School Alupay National High School Grade Level Eleven

Disaster
Learning Readiness
GRADES 1 TO 12 Teacher Aljohn U. Remegio Area and Risk
DAILY LESSON Reduction
LOG
Teaching Dates and November 21-22, 2019 Quarter 2nd QUARTER
Time STEM 11

I. OBJECTIVES Objectives must be met 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 and
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 
The learners demonstrate an understanding of various elements that may
be exposed to hazards:
1. Physical
2. Social
3. Economic
4. Environmental
Vulnerability of each exposed element.

5. Performance Standards The learners conduct hazard hunts of exposed elements and propose
corresponding corrective actions for one’s preparedness.

6. Learning Competencies/ The learners…

Objectives (Write the LC code 1. explain why certain sectors of society are more vulnerable to disaster
for each) than other DRR11/12-Ic-9
2. analyze why certain structures are more vulnerable to specific
hazards than others DRR11/12-Ic-10

Content is what the lesson is all about. It pertains to the subject matter 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 RESOURCES
A. References
1. Teacher’s Guide pages
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning.
Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes
concept development.
Disaster Readiness and Risk Reduction, published by the Commission on Higher Education, 2016,
(page 23)

2. Learner’s Material pages N/A

3. Textbook pages Disaster Readiness and Risk Reduction by Villamor S. Quebral, Ed.D. (pages 14-24)
4. Additional Materials from N/A
Learning Resource (LR)
portal
B. Other Learning http://www.dw.com/en/exposed-why-vanuatu-is-the-worlds-most-at-risk-country-for-natural-
Resources hazards/a-18319825

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided
by demonstration of learning by the students which you can infer 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 Communicate Learning Objectives
lesson or presenting the 1. The learners explain why certain sectors of society are more vulnerable to
new lesson disaster than other AND analyze why certain structures are more
vulnerable to specific hazards than others.

2. Review the basic definition of Vulnerability and Exposure.

Vulnerability is defined as “the characteristics and circumstances of a

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 community, system or asset that make it susceptible to the damaging
effects of a hazard”.

Exposure refers to the ‘element at risk’ from a natural or man-made

hazard event.

I. Establishing a purpose  The teacher will present a map to the students.

for the lesson

 The students should be able to identify the significance of the map.

II. Presenting  From there, the discussion regarding structures and its realtion to
examples/instances of vulnerability will commence.
the new lesson

III. Discussing new The teacher will give the reasons why certain sectors of society are more
concepts and practicing vulnerable to disaster than others:
new skills #1  Demographic Factors
 Socio-economic Factors
 Community Prepareness
 Dealing with the after-effects

IV. Discussing new The teacher will comprehensively discuss the following to the students:
concepts and practicing 1. Demographic factors
new skills #2 A. Population Density
B. Age of population
C. Distribution of population
2. Socio-economic factors
A. Wealth
B. Education
C. Nature of Society
D. Understanding of the area
3. Community preparedness
A. Building codes
B. Scientific monitoring and early warning systems
C. Communication networks
D. Emergency planning
4. Dealing with the after-effects
A. Insurance cover
B. Emergency personnel
C. Aid request

V. Developing mastery Read: Why Vanuatu is the world's most 'at-risk' country for natural hazards
(Leads to Formative (http://www.dw.com/en/exposed-why-vanuatu-is-the-worlds-most-at-risk-
Assessment 3)
country-for-natural-hazards/a-18319825)

VI. Finding practical Conduct as simple research about Guadalupe Bridge in EDSA, Makati. Anazlyze
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 applications of concepts and explain why it is more vulnerableto earthqauke as compared to other bridges
and skills in daily living in Metro, Manila.

VII. Making generalizations The severity of impacts of disasters and other extreme weather and climate
and abstractions about events depends stongly on the level of vulnerability and exposure to these
the lesson events.

The Philippines is known to be very vulnerable to different kinds of disasters,

hence there is a need for strategies to increase awareness, information
campaign and disaster preparedness level among the Filipinos.

VIII. Evaluating learning Explain why certain sectors of society are more vulnerable to disaster than
others.

IX. Additional activities for Research Work: Using the Internet), find the most vulnerable area to disaster in
application or the province of Batangas. Be ready to share your research in the class.
remediation

V. REMARKS
VI. REFLECTION 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 supervisors can provide for you so when you meet
them, you can ask them relevant questions.
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 lesson
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?

Prepared By: Noted By:

Aljohn U. Remegio Nida A. Ilagan

Teacher I OIC

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