Republic of the Philippines

Department of Education
Region IV-A CALABARZON
Division of Laguna
VICTORIA SENIOR HIGH SCHOOL
Victoria, Laguna

LESSON EXEMPLAR IN DISASTER READINESS AND RISK REDUCTION (DRRR)

January 9, 2019

I. LEARNING COMPETENCIES
The learners determine the elements that are exposed to a particular hazard; (DRRR11/12-Id-11)

II. LEARNING OBJECTIVES

At the end of the lesson/activity, the learners should be able to:
 Describe and identify the types of elements at risk ;
 Make an inventory of elements at risk present in the community.

III. LEARNING CONTENT

Topic: The Concept of Exposure
Materials: Manila paper, pentel pen, laptop, projector
A. Reference
 Quebral, V.S. (2016). Disaster Readiness and Risk Reduction for Senior High School. LORI MAR Publishing, Inc.:
Manila
B. Other Learning Source
 Teaching Guide for Senior High School. Disaster Readiness and Risk Reduction Core Subject. Retrieved from
https://www.teacherph.com/disaster-readiness-teaching-guide/

IV. PROCEDURES
Preliminary Activities
 Prayer
 Classroom Check-up
 Checking of Attendance
 Recall
o Brainstorming. Recall the terminologies associated with hazard using “Hangaroo” application.
Related terms: disaster, disaster risk, vulnerability, capacity, exposure

A. Priming Activity
Using inquiry method, ask the learners “What would happen if a very strong typhoon passes through a highly
populated city”? like “such as in case of Typhoon Yolanda when it passed through the city of Tacloban? Follow up the
discussion with the following question: “What if instead, the strong typhoon passed through an uninhabited island
without people, would this still result in a disaster? Why? Why not?”
B. Activity Proper

 Interactive discussion of exposure and its three essential components.

 Use the Shaking Egg Tray Demonstration to illustrate the subtle aspects of hazard, exposure and vulnerability.
Tell the class to imagine that you are a ground shaking hazard, and that the egg tray is the hazard zone. Show the
ping pong balls and hard boiled eggs and explain to the class that these are the exposed elements. Tell the class
that you will do four (4) experiments to illustrate the concept of hazard exposure and vulnerability.

I. Case 1: Place a pingpong ball and an egg on the edge of egg tray. Shake the tray in a vigorous manner so that the
pingpong ball and egg edge fall off and hit the floor. Show the cracked egg and pingpong ball to the class. Place a new
hardboiled egg on the edge of the egg try. Shake the egg tray again, but this time in a slow and gentle manner so that
neither the egg nor the pingpong ball fall off the tray. Ask the class why the egg did not fall off the tray and break. Use
their answer to emphasize that while the vulnerable element (the egg) was subjected to a hazard, the magnitude of the
hazard was not sufficient to result in damage of the exposed element (the egg).
II. Case 2: Place a second the hardboiled egg in the center of the egg tray and vigorously shake the tray while trying to
make sure that the egg on the edge falls off the tray, but the egg in the center does not. Ask the class why the egg on
the edge fell off the tray, but the egg in the center did not.
III. Case 3: Move the egg from the center of the egg tray to the edge. Ask the class what would happen if the egg on the
egg tray is suddenly grabbed just before the shaking begins. Will the egg still fall off and break? Demonstrate this with
the help of a learner to grab the egg just before you shake the tray vigorously. Agree with the learner that you will shake
the egg tray at the count of 3 and ask the learner to grab the egg just before the shake the tray.
 IV. Case 4: Shake the egg tray with nothing on it.

C. Analysis

1. How will you define the concept of exposure?

2. What are the 3 essential components of exposure based on the demonstration?
3. What is the difference between tangible and intangible elements at risk?
4. An element that can be quantified but not mapped indicates that its position is not fixed with time. How does this affect the
exposure of this element?

D. ABSTRACTION
 Exposure refers to the ‘elements at risk’ from the natural or man-made hazard event. Elements at risk include the following:
 Human beings;
 Dwellings or household and communities;
 Buildings and structures;
 Public facilities and infrastructure assets;
 public and transport system;
 Agricultural commodities; and
 Environmental assets

E. Application. (Inventory of Elements at Risk)

1. Organize the class into groups of between 4 to 6 learners per group. Appoint a facilitator and scribe for each group.
2. Assigned each group a particular baranggay of Victoria Laguna to work on with and list down all the exposed elements they think
can be affected by any of the hazards the community is exposed to. The list is supposed to be an exhaustive inventory of all
possible elements at risk in the community.
3. The list should include at least one element from the all four (4) types. It should include both tangible and intangible elements.
4. Summarize the inventory by creating a table as shown below. Do the activity for 10 mins.
5. Evaluate the output of the group using rubrics.

Community at Risk:
ADPC Can it be quanti?ed? Can it be mapped?
Element at Risk:
Classification (Y / N) (Y / N)

Performance Rubrics

CRITERIA 10 8 5

Content and details Listed at least 30 elements at Listed at least 20 elements at Listed less than 20 elements

risk present in the assigned risk present in the assigned at risk present in the assigned

community. community. community

Correctness of Correctly classified all the Almost correctly classified the Almost correctly classified the

classification elements at risk listed. elements at risk with 5 or less elements at risk with 10 or

errors. more errors.

Cooperation All the members are 1 to 2 members are not Only 1 member and the group

participating in the assigned participating in the assigned leader are doing the task

task. task.

Time-bound Finish the task within the Finished the task 1-2 minutes Finished the task 3 minutes

given time. late. late or more.

F. Evaluation.
The output of the students will serve as the evaluation tool.

PREPARED BY: CHECKED BY:

CATHERINE D. MOJICA GEORGE P. OLIVA

Master Teacher II-Science Teacher-In-Charge
 Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Laguna
VICTORIA SENIOR HIGH SCHOOL
Victoria, Laguna

LESSON EXEMPLAR IN EARTH AND LIFE SCIENCE

June 21, 2018

I. LEARNING COMPETENCIES
The learners recognize the uniqueness of Earth, being the only planet in the solar system with properties necessary
to support life. (S11/12ES-Ia-e-3)

II. LEARNING OBJECTIVES

At the end of the lesson/activity, the learners should be able to:
 Identify the conditions needed for Earth to considered as habitable planet;
 Apply the concepts based on the given situations.

III. LEARNING CONTENT

Topic: Earth as Habitatble Planet
Materials: Manila paper, pentel pen, laptop, projector, speaker
A. Reference
 Earth and Life Science for SHS by Bayo-Ang et. al
B. Other Learning Source
 http://www.voyagesthroughtime.org/planetary/sample/lesson5/z_act3.htm
IV. PROCEDURES
Preliminary Activities
 Prayer
 Classroom Check-up
 Checking of Attendance
 Recall
Brainstorming. Ask students to recall what they have learned about the differences in the environments of Mars, Venus,
and Earth, and why the three planets are different

A. Priming Activity
Share to the class the story of Goldilocks and the 3 bears. Then ask the students to think about what the words “just right”
meant? What are some conditions that are “just right” on Earth to allow life to exist?

B. Activity Proper

 Interactive discussion of different characteristics / conditions needed for life to exist on Earth.
 Show video on why the Earth is a habitable planet.

C. Analysis

 What makes a planet habitable? What conditions need to exist in order for life to survive?

D. ABSTRACTION
The following are the conditions needed to exist in order for life to survive.
1. Temperature - Life is limited to a temperature range of -15°C to 115°C.
Because of its distance from the sun, Earth has a temperature range of 0°C to100°C, which allows life to exist.
The length of day and night also contribute to temperatures that can sustain life.
2. Presence of Liquid Water Earth’s temperature range allows water to exist in liquid form.
0°C is the freezing point of water and 100°C is the boiling point of water.
Water is regularly available.
Landforms allow water to run from high to low elevations and replenish as the seasons change.
3. Composition of Atmosphere The Earth’s atmosphere thickness traps heat & protects it from the Sun’s harmful UV
radiation.
It also protects it from small to medium sized meteorites.
It contains gases including nitrogen, oxygen, argon, & carbon dioxide.
4. Energy Source
With a steady input of either light or chemical energy from the sun, cells can perform the chemical reactions necessary for life
(photosynthesis).
These give us food sources including plants and animals.
5. Nutrients
All solid planets and moons have the same general chemical makeup so nutrients are present.
 Planets with a water cycle or volcanic activity can transport and replenish the chemicals required by living organisms
(vitamins).

E. Application

 Perform Crash Landing! Brainstorm the things they would need to survive on an extended trip into space, and choose a
habitable planet in a crash-landing scenario. Please see attached page.
 A rubric will be used as an evaluation tool.

Performance Rubrics
CRITERIA 5 4 3 2

CORRECTNESS Have chosen the best Have chosen the second Have chosen the third Have not chosen the
answer. best answer. best answer. correct answer but at
least had tried to
answer.

COOPERATION Everybody in the group 75% of the group Half of the group Only 1 or 2 members in
is cooperating. members were members were the group were doing
cooperating. cooperating. the task.

PRESENTATION Delivered the Delivered the The representative/s of The group member/s
explanation of the group explanation of the group the group just read the posted only the output
output clearly and output clearly but lacks output. on the board.
confidently. confidence.

TIME-BOUND Finish the task on or Finish the task 1 minute Finish the task 2 Finished the task more
before the time. late. minutes late. than 3 minutes late.

F. Evaluation.
The output of the students will serve as the evaluation tool.

PREPARED BY:

CATHERINE D. MOJICA
Master Teacher II-Science

OBSERVED BY:

JOVY V. LARRIOS
Master Teacher II- Filipino

NOTED BY:

GEORGE P. OLIVA
Teacher-In-Charge
 Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Laguna
VICTORIA SENIOR HIGH SCHOOL
Victoria, Laguna

LESSON EXEMPLAR IN PRACTICAL RESEARCH 1

November 6, 2019

I. LEARNING COMPETENCIES
The learners shares research experiences and knowledge. (CS_RS11-IIIa-1)

II. LEARNING OBJECTIVES

At the end of the lesson/activity, the learners should be able to:
 Explain understanding of the term “inquiry” vs “research”;
 Outline all ideas about inquiry and research.

III. LEARNING CONTENT

Topic: INQUIRY VS. RESEARCH
Materials: Manila paper, pentel pen, laptop, projector, speaker
A. Reference
 Practical Research 1 by Esther L. Baraceros
 Practical Research 1 by H. Clamor-Torneo & A. Torneo p. 3-6
B. Other Learning Source

IV. PROCEDURES
Preliminary Activities
 Prayer
 Classroom Check-up
 Checking of Attendance
 Recall
Brainstorming.

Divide the class into 5 groups. Within 5 minutes, draw a picture of something that you want to invent that will be of great help
in your house or community. Choose a reporter to explain your drawing.

A. Priming Activity
Ask the learners

a. What are your inventions?

b. What is the essence of your inventions?
c. What will you do to improve your inventions?

B. Activity Proper

ACTIVITY BY GROUP. Share your ideas, experiences, and knowledge about research.

RESEARCH

C. Analysis

Guide questions.

1. How did you find the activity?

2. What are the difficulties that you encountered during the activity?
3. What enabled you to accomplish the task?
4. Why are we doing research?
D. ABSTRACTION

Inquiry - is a learning process that motivates you to obtain knowledge or information about people, things, places, or events.
You do this by investigating or asking questions about something you are inquisitive about. It requires to collect data,
meanings, facts and information about the object of your inquiry, examine such data carefully

Research – is defined as an investigation done in a systematic manner to reveal a particular truth about a topic, phenomenon,
or reality.
E. Application
If you are to make a research within our school or community, what would be your research about, and how it would benefit
the community or the school?

Performance Rubrics
CRITERIA 5 4 3 2

CORRECTNESS Have chosen the best Have chosen the second Have chosen the third Have not chosen the
answer. best answer. best answer. correct answer but at
least had tried to
answer.

COOPERATION Everybody in the group 75% of the group Half of the group Only 1 or 2 members in
is cooperating. members were members were the group were doing
cooperating. cooperating. the task.

PRESENTATION Delivered the Delivered the The representative/s of The group member/s
explanation of the group explanation of the group the group just read the posted only the output
output clearly and output clearly but lacks output. on the board.
confidently. confidence.

TIME-BOUND Finish the task on or Finish the task 1 minute Finish the task 2 Finished the task more
before the time. late. minutes late. than 3 minutes late.

F. Evaluation.
The output of the students will serve as the evaluation tool.

PREPARED BY:

CATHERINE D. MOJICA
Master Teacher II-Science

OBSERVED BY:

JOVY V. LARRIOS
Master Teacher II- Filipino

NOTED BY:

GEORGE P. OLIVA
Teacher-In-Charge