DETAILED LESSON PLAN

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I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of the concept of disaster and disaster risk, and the nature and effects of disasters.
B. Performance The learners shall be able to:
Standards • relate the concept of disaster with daily life.
Learning Competencies The learners are able to:
• describe the effects of disasters on one’s life (DRR11/12-Ia-b-3)
C. Learning • identify areas/locations exposed to hazards that may lead to disasters (DRR11/12-Ia-b-5)
Competencies/
Objectives Specific Learning Outcomes
(Write the LC code) At the end of the lesson, the learners will be able to:
• identify safe and dangerous areas in terms of disasters; and
• describe these potential disasters.

II. CONTENT Identifying Classroom Hazards that can Lead to Disasters

III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Disaster Readiness and Risk Reduction Teacher’s Guide pp. 33 - 37
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
(1) United Nations Office for Disaster Risk Reduction. (n.d.). Terminology - UNISDR. Retrieved from https://
www.unisdr.org/we/inform/terminology
B. Other Learning
Resources
(2) Rep. Act No. 10121 (2010), Available at http:// www.ndrrmc.gov.ph/attachments/article/95/
Implementing_Rules_and_Regulartion_RA_10121.pdf
IV. PROCEDURES
A. Reviewing previous ELICIT
lesson or presenting
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Communicate Learning Objectives

1. Introduce the following Specific Learning Outcomes using any of the suggested protocols (Verbatim, Own Words, Read-aloud):
I. I will be able to Identify safe and dangerous areas in terms of disasters.
II. I will be able to describe these potential disasters.

2. Review the basic definition of Hazard and Disaster. Show a video clip about hazard vs. disaster.

Video Clip link: https://youtu.be/J3Qnu6VJK4A

the new lesson

Hazard - A dangerous phenomenon, substance, human activity or condition that may cause loss of life, injury or other health impacts, property
damage, loss of livelihoods and services, social and economic disruption, or environmental damage.

Disaster - A serious disruption of the functioning of a community or a society involving widespread human, material, economic, or
environmental losses and impacts which exceeds the ability of the affected community or society to cope using its own resources.
B. Establishing a purpose ENGAGE (What object, event, or questions will the teacher use to trigger the students’ curiosity and engage them in the
for the lesson
concepts?)

KWL CHART
Materials: KWL Chart, construction papers (2 colors if possible), paper tapes, and pencils.
1. The teacher will give each student two construction papers (2 different colors).
2. The student will take about 4 minutes to write down what they know and want to know about hazard mapping.
C. Presenting
examples/instances of 3. Turn and Talk: The students will do a 2 minute turn and talk with their neighbors about what they have written on the
the new lesson construction papers.
4. The teacher will call the students up by table to have them place their construction paper with answers on the “K” and “W”
portion of the KWL chart.
5. The teacher will share student responses with the class.
KWL CHART
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K W L

D. Discussing new EXPLORE

concepts and
practicing new skills #1
Identifying Classroom Hazards
1. Individually, ask the learners to get out a piece of paper.
2. 2. Ask the learners to list 10 hazards in the classroom. Their answers should be specific to certain locations in the classroom (e.g. the
shelf at the corner near the door can fall on someone). (5 minutes)

E. Discussing new Group Discussion (10 minutes)

concepts and
practicing new skills #2 1. Group the learners into teams of five to discuss their list of hazards.
2. One will act as group Facilitator to guide the discussion.
3. Two will report the group output to the class (the Reporters).
4. Two will take note of the discussions in the group and the reporting (the Scribes).
5. The groups should come up with a consensus of the hazards, and how it could lead to a disaster (the impact), that everyone has identified.

F. Developing mastery EXPLAIN

(leads to Formative (Integrating the topic to Araling Panlipunan)
Assessment 3)
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1. With the same group, ask them to create a Philippine map.

1. Ask the group to post the pictures of landmarks and possible cause of disasters in the country prepared by the teacher.
2. Ask the learners to describe the map to the students and the pictures attached and relate it to possible causes of disaster that they can see in
the map.
3. Discuss that hazards are events or phenomena that may cause loss of life, injury or other health impacts, property damage, loss of livelihood
and services, social and economic disruption or environmental damage. The following are the most common earthquake-related hazards:
ground rupture, ground shaking, liquefaction, tsunami, and earthquake-induced landslides.

Disasters are often described as a result of the combination of:

 The exposure to a hazard; the conditions of vulnerability that are present;
 Insufficient capacity or measures to reduce or cope with the potential negative consequences.

Disaster impacts may include:

 loss of life,
 injury,
 disease and
 Other negative effects on human physical, mental and social wellbeing,
 Damage to property, destruction of assets, loss of services
 social and economic disruption
 Environmental degradation.
G. Finding practical ELABORATE
applications of
concepts and skills in
Activity: Creating a Classroom Hazard Map
daily living
H. Making generalizations
and abstractions about
the lesson Overview: The learners will identify hazards in the classroom

1. Each group should have:

 A sheet of manila paper or cartolina
 Coloring materials
2. Learners are to create a “Classroom Hazard Map” based on their discussion. The maps should be easy to follow and understand and
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still roughly to scale.

3. Potential hazards should be colored in red and labeled properly. Possible impacts of these hazards should be noted by the scribe and
reporters.
4. Safe areas and paths should be colored blue.
5. Works will be graded by the teacher based on this rubric:

CRITERIA 4 3 2 1

COMPREHENSIVENESS The map shows 5-7 The map The map Map does not show hazards.
OF THE MAP potential hazards shows 5-7 shows 1-4
correctly and potential potential hazards
disasters were hazards only.
Does not show safe spaces.
described. correctly and
The map shows all safe spaces potential The map
and the path going out of the disasters shows 1-2
room. were safe
described. spaces.

The map
shows most
safe spaces.

ROLES AND Not Applicable All the Members Learners do not know their roles and has no
TEAMWORK members of of the cooperation.
the group group
accomplished know
their roles their
well and roles but
were active discussio
during n was not
discussion very
active.
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Post-activity

1. Each group will post their map in a designated area in the classroom using masking tape. Reporters must be by their map at all times
2. The rest of the group will go around and listen to the reports of the other groups. They are encouraged to ask questions and make
constructive reviews of their classmates’ works.
3. The scribe of each group should take note of potential hazards they might have missed.
4. When everyone is done, debrief the activity.

Guide questions:
I. What will you do should an earthquake happen?
II. What can be done to prevent a disaster in the classroom?

EVALUATE

Ask the learners to answer the following questions:

 What are the assumptions made by doing hazard mapping compared to reality?
I. Evaluating learning  What is exposure? After the hazard mapping, how many percent of which was impacted by the hazard?
 How do these scenarios reflect actual disaster risk? What is vulnerability and are or are not included?

J. Additional activities for EXTEND

application or
remediation

V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for remediation
C. Did the remedial lessons work? No. of learners who have caught up with the
lesson
D. No. of learners who continue to require remediation
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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:

ARGIE JOY MARIE G. AMPOL

SHST - II

Checked by:

RONALD A. DERANO
Assistant School Principal II
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ANNOTATION

As stated in the Code of Ethics for Professional Teachers, Resolution No. 435, Series of 1998, Article
VIII, Section 3, “under no circumstance shall a teacher be prejudiced nor discriminatory against learner.” Upon
planning my lesson, I always consider my learners. In this lesson plan, I incorporated activities which all of my
learners can participate. As a result, all of my learners met the learning objectives and accomplished the given tasks.
I made sure that my activities will be suited to my learner’s capacity and skills, that means, no one in the class will
be left behind. Another, I grouped them in their favorable manner, which gave them chance to share their
understanding to their classmates. My class ended in a productively. All of my learners achieved scores and grasp
the topic well. 😊