Republic of the Philippines

Department of Education
CARAGA ADMINISTRATIVE REGION
Division of Surigao del Norte
SURIGAO DEL NORTE NATIONAL HIGH SCHOOL
Peñaranda Street, Surigao City
School I.D. Number 304847

Detailed Lesson Plan

In
Disaster Readiness and Risk Reduction (DRRR)
GRADE 12-FARADAY

I. OBJECTIVES:

At the end of the lesson, the learners will be able to:

 Identify the effects of disasters to human and to the society.
 Determine ways to lessen the impact of a disaster.
 Cite personal values that can help one overcome the effects of disasters.
 Help the community in reducing the effects of natural and human-made disasters
A. Content Standard The learners demonstrate understanding of the concept of
disaster, concept of disaster risk, nature of disasters and
effects of disasters
B. Performance Standard The learners relate the concept of disaster with daily life.
C. Learning Competencies The learners are able to:
1. Explain the meaning of disaster; DRR11/12-Ia-b-1
2. Differentiate the risk factors underlying
disasters;DRR11/12-Ia-b-2
3. Describe the effects of disasters on one’s life;
DRR11/12-Ia-b-3
4. Explain how and when an event becomes a disaster;
DRR11/12-Ia-b-4
5. Identify areas/locations exposed to hazards that may
lead to disasters; and DRR11/12-Ia-b-5
6. Analyze disaster from the different perspectives
(physical, psychological, socio-cultural, economic,
political, and biological) DRR11/12-Ia-b-6
II. CONTENT Disasters and Its Effects (DRR11/12-Ia-b-3)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages K12 Basic Education Curriculum Senior High School
Curriculum Guide
2. Learner’s Materials pages
 3. Textbook pages
4. Additional Materials for Learning 1. Rep. Act No. 10121 (2010), Available at
Resources http://www.ndrrmc.gov.ph/attachments/article/95/Imple
menting_Rules_and_Regulartion_RA_10121.pdf
2. International Federation of Red Cross and Red Crescent
Societies. (n.d.). Types of disasters: Definition of hazard. Retrieved
from http://www.ifrc.org/en/what-we-do/disastermanagement/about-
disasters/definition-ofhazard/
3. Magbool, Irfan, Asian Disaster Preparedness Center,
ADPC, 31 December 2012,
https://www.adpc.net/igo/contents/adpcpage.asp?
pid=1266&dep=RIG
B. Other Learning Resources
IV. PROCEDURES
Teacher Activity Student Activity
A. Preliminary activities/Reviewing
previous lesson or presenting the new
lesson (REVIEW)

Good morning class! Good morning ma’am!

Let us pray first… (one student will lead the prayer)
Heavenly Father, we thank you for this day for giving us
gift of life, we may guide us through our lessons virtually
that each one of us will have a clear mind and can focus
in understanding our today’s lessons. In this I pray in the
name of our Almighty Father. Amen.”

(students will pick up the mess/pieces of paper under the

chair)

Please pick up the mess under your chair. (student will answer)
Now get ready for the checking of None Ma’am.
attendance.

Who are absent?

Yes ma'am.
Ok, very well. Let's now move on. (students will answer in chorus)

“Last meeting we have discussed about

the Risk and Underlying factors of
disaster. Who can name the 3 elements of (student will answer)
disaster risk?” “1. Exposure
2. Hazard
3. Vulnerability”

“Anyone from the class can recall the

factors underlie disasters?” (student will answer)
“1. Climate Change
2. Environmental Degradation
3. Globalized Economic Development
4. Poverty and Inequality
5. Poorly planned and Managed Urban Development
6. Weak Governance.”

“Very Good!”
B. Establishing a purpose for the lesson
(MOTIVATION)

For today’s activity, I will divide the Each group will make a bubble map of the following
class into five groups. Each group will questions:
have to select a facilitator, who will be 1. Write one natural phenomenon that you can think of.
responsible to guide the group 2. Can we prevent this natural phenomenon from
discussion. The Group Facilitator is the happening?
one responsible to guide the discussion 3. When does a natural phenomenon occur?
between his group mates. Select a 4. Does the mere occurrence of this natural phenomenon
Scribe, who will take note of the automatically damage people, properties, environment,
reports of the other groups once the and the economy?
sharing starts. And select a Reporter, 5. Where does this kind of event occur?
who will share their group output once 6. Who would be the most affected?
the activity ends. You will be given
five (5) minutes to do the activity and
three (3) minutes to present your group
output.

(students will answer the questions)

C. Discussing new concepts and

practicing new skills #1
ABSTRACTION
A disaster is a damaging event that
occurs suddenly and involves loss of life
and property. It can be of two types,
natural and man-made.
Natural disasters can destroy a whole
community in an instant. Examples of
natural disasters are volcanic eruptions,
tsunamis, earthquakes, and typhoons
which are destructive to people's lives.
Man-made disasters on the other hand are
caused by human beings. Some of the
man-made disasters are bomb explosions,
terrorism, wars, leakage of poisonous
chemicals, pollutions, industrial
accidents, and epidemics. They are
identified as man- made disasters
because they happen due to human
actions and not by natural forces.
What is the difference between hazard
and disaster?
A hazard is a dangerous situation or
event that carries a threat to humans. A
disaster is an event that harms humans
and disrupts the operations of society.
Hazards can only be considered disasters
once it affected humans. If a disaster
happened in an unpopulated area, it is
still a hazard.
D. Discussing new concepts and
practicing new skills #2 (DEEPENING)

The Human Effect of Natural and Man-Made

Disasters
1. Displaced Populations

One of the most immediate effects of natural disasters is

population displacement. When countries are ravaged by
earthquakes or other powerful forces of nature, many
people need to abandon their homes and seek shelter in
other regions. A large influx of refugees can disrupt
accessibility of health care and education, as well as food
supplies and clean water.
2. Health Risks

Aside from the obvious immediate danger that natural

disasters present, the secondary effect can be just as
damaging. Severe flooding can result in stagnant water
that allows breeding of waterborne bacteria and malaria-
carrying mosquitoes. Without emergency relief from
international aid
organizations and others, death tolls can rise even after
the immediate danger has passed.
3. Food Scarcity

The aftermath of natural disasters affects the food

supplies. Thousands of people around the world are
hungry because of destroyed crops and loss of
agricultural supplies, whether it happens suddenly in a
storm or gradually in a drought. As a result, food prices
rise reducing families’ purchasing power and increasing
the risk of severe malnutrition or worse. The impacts of
hunger following an earthquake, typhoon or hurricane
can be tremendous, causing lifelong damage to children’s
development.
4. Emotional Aftershocks

Natural disasters can be particularly traumatic for young

children. Confronted with scenes of destruction and the
deaths of friends and loved ones, many children develop
post-traumatic stress disorder (PTSD), a serious
psychological condition resulting from extreme trauma.
Left untreated, children suffering from PTSD can be
prone to lasting psychological damage and emotional
distress.

Great damage caused by a disaster can be reduced if

everyone will take responsibility in anticipating its
effects. Here are some ways on how to plan ahead of a
disaster:
1. Check for hazards at home.
2. Identify safe place indoors and outdoors
3. Educate yourself and family members
4. Have Disaster kits/supplies on hand.
5. Develop an emergency communication plan.
6. Help your community get ready.
7. Practice the Disaster Preparedness Cycle
E. Developing mastery (Leads to For the next activity we will be playing a game. The
Formative Assessment 3) (POST players may compose the whole students in a class. There
ACTIVITY) are three choices to choose from. They will have to
distinguish whether each of the following questions is a
NATURAL EVENT, HAZARD and DISASTER. Each
player will have to choose his/her answer and must be at
the place of the choice for the count of three after the
question having been announced. Until questions have
been consumed, those who survive and continuously get
the correct answer will be declared winners.
QUESTIONS:
1. A super typhoon with storm surge affecting
Leyte.
2. A cyclone in a desert.
3. A typhoon passing over an unpopulated island.
4. Flood in Tuguegarao causes roads impassable.
5. Ondoy in Manila
6. Lawin in North Luzon
7. A Volcano erupting amidst Pacific Ocean.
8. An avalanche in a ski resort.
9. An avalanche high on the mountain and slopes
remote from any settlement.
10. A tsunami wave 2 m high off the coast of Japan.
11. An earthquake magnitude 20 in barangay Cato.
12. An earthquake magnitude 9.7 in barangay
Accusilian.
13. A drought in Australia’s Outback (vast,
remote, arid interior of Australia).
14. A landslide in the Sierra Madre.
15. A landslide in a favela (slum area) in Rio de Janeiro.

F. Finding practical application of

concepts and skills in daily living
(APPLICATION)

Suppose you have watched a true-to-life Your output will be graded according to this rubric.
story featured on a television. On your
journal, compose a letter addressed to Ate
Charing (a TV program host). Your letter
should narrate how the main character/s in
the story inspired you with everything that
he/she went through and the process on how
he/she survived over the challenges of the
disaster that he/she had experienced. Make
sure that emphasis will be given on the
disaster effects to the life of the main
character.

H. Making generalizations and

abstraction about the lesson
(GENERALIZATION)

At the disaster risk model implies, the magnitude of

the
disaster depends on:
1. The severity of the natural event;
2. The quantity of exposure of the elements at risk
 which
includes lives and properties; and
3. Vulnerability level or quality of exposure.
According to this formula, if there is no hazard, then
the risk is null (the same if population or vulnerability
is null).
I. Evaluating learning(ASSESSMENT) Answer the following questions:

1. How can we reduce exposure and vulnerability? List

two best measures.

J. Additional activities for application or Read the quotation below. Then, write your agreement or
remediation (REMEDIAL) disagreement to the message that it conveys.

Prepared by:

FE ANNALIE DUMAGUIT-SACAL
TCC

Checked by:

FLORAMYR P. SARVIDA
Master Teacher-1