School: AURORA NATIONAL HIGH Grade/Section:

SCHOOL 12 GAS ATHENIANS

DETAILED Teacher: Learning Area: DISASTER RISK
LESSON REXSON H. DE VILLA REDUCTION MANGEMENT
PLAN Teaching Dates & Times: Semester/Quarter:
October 8, 2019/2:30- 4:30 PM 1st Semester/2nd Quarter

I. OBJECTIVES

A. Content Standards
The learners demonstrate understanding of the fire triangle.

B. Performance The learners shall be able to: • develop a family emergency preparedness plan to guide them on
Standards what to do before, during, and after a fire incident.

The learners are able to:

• recognize elements of the fire triangle in different situations. (DRR11/12-IIe-f-37)
C. Learning Specific Learning Outcomes
Competencies / At the end of the lesson, the learners will be able to:
Objectives • state the positive and negative effects of fire;
• define and identify the components of the fire triangle; and
• recognize elements of fire triangle in different situations.
II. CONTENT FIRE TRIANGLE
III. LEARNING
Internet websites; internet search engines, book
RESOURCES
A. References
Teacher’s Guide pages Disaster-Readiness-and-Risk-Reduction Curriculum Guide page 159 - 163
Learner’s Materials pages Disaster-Readiness-and-Risk-Reduction
Textbook Villamor S. Quebral Ed.D. Published by LORIMAR PUBLISHING INC.
Additional Materials from
Learning Resource (LR)
portal
Individual: writing paper, pens, personal protective equipment (goggles) Per group: 3 candles,
matches, glass jar with lid, glass of water, tissues/rags, cartolina, permanent markers,
B. Other Learning Resources
notebooks/ worksheets
•Power point presentation
IV. PROCEDURES
1. Prayer
2. Greetings
Daily Routine 3. Classroom Management
4. Checking of Attendance
5. Simple House Rules
A. Reviewing yesterday’s 1. Ask the learners what is the meaning of a hazard.
lesson or Presenting the 2. Ask the learners to name the hazards that have been described in detail in class.
new lesson 3. Ask them about the remaining hazard that they need to know. They should be able to name
fire hazards.
1. Introduce learner objectives:
At the end of the lesson, the learners will be able to:
B. Establishing the • state the positive and negative effects of fire;
purpose of the lesson
• define and identify the components of the fire triangle; and
• recognize elements of fire triangle in different situations.
Pros and Cons Activity
Pre-Activity
1. Ask the learners to get a piece of paper and fold it in two.
During the Activity
1. On one side, they need to write what could be considered as positive qualities of fire
C. Presenting
2. On the other, they need to write what could be considered as negative qualities of fire
examples/instances of
3. Give them 10 minutes to come up with their lists.
the lesson
4. Afterwards, ask to learners to form pairs and discuss what they have written.
5. Call on 2 learners to share their lists to the class.
Post Activity
1. Explain to the learners that fire has both positive and negative effects and that the goal of
everyone is to minimize the negative effects of fire.
Fire Triangle Experiment
Pre-Activity
D. Discussing new concepts
1. Let the learners recall instances where they have witnessed fire.
and practicing new
2. Ask the learners what could be the materials needed to make fire.
skills #1
3. Tell the learners that fire needs three elements for it to be formed and that they will find out
what the fire triangle is based on experiments.
 4. Prepare the materials needed for the experiment: candle, matches, glass jar in which the
candle can fit inside and its lid, safety goggles, and notebook or worksheet.
During Activity
1. Divide the class into groups of 4-5 learners each.
2. Remind the learners that they should have their notebooks and goggles with them.
3. The activity is divided into three parts:
Part A.
A. Light a candle using the match. The learners should observe what happens before a fire is
formed.
B. Using the wax from the burning candle, mount the candle to the lid of the jar. Make sure that
they mount it on the underside of the lid.
C. Then, slowly put the jar on top of the candle and close the jar. Observe what happens to the
candle and write this down on their notebooks.
D. Afterwards, wait for about 2 minutes to unscrew the jar. Note that the jar could still be hot.
Part B.
A. Soak the tip of the candle in water then try to light it up using the match. Does it light up
easily? Observe what happens and write it down on their notebooks.
B. Afterwards, dry the tip of the candle using a tissue and again try to light the candle. Observe
what happens and write it down on their notebooks.
Part C.
A. Using the same candle in Part B, try to light the bottom of the candle. Does it light up? B.
What could be needed for the candle to light up? Ask the learners to write their answers on
their notebooks.
4. Give each group a cartolina and ask the learners to come up with their own version of a fire
triangle based on the experiments that they have performed.
Post Activity
1. Ask each group to report their fire triangle to the class for two (5) minutes and post them
around the room.
2. Use the following rubric to grade the reports:

Discussion
1. Emphasize to the learners that fire needs three elements to burn: (1) Oxygen, (2) Heat, and
(3) Fuel.
2. Part A shows the role of oxygen to the formation of fire. As the fire is being enclosed in the
jar, the oxygen is being used up. Once the fire is enclosed, all the oxygen turns into carbon
E. Discussing new concepts
dioxide and eventually, fire won’t be produced.
and practicing new
3. Part B shows the role of heat. Once the candle is soaked in water, it will not be able to
skills #2
produce enough heat to sustain a fire. If the candle is dry, then it could reach enough heat to
sustain a fire.
4. Part C shows the role of fuel. Fire needs fuel to form. For the candle, the wick serves as the
fuel. The wax is not capable of burning and is just there to support the fire.
5. If the fire triangle is incomplete, there will be no fire.
Based from the picture, the students will identify the
components of fire and explain its importance.

F. Developing Mastery
 FORCED ANALOGY:

G. Finding Practical
applications of concepts
and skills in daily living

The students will write any situation inside the circle involving elements of fire.

H. Making generalizations
and abstractions of the
lesson

1. Give the learners a quiz in which they will identify the fire triangle in every situation.
2. They will need to evaluate and list down the fire triangle from these situations:
A. Bonfire being lit while camping
B. Stove fire used for cooking rice
C. Lamp (gasera) used for areas where electricity is unavailable
D. Lighter used for lighting cigarettes
I. Evaluating Learning
E. Grilling barbeques using charcoal
F. Lightning striking a tree
G. Newspapers being burned
H. Fire crackers/fireworks used during celebrations
I. Electrical fires during summers
J. Chemicals stored in closed environments
ENRICHMENT
J. Additional activities for 1. Ask the learners to identify 5 possible situations in their houses where fire is present. At least
application or one (1) fire with negative effects should be included.
remediation 2. Let them identify the fire triangle for each situation.
3. Ask them to come up with concrete plans so that unwanted fires will be prevented.

V. REMARKS

VI. REFLECTION GAS 12

No. of learners who earned 80% on the formative
assessment
No. of learners who require additional activities for
remediation.
Did the remedial lessons work? No. of learners who
have caught up with the lesson.
No. of learners who continue to require remediation
Which of my teaching strategies worked well? Why
did these work?
 What difficulties did I encounter which my principal or
supervisor can help me solve?
What innovation or localized materials did I use/discover
which I wish to share with other teachers?

Prepared by:

REXSON H. DE VILLA
Subject Teacher

Inspected by:

FERDINAND P. VALDEZ JURY P. LAYGO - ROXAS

Head Teacher III Principal IV