Lesson Plan

Araling Panlipunan 3
4th Quarter, Week 7

I Learning Objectives:

 Identify places that are sensitive to danger and disasters based on location
and topography ( AP3LAR-Ig-h-11);
 Do necessary preparations in times of natural disasters; and
 Collaborate and propose ways to help people affected by disasters.

II Subject Matter
Subject: Aral Pan 3
Content:
Materials: Activity Sheets, visual aids, powerpoint presentations, video clips, letter
cut-outs.

III Procedure
A. Preliminary Activities
 Prayer and greetings
 Checking of attendance
 Giving of House Rules
Teacher will explain the high five-finger rule. the Annotation
five-finger rule will show how much the pupils The hi-five finger rule is a
learned during discussion. If the teacher will say usual classroom practice and a
“hands-up, pupils will show their hands. They will strategy used by the teacher
show 5 fingers when they fully grasp the that will target indicator 3 , the
knowledge, 4 , 3,2,1, and 0 will be shown use of effective verbal and
depending on their level of learning. non-verbal communication.
This strategy also targets
indicator 7 because this
motivates learner to assume
responsibility for their own
learning. Moreover, this usual
The high five- classroom practice becomes
finger rule the class’ policy and guideline
that eventually promotes
respect among learners, hence
this also targets indicator 5.
 B. Motivation/ Review

Activity:
The type of questioning during
 Teachers will present various video clips of the motivation stage will
various natural disasters. inspire learners to think
 The students will arrange the jumbled letters critically and creatively.
on the board to name the type of calamity Moreover, the teacher will
they’ve seen. touch the emotions of the
 After all the videos are shown, teacher will learners, thereby, motivating
ask: How do they feel when they watch the them to be involved in a
video? Do they feel sad? Afraid? Who are learning environment that
actually most affected in calamities like this? encourages respect to
 Ask: Why do you think are the reasons why emotions. With this, indicators
we experience something like these? Can 5, 6 and 7 are achieved.
we combat all these? How?
 Present the objectives of the lesson.

C. Lesson Proper


 Show a video/ actual footage of the
typhoon Paeng that hit Maguindanao
lately. Let the pupils describe the disaster.
 Ask: how do they feel about the event that
happened to our Muslim brothers in
Mindanao?
 Why do they think such disaster
happened?
 Process all their answers.
 Teacher will show the natural disasters
that happened in the country.
Linog baha bagy Landslid
oo e learners ) will also explain, that
 Teacher will also show maps of the places
that were heavily damaged by landslide,
earthquake, storm surges / tidal wave and
typhoon.
 Show Leyte damaged by typhoon
Yolanda. Notice that Leyte was
surrounded by water.
 Show the landslide that
happened in Cebu.
The current event that happened
in Maguindanao with our Muslim
brothers will be used by the
teacher as an example. This
would appeal emotionally to the
learners that even with the
differences in culture, we are
saddened with the calamity they
experienced. With this, indicator
9 is achieved.
The teacher (while showing
landslide-prone areas to the
usually, the more affected
people during a landslide are the
those who live in the
mountainous part in Davao City.
In this case, the lumads are
always the one who are at-risk
with this kind of disaster.
Moreover, our Badjao brothers
will also be affected if disasters
  Show the earthquake that
happened in Davao City and
nearby provinces.
 Show the flood that happened in
Davao City.
 While showing all these videos, explain
why there are areas that are prone or more
at risk to certain types of calamity.
 Explain how topography and location of
the place make it more at-risk to certain
types of disaster.
 Integrate these knowledge to Science
( e.g. how trees can help lessen the flood
and how they could also help prevent
landslide; why there are earthquakes)
 Teacher will also show visuals on how
could we prepare on every disaster.
.
D. Guided Practice
 Pupils will be grouped into three, but the
task will be done individually. The group is
arranged by the teacher based on each
pupil’s capacity.
 Yellow group ( the linguist ) will present
ways that we could do to minimize the
damage caused by every disaster. They
will write a paragraph about the things
that need to be done for preparedness.
 Blue group ( the art-lovers ) will draw the
different disasters that happened in our
country.
 The red group ( the scrapbookers) will cut
and paste picture (collage) of the
necessary materials needed during
emergencies.
 Volunteers from each group will present
their output after 10 minutes.
 Bell is used to regulate classroom noise
like storm surge will happen
since they usually live near the
sea.
The teacher then will challenge
all learners how could they help
our IP brothers if something like
this will happen. With this,
indicator 9 is achieved.
The use of visuals are effective
way to support learners ‘
understanding and participation,
hence this targets indicator 3.
Various integration to different
fields of knowledge is imminent
through integration to other
related information such as the
use of trees to help minimize
disasters. This is in line with
Indicator 1.
Groupings are pre-arranged by
the teacher based on the
learners’ capacity. Differentiated
activity is used based on pupils’
readiness and capacity. The
use of DI can target Objective 2
because this is grounded on
research and one of the
principles in the teaching-
learning process. This is also
aligned to indicator 8 . Moreover,
the grouping method also
encourages the learners to
participate in the activity
because tasks given are based
on their capacity. This is aligned
to indicator 7.
The use of bell during instruction
is an effective way to get pupils’
attention. They usually minimize
their noise when they hear the
 when pupils are doing their task. bell. This can target indicator 3,
4 and 5.

E. Generalization
Teacher summarize important points then ask: Reflection on one’s learning after
how can we help minimize the effect of every the lesson can support Indicator
disaster? How can we also help those affected by 7.
the disasters” ( Valuing)

IV Assessment

I Direksyon: Pilia ang saktong tubag. Lingini ang letra niini.

1. Unsang mga lugara ang kasagarang naapektuhan sa makusog na linog?

a. layo sa fault line

b. dool sa fault line

c. duol sa baybay

d. dool sa sapa

2. Aron masayran nato ang mga lugar na peligro og sensitibo sa mga nagkalaing-
laing katalagman, mahimong mutan-aw kita sa

a. mga simbolo sa mapa

b. hazard map

c. NDCC map

d. treasure map
3. Unsay angay buhaton nimo kung ikaw nagpuyo sa tiilan sa bungtod og Nakita
nimo nga nihumok ang yuta sa sege og ulan.
a. biyaan una ang balay og mu evacuate
b. mupundo sa balay
c. Mag sege og lag sa silingan.
 d. dili matulog aron makabantay
4. Unsang mga lugar ang posibleng makasinati og landslide?
a. mga patag na lugar
b. lugar duol sa baybay
c. lugar nga naa sa bungtod og sa tiilan niini.
d. lugar nga duol sa sapa
5. Unsay angay buhaton aron makalikay sa tumang kadaot sa mga katalagman?
a. Maminaw kung unsay taho sa silingan mahitungod sa panahon.
b. Angay mangamdam pinaagi sa pagpaminaw sa balita og pagpatuo sa mga
suhestyon sa mga eksperto.
c. magpakarong-ingnon isog og dili biyaan ang panimalay.
d. Mag- eskwela og tarong.

II Unsaon nato pagtabang ang mga taong naapektuhan sa mga kalamidad nga
nahitabo sa atong palibot? I debuho kini sulod sa kahon.

Rubric for the drawing:

Criterion Excellent (4) Good (3) Needs

improvement (2)
Creativity Use original ideas and Use own ideas most Copied the ideas/
imagination of the time imagination of others

Content Explain the idea very Explain the idea Idea presented is
clearly somewhat clear vague
V Assignment
Discuss with your parents what disaster-preparedness measures you do at home.
Write this in your notebook.

Prepared By:

MARK JOSEPH A. GAMAO

Teacher I Applicant
Checked and observed by :

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