Session Guide

SESSION TITLE:
Time Session Learning Detailed Content Detailed Description of Learners’ Output Learning Resource
Objective Outline Methodology Materials
1. understand the Disaster is a serious Introductory Activity Group and individual laptop, ppt presentation,
principles of disaster disruption of the Let them answer a Pre-Test outputs from the projector, pen and paper,
risk reduction and functioning of a community (5 items only) Ask the learners to activities training kits
4 hrs
management or a society involving list 10 hazards in the classroom.
8:00 a.m – 12:00 a.m
2. describe the effects of widespread human, Their answers should be specific
disasters on one’s life. material, economic or to certain locations in the
3. identify areas/locations environmental losses and classroom (e.g. the shelf at the
exposed to hazards that impacts, which exceeds the corner near the door can fall on
may lead to disasters ability of the affected someone). (5 minutes)
community or society to
cope using its own Activity 1:
resources. Disasters are Group Discussion
often described as a result 1. Group the learners into teams
of the combination of of five to discuss their list of
several things: the hazards.
exposure to a hazard; the 2. One will act as group Facilitator
conditions of vulnerability to guide the discussion.
that are present; and 3. Two will report the group
insufficient capacity or output to the class (the
measures to reduce or Reporters).
cope with the potential 4. Two will take note of the
negative consequences. discussions in the group and the
Disaster impacts may reporting (the Scribes).
include loss of life, injury, 5. The groups should come up
disease and other negative with a consensus of the hazards,
effects on human, physical, and how it could lead to a
mental and social well- disaster (the impact), that
being, together with everyone has identified.
damage to property,
destruction of assets, loss Activity 2:
of services, social and During the Activity (40 mins)
economic disruption and 1. Each group should have: I. A
environmental sheet of manila paper or cartolina
degradation. II. 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 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.
Analysis
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. II. What can be done to
prevent a disaster in the
classroom?
Abstraction
Present through a powerpoint
the following:
A. Hazard Mapping

Application
Each group will enhance their
Hazard Map

Concluding Activity
Make a Pledge of Commitment