WEEKLY School:
HOME Teacher:
LEARNING Subject:
PLAN
Day and
Time
12:00–
ROLANDO R. ANDAYA SR. MEMORIAL HIGH SCHOOL
All Grade 12 Subject Teachers
All Subjects in Grade 12-GAS
Learning
Learning
Area
Competency
Eat lunch and get ready for the scheduled lessons.
Quarter:
Week:
Date:
Quarter 2
Week 1-8
October 5-December 2020
Learning Tasks
Mode of Delivery
12:30
12:301:00
8:009:00
Doing other activities before the start of the lesson. (exercising, taking a bath, changing clothes)
Disaster
Readiness
& Risk
Reduction
MELC 1-Week 1
Module 1-2
Explain the meaning
of disaster
Lesson 1. Meaning of Disaster
ELICIT: (RECALLING THE PAST LESSON) (Objective 5)
Check first what have learned about the planet when were in Grade 11. Read each item carefully the 10item quiz and choose the letter of the best answer and write it in notebook.
MODULE 1
a. Define
Disaster
b. Perform task
entitled “Are
you Affected
and Which is
Which?”
c. Internalize the
value of caring
others through
lessening the
impact of
disaster.
ENGAGE: TELL ME SOMETHING! (Objective 1) (Objective 3)
Examine the pictures given below. List down as many as you can about what you know in the blank.
Disaster in various scenarios. View picture in the GC for clearer view of the picture
Phenomenon
What can you say about it
What could happen
Picture 1
Picture 2
Picture 3
Picture 4
EXPLORE: ARE YOU AFFECTED? KNOCK ON WOOD! (Objective 3)
Read the list of concept/situation below.
(10) Situations/Phenomena Short Description Who could be affected?
Situations/Phenomena
Short Description
Who could be affected?
Ground Shaking
Tornado
1.In general, how would you describe the situations/phenomena given in the list? Suggest a word that
best describe all the given phenomena above. (Objective 2)
2.How would you describe a society if we presume that they experienced 1 or 2 Phenomena given
above? (Objective 2)
Blended Learning
Communicate
students using the
Poll in Group
Chat/messenger to
identify the
Activity for week 1.
Queries Clarification
will be posted in GC
(messenger) to be
answered by the
teacher
Recorded selftutorials of the lesson
send via gc.
Send pictures of
sample disaster
experience in life.
ACTIVITY 2: WHICH IS WHICH? (Objective 3)
Based on the list of phenomena/situations in activity
1, classify them according to the following table format. Write the phenomena according to appropriate
column
ELABORATE: CRITICAL THINKING (Objective 2) (Objective 1)
Explain what you understand about the figure. (see figure in the module)
In your own words, how would you define disaster? and how will you relate Disaster in various workplace?
EXPLAIN:
• 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.1
• 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.
EXTEND: COVID-19 (Objective 2) (Objective 1)
Option 1
Given the Scenario of Covid-19 Pandemic (Objective 2)
1. How would you lessen the impact of a disaster?
2. If in your community there was a disaster, how could you offer help to others?
Option 2(Objective 1) (Objective 3)
Make a Reflection of what you understand regarding the lesson through poem, drawing, poster making or
essay
EVALUATE: ASSESSMENT
Answer summative assessments using the Learning Activity.
____1. Strong earthquakes are hazards that could cause disaster. Which is NOT a disaster cause by
earthquakes?
A. Collapse building and houses C. loss of water supply
B. Drought D. food shortage
____2. Which is NOT a geological hazard?
A. Earthquake B. Tsunami C. Tephra fall D. Tornado
____3. Disasters frequently result in all of the following EXCEPT
A. Displacement of populations C. Destruction of a population’s homeland
B. Damage to the ecological environment D. Adequate supply of goods and services
____4. A serious disruption of the functioning of a community or a widespread
human, material, economic or environmental losses is called
A. Disaster B. Vulnerability C. Resiliency D. Hazard
Week 1: Module 2
1. Explain factors
Lesson 2: Risk factors underlying disasters.
underlying
disaster
2. Complete
multi-task
activity entitled
“House of
Disaster”
3. Value and
care for others
by internalizing
the impact of
disaster.
ELICIT:(RECALLING THE PAST LESSON)
Check first what have learned about the planet when were in Grade 11. Read each item carefully the 10item quiz and choose the letter of the best answer and write it in notebook.
ENGAGE: TELL ME SOMETHING! (Objective 1)
Which do you think is more prone to disaster?
If you were an Engineer how will you design your house resilient to disaster? (Objective 2)
EXPAIN: ACTIVITY 1: HOUSE OF DISASTER(Objective 3)
Observe the diagram below, write down the effects of hazard, and answer the questions that follow.
2. Compare the effects of the hazard on the three types of houses. (Objective 2)
3. Which of the types of houses is the most vulnerable to the given disaster? Which is the least? Justify
your answer.
ELABORATE: ACTIVITY 2: UNGUARDED MOMENTS(Objective 3)
Examine the figure below. Based on the given concepts, write a possible weakness that could make the
situation unprotected from hazards. Answer the questions that follow.
Questions:
1. What does the weakness that you have identified represents? (Objective 2)
2. If a society is unguarded and unprepared, what do you think would be the correct term for them if a
hazard would be coming? (Objective 2)
Give the summary of the lesson.
EVALUATE: DEFENSELESSNESS (Objective 1) (Objective 3)
Directions: Observe the given pictures, identify the types whether the hazard belongs to
hydrometeorological, geological, or man-made. Describe the possible scenario when hazard
strikes and answer the questions that follow.
Week 2. Module 3
Describe the effects of
disasters in one’s
life.
LESSON 3. DISASTER AND ITS EFFECT
ELICIT:(RECALLING THE PAST LESSON)
Check first what have learned about the planet when were in Grade 11. Read each item carefully the 10item quiz and choose the letter of the best answer and write it in notebook.
a. Identify specific
hazards that leads to
disaster;
ENGAGE: TELL ME SOMETHING!
Examine the figure below. Could you provide some examples for each risk factor underlying disasters?
Hazard
Vulnerability
Exposure
b. Describes effects of
disaster in one’s life
based on types of
hazards; and
c. Relate risk factors
that influence
experiences toward
disasters.
What could be the concept at the middle of the three overlapping circles? _______(Objective 2)
EXPLORE: ACTIVITY 1: HAZARD’S WRATH
Supposed there is a typhoon signal number three that will strike two types of house as pictured below. Fill
in the necessary data and answer the question that follows.
1. Compare how vulnerable the two structures are with the given hazard.
2. Explain how people could have experienced disaster based on the type of house they reside in.
(Objective 2)
ACTIVITY 2: LET’S THINK WITH EMOTIONS(Objective 1)
Situation: There was a strong earthquake in your community where there are many families living in your
area. Describe the fear reactions of each person described below by rating it from 1 to 3 and noting 3 being
the most fearsome feeling. Be able to answer the questions that follow
1.In extreme situation after an earthquake, how would you describe the feeling among the people’s ages?
2. Would you think that among people’s ages or genders have the same degree of reactions toward hazard?
Why do you think so? (Objective 2)
ELABORATE: CHECK YOUR UNDERSTANDING
Describe briefly how disaster would affect people’s life in terms of the given factor below. Use the
following letter to describe your answer: A- Greatly affected D- it depends B- Slightly affected C- Little to
no effect(Objective 3)
Describe the effects of disaster in one’s life? ____________________________
EVALUATE:
In your own little way, how can you be able to help someone who experienced a disaster in their life?
(Objective 3) (Objective 5)
Week 4: Module 4
1. Identify the
different perspectives
on disasters.
2. explain different
disaster perspectives.
3. formulate helpful
methods to face
different disasters. 4.
EXTEND: CHECK YOUR UNDERSTANDING
Directions: Answer the following exercises.
1. Provide examples of the risk factors underlying disasters using the following figure.
2. Explain the difference of risk factors underlying disasters based on your examples above.
(Objective 2)
LESSON 4: DIFFERENT PERSPECTIVES ON DISASTERS
ELICIT:(RECALLING THE PAST LESSON)
Check first what have learned about the planet when were in Grade 11. Read each item carefully the 10item quiz and choose the letter of the best answer and write it in notebook.
ENGAGE: What’s In
Direction: Think about the scenario below. Write YES if it is a disaster; NO if not a disaster. Write your
answer on a separate sheet. _____ 1. A landslide in a mountain resort. _____ 2. A typhoon traversing a
manifest readiness to
remote and uninhabited island. _____ 3. A volcano erupting 15 km away from a city. _____ 4. A mudslide
face possible disasters. towards a hill foot community. _____ 5. A strong earthquake in the city proper of Calamba.
EXPLORE: What’s New (Objective 1)
Direction: Read the poem below then list down what you feel after interpreting the poem.
Tragedies come in different forms Tsunami, landslides, fires, and typhoons Floods, earthquakes, droughts,
and volcanic eruptions Shipwreck, forest fire, epidemic, pandemic, and even explosions
List down what you feel after interpreting the poem. Write your answers below.
1. ______________
_______________________________________________________________________
ELABORATE: WATCH OR READ! (Objective 1)
Direction: Watch a video from the Youtube, entitled Philippines’ President Threatens to shoot dead corona
virus lockdown troublemaker using the following link/URL:
https://www.youtube.com/watch?v=qERZgLv3MKg or read the article below if you do not have internet
access at home.
1. Based on the video/article, what perspective/s of disaster does it imply?
_________________________________________________________________________
2. What do you think are the significant needs of the people in the video/article?
3. Do you agree with the perspective of the President in mitigating the effect/s of the disaster?
4. Suppose you have the authority to give suggestion/s to the President in reducing the impacts of the
disaster in the video, what advice will you give him? Justify your answer
5. What do you think is the role of the government in qualifying the effects of a disaster?
EVALUATE: WHAT I HAVE LEARNED ( Objective 1)
Study the case then answers the question below.
Tajima is an earthquake victim. She manages to save all his family members from the wraths of the
disaster. Though she is mentally tough, all her resources are already gone. If you were to rank the
following needs of Tajima from the most important to the least important, how would you arrange the
following needs? Justify your answer
FOOD
COUNSELLING
HOME
MEDICINE
WORK
GOVERNMENT ASSISTANCE
EXTEND: WHAT I CAN DO(Objective 1)
Below is a picture of a community devastated by Super Typhoon Yolanda. Analyze the picture then list
down the harms it brought to the community and tell how people can cope up from it. Use a separate sheet
of paper in answering this activity(Objective 2)
Harms of Hazards People’s response to the hazard/s
How do people coped up to the harms
(that are shown in the picture?)
Week 5: Module 5 &
6
LESSON 5 & 6: Vulnerability
MELC: Define and
cite examples of the
types of hazards &
Explain the impact of
various hazards on
people and the
environment
ELICIT: What I know
Pre-Test: Choose the letter of the best answer. Write the chosen letter on a separate sheet of paper.
1. Define
vulnerability;
determine what makes
a community
vulnerable or not;
2. Assess events
situations delicately to
identify vulnerability
level and coping
capacity and ability;
and
3. manage personal
beliefs through
knowing the
importance of
identifying exposure
and vulnerability to
disaster.
(15 item)
ENGAGE: What’s In “Spot the Hazard” (Objective 1)
Direction: Spot the hazard. Write your answer on a separate sheet of paper.
1. Examine Figures A and B. Identify all the hazards that you can see. Figure A Figure B
2. Give at least three (3) potential scenarios from each picture that can occur due to the presence of hazard?
EXPLAIN: (Objective 1) (Objective 1)
What’s New “Inspection Time!!”
Direction: Since being safe and protected is the number one GOAL of every family, let us conduct an
ocular inspection of your house and backyard to ensure your family’s safety against hazards and disasters.
Follow the steps below:
1. Tour around your house including the backyard and assess if there is/ are hazards observed in your
house.
2. As much as possible, make a list of all the hazards that you will be observed.
3. Using all the hazards that you listed, determine what could be the possible events that may put you and
your family at risks.
4. Who among the family members are prone or susceptible to the listed hazards?
5. Identify the reasons why that member of that family is vulnerable.
Guide Questions: (Objective 2)
1. Based on your assessment from the tour that you made, how will
you define vulnerability in your own words?
_______________________________________________________________________
_______________________________________________________________
2. After knowing the hazards in your house, what is your plan of action
to avoid harm?
ELABORATE: What is It “Vulnerability Defined”
Reading the article….
Vulnerability is a state of being at risk. According to Republic Act 10121 also known as ‘Philippine
Disaster Risk Reduction and Management Act of 2010’, vulnerability is defined as the characteristics and
circumstances of a community, system or resource that make it susceptible to the damaging
effects of a hazard……
EXTEND: What’s More “Story Reading” (Objective 1) (Objective 1)
Direction: Read the story below and answer the questions that follow. Nick and Gary who were neighbors
are both students of Looc National High School. Due to the forecasted typhoon the night before, some
waited for the announcement of classes suspension. Unfortunately, there was no announcement……
1. Who do you think is more vulnerable? Nick or Gary? Why do you think so? ________________
2. In the story presented about Nick and Gary, what were the actions taken by one student that made him
less vulnerable to flood? What were the reasons why the other student became more vulnerable?
EVALUATE: What I Have Learned (Objective 1)
Direction: Based on the story given in “What’s more” activity, answer the following questions briefly.
1. If you are going to base your definition of vulnerability on the story given, how will you define it?
2. Based on the story given previously about Nick and Gary, describe what could
possibly happen. What have you realized from their story?
___________________________________________________________________________
___________________________________________________________________________
3. Could it be possible that both students are exposed to the same hazard, but
they can have different level of vulnerability? Explain how.
___________________________________________________________________________
4. Based from the story, is vulnerability situation specific or hazard specific?
Explain.____________________________________________________________________
___________________________________________________________________________
5. Cite your realization/s about the importance of knowing one’s capability,
strength, and exposure to hazards. ________________________________________________
Week 6: Module 7
Recognize
vulnerabilities of
different elements
LESSON 7: Identifying Specific Vulnerability
ELICIT:” I am Vulnerable”
Direction: Study the picture below. Afterwards, identify the hazard and the elements
Vulnerable
exposed to specific
hazards.
1.Identify
Vulnerability
2.Perform multi-step
activity entitled “I am
Hazard”
3.Value the
importance of taking
care of vulnerable
people in vulnerable
situation.
Hazard: ___________________________________________________________
Vulnerable Elements: ________________________________________________
ENGAGE: “Picture Me”
Directions:
1. Examine the picture of the house below.
2. This house is a typical raised house found in the lahar-affected area in Pampanga. The frame of the
house including the foundation is made from reinforced concrete, with hollow-block in-fill walls.
3. There are 7 persons living inside the house which include: The 34-year-old owner of the house who
is male and his 32- year-old wife, their three children aged 5, 3 and a 6-month-old infant, a 72-year
old female and a 40-year-old male who is bound to a wheelchair. 4. Most of the furnishing of the
house is mostly made of wooden or plastic.
EXPLORE: “I AM HAZARD”
Direction:
List down the different elements vulnerable to the following hazards.
I. Strong ground shaking due to an earthquake
II. A fire starting from the stove in the kitchen
III. Flood due to continuous and heavy rains
IV. Strong winds from Signal 3 or stronger typhoons
EXPLAIN: “KEEP THIS IN MIND”
According to Asian Disaster Preparedness Center, “Vulnerability is a set of prevailing or consequential
conditions, which adversely affect the community’s ability to prevent, mitigate, prepare for and respond to
hazardous events.
ELABORATE: “EXPOSED ELEMENT” (Objective 1)
Directions: Given the situation and information on Activity 1, accomplish the matrix below as to how the
structure of the house built on stilts affects the vulnerability of the house, its occupants and contents to the
following hazard, the first one is done for you. (Objective 2)
EXTEND:
Do you think raising the house together with its occupants and contents, makes it overall more vulnerable
considering it is exposed to earthquake, fire, flood and typhoon hazards? Why or why not? (Objective 2)
EVALUATE:
1. Does vulnerability of an element contribute to the adverse impact of hazard? Justify your answer.
2. Is it possible to reduce vulnerability to lessen the impact of hazards? How?
Lesson 8: Disaster Risk
ELICIT:(RECALLING THE PAST LESSON)
Week 7: Module 8
Check first what have learned about the planet when were in Grade 11. Read each item carefully the 5Differentiate among
hazards, exposure, and item quiz and choose the letter of the best answer and write it in notebook. (Objective 1)
vulnerabilities and
ENGAGE: Direction: Identify the following words as to what type of disaster risk element they belong.
explain the
relationship of the
three to disaster risk.
1. Compare and
Contrast among
hazards, exposure, and
vulnerabilities.
Explain how hazard, exposure, and vulnerability are related to disaster risk.
2.
3.
EXPLORE: KEEP THIS IN MIND!
Direction: Complete the table by supplying words or phrases each given event. (Note: You can use the data
in your own locality to complete the table.)
ELABORATE:
Directions: Select a disaster that you are familiar with. Explain the background of the
event and answer the following questions.
I. Identify the specific hazard(s) involved in the disaster.
II. Enumerate the exposed elements affected by the hazard.
III. Explain why the exposed elements were vulnerable to the hazard.
IV. Recommend strategies that could have been taken to minimize the
possibility of a similar disaster occurring in the future.
EVALUATE:
Do you think people in congested areas are prone to disaster? Why?
Week 7: Module 9
MELC: Define and
cite examples of the
types of hazards
1. Explain the
concepts of Hazard
2. Make examples of
different types of
hazards.
3. Promote awareness
to value hazard.
LESSON 9: HAZARD
ELICIT: Getting Dangerous!
Draw a Circle around the number if the statement is correct; if incorrect,
underline the wrong word or phrase and replace it with the correct word or phrase to make
the statement correct.
1. Hazard is any event that can disrupt normal life.
2. Hazards are caused by nature only.
3. If an event disrupts the production of businesses, it is not considered hazard to
human.
4. Human error in manipulating machines leading to death is a technological hazard.
5. El Nino and La Nina are Climatological Hazards.
6. Illegal logging is a form of technological hazard.
7. Earthquakes are Biological Hazards.
8. Typhoons in the Philippines rotates in a clockwise manner.
9. Pyroclastic materials may come out from Mount Mayon.
10. Your classmate throwing a piece of candy wrapper in a pavement in Albay Wildlife
Park is considered a hazard.
ENGAGE: Concept Chart
Figure 1 below is a concept chart you need to complete in order to understand the link between
Vulnerabilities and Hazard. Write anything that comes into your mind about the listed concepts in the box
EXPLAIN: Trouble Maker
Directions: Complete the crossword puzzle by using the “Hazard” related concepts listed below.
ELABORATE: Search and Rescue
A.Directions: Find words that is linked to causes and kinds of hazards. There are at least 20 words to
search. Be Careful!
B. THE STRONGEST LINK(Objective 1)
Directions: The Philippine Red Cross identified different kinds of hazards. Below
is a table where you fill in descriptions needed. Columns are the Hazards while
the rows are information asked. Write as much as you can and you can also link
your responses if it cannot fit in a single category.
(Objective 2)
ELABORATE: NATURAL MOVEMENT
Directions: Unscramble the words that are related to Natural Hazards. Use the clues provided.
EVALUATE : Ready for Danger!
Directions: Draw a Circle around the number if the statement is correct ; if incorrect,
underline the wrong word or phrase and replace it to make the statement correct.
1. Hazard is any event that can affect badly to the normal human routine.
2. Hazards does not involve hurting animals.
3. If an event disrupts the economic stability of a country, it is not considered hazardous to human.
4. The Fukushima Meltdown was a hydrological hazard.
5. Droughts are Climatological Hazards.
6. Kaingin is a form of technological hazard.
7. COVID-19 is a Biological Hazard
8. Typhoons in the Philippines rotates in a counter-clockwise manner.
9. Oil Spills happening bodies of land.
10. Not segregating garbage is a form of hazard.
EXTEND: MEMELORD (Objective 5)
Directions: Below is a meme that you will analyze and react on. After studying the meme, answer the
questions that follows. (Objective 1)
1. What does the meme talk about?
________________________________________________________________
2. What is the connection of the meme concept of hazard?
________________________________________________________________
3. What kind of hazard is being shown in the meme?
________________________________________________________________
4. Does the meme mean that technology is hazardous? Why or why not? (Objective 2)
________________________________________________________________
5. How can the meme help you be aware of the hazard? (Objective 2)
Week 8 : Module 10
MELC: Explain the
impact of various
hazards on
people and the
environment
1.Identify the various
hazards on people and
the environment
2.Explain the impacts
of hazards on people
and the environment
3. Appreciate the
importance of hazardfree environment
Lesson 10: Impacts of Hazards
ELICIT: Pre-Test
Instructions: Identify what is asked or described in each item. Write the letter of your choice on the
answer sheet.
ENGAGE: Draw me a scene! (Objective 1)
WHAT TO DO:
1. Draw a map of your neighborhood, your village or your purok. Include the places where
you spend most of your time. (You may use your home as a reference for this
activity.)
2. Include natural landmarks, such as seas, rivers and canals, mountains and steep
hills, or coastlines, as well as major infrastructure (roads, bridges, tunnels), and important
public buildings (fire stations, hospitals, police stations, electrical plants, if any.) You should
also include potentially hazardous buildings, if any
4. Once you have drawn your map, it’s time to become a disaster risk detective!
5. Find out
which hazards your community is facing by marking them with this symbol
Which hazards is your neighborhood/village/town exposed to?
Which areas will be mostly affected if a certain hazard occurs and turns into a disaster?
Which disasters have happened in the past in your area? Which sections were mostly affected and why?
EXPLORE: Let’s investigate!
Start by looking at your risk map which you have made from your previous activity.
List down what human activities make certain areas riskier and more hazardous.
(These may include clogging of rivers and canals with garbage, cutting down of
vegetation around landslide or s t e e p hills as well as harvesting of stones and
gravel from rivers)
EXPLAIN: READ & Study the BASIC CONCEPT OF HAZARD
Hazard is a process, phenomenon or human activity that may cause loss of life, injury or other health
impacts, property damage, social and economic disruption or environmental degradation
ELABORATE: Search and Rescue!
Instructions: Look for the words that could be relevant to hazards and its impacts. There are 15 words to be
found. Search horizontally and diagonally.
ELABORATE: Picture Me your Story!
Instructions: Assess the following pictures with regards to hazards and its impacts. Write your answers on
the table provided.
EVALUATE(Objective 1)
1.Share your insights by completing this activity: Choose one example of hazards (i.e., flooding,
environmental degradation, pandemic disease or biological threat, etc.) and write a short essay regarding
the issue. Explain your standpoint and your analysis, who will be affected and how will it affect them. And
lastly, will it be preventable or not. Explain how it will be prevented. (Objective 2)
2.Multiple Choice: Instructions: Identify what is asked or described in each item. Write the letter of your
choice on the answer sheet.
Prepared:
Noted:
ARIANE I. LAGATIC
Subject Teacher
LILIBETH B. ROMAN
School head