Understanding Disaster Risk Understanding Disaster Risk 1. What is exposure? 1. Why are persons with
GGGG. Making 2. What is vulnerability? disability socially more
generalizations and 3. What are the four types vulnerable during a
abstractions about the of vulnerability? hazard event?
lesson 2. What can be done to help
persons with a disability
reduce their vulnerability
to hazards?
(10 mins.) (10 mins.)
Quiz 1 Quiz 1
HHHH. Evaluating  Hazard vs. Disaster  Hazard vs. Disaster
learning  Types of Disaster  Types of Disaster
 Impacts of Hazards  Impacts of Hazards
 Disaster Risk Factors  Disaster Risk Factors
IIII. Additional activities for Vulnerability Assessment and The learners will be divided into
application or Capacity Building Plan groups of five members. Each
remediation The learners together with the group should bring the following
parents do a vulnerability materials:
assessment of their home,  White cartolina
involving the following steps:  Coloring materials
 1. Make a list of the three
(3) most possible hazards
likely to affect their
home. These can be
natural, technological, or
biological hazards.
2. Identify all the elements
within the home that will
be exposed to these
hazards.
3. Identify how each
exposed element is
vulnerable to each of the
three hazards.
4. Based on identified
vulnerabilities, make an
action plan on how to
address these
vulnerabilities.
AAA. REMARKS
BBB. REFLECTION

Exposure and Vulnerability

Demonstration
1. Use the following demonstration to illustrate the difference between the risk factors hazard, exposure, vulnerability and capacity.
2. Place the paper, plastic and glass cup on the edge of a table and explains these are the elements at risk.
3. Ask the class to imagine a strong earthquake taking place. Ask learners to describe what will happen to each of the three cups when the table vigorously shakes (the glass cup
will fall and break, but the paper and plastic cup will be undamaged even if they fall off the table). Emphasize that all three elements are exposed to the same hazard.
4. Then, place a pillow on the floor and ask a learner to describe what will happen to the glass cup if it lands on the pillow instead of the hard floor during the earthquake. Note
that the same glass cup was subjected to the same hazard but the outcomes are different.
5. Ask the class to imagine a fire occurring and asks learners to describe what will happen to each of the cup if exposed to intense heat and flames (the paper cup will burn, the
plastic cup will melt, the glass cup may crack).
6. Ask the class to imagine a flood that submerges the room until the ceiling. Ask learners what will happen if the three cups are submerged in water and kept there for a day (the
plastic and glass cup will be undamaged, but the paper cup with prolonged exposure to water may soften or break up)

Interactive Discussion
1. Ask learners to identify the intrinsic property or conditions of for each of the three elements that made it vulnerable to the hazard. Teacher does this for all three hazards.
2. Summarize learners’ explanations under the Vulnerability Column.
3. Ask learners to identify the intrinsic property or conditions of for each of the three elements that made it resilient to the hazard. Teacher does this for all three hazards.
4. Summarize learners’ explanations under the capacity column. Sample answers are shown below:
5. Ask a learner to explain what their concept of vulnerability, capacity and resilience as based on the demonstration. Accept all ideas as learner will eventually discover if their
answers are correct.
6. Ask learners to volunteer reading the definitions of
vulnerability, capacity and resilience based on the
UNISDR Terminology.
7. Emphasize the fact that vulnerability or capacity are
affected by many factors depending on the exposed
element. These factors are generally classified under
four (4) categories namely: physical, social, economic
and environmental. Show the table with examples
under each of the four categories for humans/people,
structures and businesses. Then, ask learners to suggest
additional factors for each category and exposed
element that can be added to the table.

Group Work
1. Organize the class into groups of 5 and instructs each group to elect a facilitator and scribe.
2. Then, instruct each group to do one of the following:
a. Each group thinks of a disaster that all group members have first-hand knowledge of;
b. Each group thinks of a disaster that all group members are familiar although may not have first-hand information;
c. Read a news clipping provided by the teacher about a disaster.
3. Ask learners to identify the hazards and exposed elements. For each exposed element, write down the specific factor they think may have made this exposed element
vulnerable/resilient to the hazard. Have learners identify if the vulnerability/capacity is physical, social, economic or environmental. Have the elected facilitator
manage the discussion.
4. After 15 minutes, have the elected scribe of each group present the group’s work to the class. Learners from other groups can comment and give suggestions regarding
either additional elements at risk or the corresponding vulnerabilities or capacities.

Variations of Vulnerability Among Sectors

Adapted from http://teachtogether.chedk12.com/teaching_guides/view/306
Exposure and Vulnerability
Demonstration
7. Use the following demonstration to illustrate the difference between the risk factors hazard, exposure, vulnerability and capacity.
8. Place the paper, plastic and glass cup on the edge of a table and explains these are the elements at risk.
9. Ask the class to imagine a strong earthquake taking place. Ask learners to describe what will happen to each of the three cups when the table vigorously shakes (the glass cup
will fall and break, but the paper and plastic cup will be undamaged even if they fall off the table). Emphasize that all three elements are exposed to the same hazard.
10. Then, place a pillow on the floor and ask a learner to describe what will happen to the glass cup if it lands on the pillow instead of the hard floor during the earthquake. Note
that the same glass cup was subjected to the same hazard but the outcomes are different.
11. Ask the class to imagine a fire occurring and asks learners to describe what will happen to each of the cup if exposed to intense heat and flames (the paper cup will burn, the
plastic cup will melt, the glass cup may crack).
12. Ask the class to imagine a flood that submerges the room until the ceiling. Ask learners what will happen if the three cups are submerged in water and kept there for a day (the
plastic and glass cup will be undamaged, but the paper cup with prolonged exposure to water may soften or break up)

Interactive Discussion
8. Ask learners to identify the intrinsic property or conditions of for each of the three elements that made it vulnerable to the hazard. Teacher does this for all three hazards.
9. Summarize learners’ explanations under the Vulnerability Column.
10. Ask learners to identify the intrinsic property or conditions of for each of the three elements that made it resilient to the hazard. Teacher does this for all three hazards.
11. Summarize learners’ explanations under the capacity column. Sample answers are shown below:
12. Ask a learner to explain what their concept of
vulnerability, capacity and resilience as based on the
demonstration. Accept all ideas as learner will
eventually discover if their answers are correct.
13. Ask learners to volunteer reading the definitions of
vulnerability, capacity and resilience based on the
UNISDR Terminology.
14. Emphasize the fact that vulnerability or capacity are
affected by many factors depending on the exposed
element. These factors are generally classified under
four (4) categories namely: physical, social, economic
 and environmental. Show the table with examples under each of the four categories for humans/people, structures and businesses. Then, ask learners to suggest additional
factors for each category and exposed element that can be added to the table.

Group Work
5. Organize the class into groups of 5 and instructs each group to elect a facilitator and scribe.
6. Then, instruct each group to do one of the following:
d. Each group thinks of a disaster that all group members have first-hand knowledge of;
e. Each group thinks of a disaster that all group members are familiar although may not have first-hand information;
f. Read a news clipping provided by the teacher about a disaster.
7. Ask learners to identify the hazards and exposed elements. For each exposed element, write down the specific factor they think may have made this exposed element
vulnerable/resilient to the hazard. Have learners identify if the vulnerability/capacity is physical, social, economic or environmental. Have the elected facilitator
manage the discussion.
8. After 15 minutes, have the elected scribe of each group present the group’s work to the class. Learners from other groups can comment and give suggestions regarding
either additional elements at risk or the corresponding vulnerabilities or capacities.

Variations of Vulnerability Among Sectors

Adapted from http://teachtogether.chedk12.com/teaching_guides/view/306