Republic of the Philippines

MATANDANG SABANG NATIONAL HIGH SCHOOL

Catanauan, Quezon

DAILY LESSON LOG

DISASTER READINESS AND RISK REDUCTION
GRADE 12- GAS

I. OBJECTIVES
A. CONTENT  The learners demonstrate understanding of the concept of
STANDARD disaster and disaster risk, and the nature and effects of
disasters
B. PERFORMANCE  The learners shall be able to relate the concept of disaster with
STANDARD daily life.
C. LEARNING At the end of the lesson, the learners should be able to:
COMPETENCY/ Identify safe and dangerous areas in classroom in terms of
OBJECTIVES disasters.
Create a “Classroom Hazard Map” and discuss the classroom
safety tips
Point out the importance of hazard map in the students and
teachers.
D. MOST ESSENTIAL
LEARNING Interpret different earthquake hazard maps
COMPENTECIES
II.CONTENT CLASSROOM HAZARD MAP
III. LEARNING
RESOURCES
A. REFERENCES
1. Teacher’s Guide
Pages
2. Learner’s Materials Disaster Readiness and Risk Reduction Module pp. 71 -74
Pages
B. OTHER (1) United Nations Office for Disaster Risk Reduction. (n.d.).
LEARNING Terminlogy - UNISDR. Retrieved from https://
RESOURCES www.unisdr.org/we/inform/terminology]
(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 Teacher will remind the students about the classroom rules and
lesson or presenting following safety precautions upon doing the activity.
the new lesson
The students will recall the previous lesson about the different Type
of Earthquake Hazard (applying Picture analysis)

Note: The integration of English subject

B. Establishing a The teacher will present the objectives and purpose of the lesson to
purpose for the lesson the students.

Group the students into two and introduce the new lesson by asking
the students to play the “Guess What??”.

The teacher will play a sound of different disaster and ask the students
 to guess it by acting the impacts of each disaster.

Note: The integration of English subject

C. Presenting Examples/ 1. Group the students into three and ask them to list down different
Instances of the new hazards in their assigned classroom.
lesson
2. Learners will create a “Classroom Hazard Map” based on their
discussion. The maps should be easy to follow and understand and
still roughly to scale.

3. Works will be graded by the teacher based on the rubric.

Note:
 The integration of MAPEH specifically ARTS can be seen in
this part
 This activity is for slow learner who are good in drawing and
for those fast learners who are good in communication.
D. Discussing new Discussion of the lesson
concepts and The teacher will facilitate the teaching learning process by asking and
practicing new skills giving guide questions to the students.
#1

E. Developing Mastery The teacher will post a picture of a room with an EXIT way.
(Leads to Formative
Assessment)
Guide questions will be given to the students.

F. Finding practical The teacher will present a video clip regarding to the “BIG ONE”.
application of concept (Note: Integration of Araling Panlipunan)
and skills in daily
living The teacher will ask the student if they are really prepared to the “BIG
ONE”.

The teacher will ask the student to draw their own EMERGENCY
EXIT PLAN.

Directions: Create your house floor plan or blueprint and check the
internet for earthquake and rescue symbols or make your own
symbols. With the help of your floor plan and emergency symbols,
make an earthquake escape plan for your family.

Works will be graded by the teacher based on the given rubric.

Note: This activity is intended for indigenous group.

G. Making The teacher will ask the following questions:
Generalization and What is Hazard Map?
Abstraction about the What can be done to prevent a disaster in the classroom?
lesson How does a Classroom Hazard Map help the students and
teachers?
H. Evaluating Learning Direction: Write POP if the statement is true and FLOP if it is false
 _________1. Hazard map refers to a map describing the areas at risk
of natural disasters.
_________2. Shelving and cabinets are included in classroom hazard.
_________3. All classroom exits—both doors and windows should
have obstructions.
_________4. Be aware of electrical cords.
_________5. Classroom hazard map can’t help students in preventing
disaster

I. Additional Activities Search the internet for any article/ material about a major earthquake
for application or occurrence. Better if the earthquake that occurred affected the local
remediation area. Submit a 1-page report describing this event (When, What
happened, Effects to people and surroundings).
V. REMARKS
VI. REFLECTION
A. Number of learners
who earned 80% in
the evaluation
B. Number of learners
who require
additional activities
for remediation who
scored below 80%

Prepared by: Observed by:

REGINE R. MORENO SILVER A. BANDOL

Teacher III Head Teacher I
Name :_______________________________________
Grade 12 - GAS
-

INDIVIDUAL ACTIVITY
Emergency Escape Plan

1. Create your house floor plan or blueprint and check the internet for earthquake and rescue symbols or make your
own symbols.
2. With the help of your floor plan and emergency symbols, make an earthquake escape plan for your family.
3. Share your concept to your parent/ guardian for your family’s safety. Have your parent or guardian signed into it to
prove that you share it with them.

RUBRIC FOR EMERGENCY ESCAPE PLAN

Direction: Read the statements below. Then indicate the number from the
following scale that reflects your assessment of the student’s
work.
Student’ Teacher’s
1 –Weak 2-Moderately Weak 3 –Average
s Points Points
4 –Moderately Strong 5 -Strong

1. The student has drawn the diagram of the house.

2. The student has drawn in details the emergency exit plan.

3. The student has shown the two ways to exit safely from house.

4. The student has identified a central meeting place outside the home.

5. The student has shown, explained and have parents signed the
emergency escape plan.

6. Any artwork on the emergency escape plan is appropriate and carefully

executed.

7. Overall, the final outcome represents the student’s potential and ability.

Total Points/Grades
1. Keep Exits Clear. Make sure all classroom exits—both doors and windows—remain clear from
obstructions and clutter.

2. Safe Ladder Use. When putting up decorations or accessing materials on high shelves, always use a
ladder. Do NOT stand on chairs, stools, or desks. Choose the appropriate ladder and follow ladder safety
guidelines.

3. Hang Decorations Properly. Avoid hanging things from light fixtures and sprinkler heads. Do not block
exit signs or obstruct any exits with your decorations.

4. Keep Hazardous Materials Out Of Reach. Hazardous materials, such as cleaning supplies and
chemicals used for instruction, should be properly labeled and securely stored. You should also know
where to find safety data sheets addressing how to properly treat exposure to hazardous materials you
might have in your classroom.

5. Eliminate Tripping Hazards. Do not leave unattended drawers or cabinet doors open. Make sure chairs
are pushed in when students are moving around. Keep items put away when not in use to prevent
tripping.

6. Be Aware Of Electrical Cords. Make sure electrical cords are not running through high-traffic areas,
walkways, and doorways. Do not fasten cords with staples, hang from nails, or suspend them with a wire.
Don’t cover them with rugs or mats.

7. Do Not Overload Electrical Circuits. Do not plug two extension cords or two surge protectors together.
If your surge protector keeps resetting, you are overloading it! Be careful how many devices you are
plugging into one outlet.

8. Use Care When Lifting Heavy Objects. When setting up a classroom, rearranging things, or moving
heavy items like textbooks, use safe lifting techniques to avoid injury.

9. Post An Evacuation Plan Near The Door. Ensure all students are familiar with the exit routes in case of
emergency. Post a resource for evacuations in the room, such as a map detailing the specific classroom
location and highlighting the various exit routes available. After all, the closest exit may be behind you!

 Classroom safety is an essential part of school risk management. It’s where students and
teachers spend most of their time. So ensure your teachers are aware of classroom safety
hazards and you’re equipping them with resources to create a safe learning environment for
students and staff.
 Safety in the classroom is crucial. While every classroom is designed to be a place
for learning, it may have any number of hazards that can make it dangerous.
 Identifying the differences between hazards and risks is key to understanding
how we react, mitigate, and live with natural disasters. 
Name: ____________________
Direction: Write POP if the statement is true and Direction: Write POP if the statement is true and
FLOP if it is false
_________1. Hazard map refers to a map
describing the areas at risk of natural disasters.
_________2. Shelving and cabinets are included in
classroom hazard.
_________3. All classroom exits—both doors and
windows should have obstructions.
_________4. Be aware of electrical cords.
_________5.Classroom hazard map can’t help
students in preventing disaster
Name: ____________________
Direction: Write POP if the statement is true and Direction: Write POP if the statement is true and
FLOP if it is false
_________1. Hazard map refers to a map
describing the areas at risk of natural disasters.
_________2. Shelving and cabinets are included in
classroom hazard.
_________3. All classroom exits—both doors and
windows should have obstructions.
_________4. Be aware of electrical cords.
_________5.Classroom hazard map can’t help
students in preventing disaster
Name: ____________________
FLOP if it is false
_________1. Hazard map refers to a map describing
the areas at risk of natural disasters.
_________2. Shelving and cabinets are included in
classroom hazard.
_________3. All classroom exits—both doors and
windows should have obstructions.
_________4. Be aware of electrical cords.
_________5.Classroom hazard map can’t help
students in preventing disaster
Name: ____________________
FLOP if it is false
_________1. Hazard map refers to a map describing
the areas at risk of natural disasters.
_________2. Shelving and cabinets are included in
classroom hazard.
_________3. All classroom exits—both doors and
windows should have obstructions.
_________4. Be aware of electrical cords.
_________5.Classroom hazard map can’t help
students in preventing disaster
Group No.____ Date:________________
Name:______________________________
_____________________________
______________________________
______________________________

RUBRIC
CLASSROOM HAZARD MAP
SCORE

Comments/Suggestions:
_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________
 ACTIVITY 1
Classroom Hazard Map

GROUP 1 – LIBRARY ROOM

GROUP 2 – ELECTRICAL ROOM
GROUP 3 – AUTOMOTIVE ROOM

Procedure:
1. Go around in your assigned classroom. Look for potential hazards that may put students and teachers into
danger during earthquake. (Ex. Plants on the top of the cabinet, picture frames hanging on the wall, tall
cabinet, etc.)
2. Create a “Classroom Hazard Map” indicating the exact location of those potential hazards you have
identified.
3. The maps should be easy to follow and understand and still roughly to scale.
4. Potential hazards should be colored RED and labeled properly. Safe areas and paths should be colored
BLUE.

Guide Questions:
1. What did you considered in making your Classroom Hazard Map?
2. What are the common hazards that can be seen in the classroom?
3. Which part of the classroom is safe and dangerous?