I. Objective:

Content Standards: Students will learn how to use hazard maps to identify areas prone to
hazards brought about by earthquakes, volcanic eruptions, and landslides.

Performance Standards: Students will be able to locate and analyze hazard-prone areas on
hazard maps, understanding the potential risks and vulnerabilities.

Learning Competencies:
1. Interpret hazard maps and symbols related to earthquakes, volcanic eruptions, and
landslides.
2. Identify areas at risk and susceptible to natural hazards based on the hazard maps.
II. Content:

Hazard Maps and Identifying Hazard-Prone Areas
III. Learning Resources: a. Teacher’s Guide:

Page 1: Introduction and objectives of the lesson

Page 2-4: Examples of hazard maps and their symbols b. Learner’s Materials:

Pages 5-9: Activities and exercises related to reading and interpreting hazard maps c. Textbooks:

Pages 10-15: Additional information on earthquake, volcanic, and landslide hazards

Additional Materials from Learning Resources:

Hazard maps showing earthquake, volcanic, and landslide-prone areas.

GIS software or online mapping tools (optional).
IV. Procedures: a. Reviewing Previous Lesson: Recap the concepts of hazards associated with
earthquakes, volcanic eruptions, and landslides discussed in the previous lesson. b. Establishing Purpose
for the Lesson: Explain the importance of using hazard maps to identify vulnerable areas and plan for
hazard mitigation. c. Presenting Examples: Show examples of hazard maps, including earthquake,
volcanic, and landslide hazard zones, with corresponding symbols and legends. d. Discussing New
Concepts and Practicing New Skills #1: Introduce different hazard map symbols and their meanings
(e.g., earthquake intensity, volcanic hazard zones, landslide susceptibility). e. Discussing New Concepts
and Practicing New Skills #2: Demonstrate how to read and interpret hazard maps, identifying areas at
risk and susceptible to earthquakes, volcanic eruptions, and landslides. f. Developing Mastery: In pairs
or small groups, students will analyze provided hazard maps and locate hazard-prone areas, marking
them on the maps. g. Finding Practical Applications: Engage in a class discussion on the potential
implications of hazard-prone areas on community planning and disaster preparedness. h. Making
Generalizations: Facilitate a class discussion on the significance of understanding hazard maps for public
safety and risk reduction. i. Evaluation: Assess students' ability to read and interpret hazard maps and
identify hazard-prone areas based on their participation in the group activity and discussions. j.
Additional Activities/Remediation: Offer supplementary materials or readings on real-life case studies
where hazard maps have played a critical role in disaster management and mitigation
IV. Procedures: (Alternative Activities)
a. Reviewing Previous Lesson: Recap the concepts of hazards associated with earthquakes, volcanic
eruptions, and landslides discussed in the previous lesson.
b. Establishing Purpose for the Lesson: Explain the importance of using hazard maps to identify
vulnerable areas and plan for hazard mitigation.
c. Presenting Examples: Show examples of hazard maps, including earthquake, volcanic, and landslide
hazard zones, with corresponding symbols and legends.
d. Discussing New Concepts and Practicing New Skills #1: Introduce different hazard map symbols and
their meanings (e.g., earthquake intensity, volcanic hazard zones, landslide susceptibility).
e. Discussing New Concepts and Practicing New Skills #2: Provide a group activity where each group
receives a different hazard map (earthquake, volcanic, or landslide) and must analyze and identify
hazard-prone areas using the symbols and legend provided.
f. Developing Mastery: Each group will present their findings to the class, explaining the areas they
identified as hazard-prone and the reasons behind their choices.
g. Finding Practical Applications: Engage in a class discussion on how hazard maps can influence urban
planning and building codes, disaster preparedness, and emergency response strategies.
h. Making Generalizations: Facilitate a discussion about the limitations and challenges of using hazard
maps in predicting natural disasters and the importance of continuous monitoring and updating of such
maps.
i. Evaluation: Assess students' ability to read and interpret hazard maps and identify hazard-prone areas
based on their group activity presentations and active participation in the class discussion.
j. Additional Activities/Remediation:

If time allows, conduct a virtual or actual field trip to a nearby area identified as hazard-prone
on a hazard map. Discuss the measures taken by the community to mitigate risks and promote
safety.

Ask students to research and prepare short presentations on recent natural disasters in different
regions, analyzing how hazard maps could have been used to prevent or minimize their impact.

Assign homework that involves using online mapping tools to identify hazard-prone areas in
their local community, encouraging them to think critically about their surroundings and
potential risks.
Day 1
I. Objectives

Content Standards
o
The learner demonstrates an understanding of the different types of natural hazards.

Performance Standards
o
The learner is able to identify human activities that speed up or trigger landslides.

Learning Competencies
o
S11/12ES-If-33: Identify human activities that speed up or trigger landslides.
II. Content

Human activities that speed up or trigger landslides
o
Clear-cutting
o
Mining and quarrying
o
Bad agricultural practices
o
Construction activities
III. Learning Resources

Teacher's Guide, pages 123-125

Learner's Materials, pages 89-91

Textbook, pages 234-236

Additional Materials from Learning Resources
o
Landslide hazard map of the Philippines
o
Pictures of landslides
IV. Procedures

Reviewing previous lesson
o
The teacher reviews the different types of natural hazards with the students.

Establishing purpose for the lesson
o
The teacher asks the students what they know about landslides.
o
The teacher explains that landslides are a type of natural hazard that can be caused by
both natural and human factors.

Presenting examples
o
The teacher presents examples of human activities that can speed up or trigger
landslides.
o
The teacher asks the students to identify the human activities that are most likely to
cause landslides in their community.

Discussing New concepts and practicing new skills #1
o
The teacher discusses the different ways in which human activities can speed up or
trigger landslides.
o
The teacher asks the students to create a list of human activities that they should avoid
in order to reduce the risk of landslides in their community.

Discussing New concepts and practicing new skills #2
o
The teacher leads a discussion about the importance of reducing the risk of landslides.
o
The teacher asks the students to share their ideas about how to reduce the risk of
landslides in their community.

Developing mastery
o
The teacher gives the students a quiz on the human activities that speed up or trigger
landslides.

Finding practical applications
o
The teacher asks the students to write a letter to their local government officials about
the importance of reducing the risk of landslides in their community.

Making generalization
o
The teacher leads a discussion about the generalization that can be made from the
lesson.

Evaluation
o
The teacher gives the students a performance task on identifying human activities that
speed up or trigger landslides.

Additional Activities/remediation
o
The teacher provides additional activities for students who need remediation.
Day 2
I. Objectives

Content Standards
o
The learner demonstrates an understanding of the different ways to reduce the risk of
landslides.

Performance Standards
o
The learner is able to create a plan to reduce the risk of landslides in their community.

Learning Competencies
o
S11/12ES-If-34: Suggest ways to help lessen the occurrence of landslides in your
community.
II. Content

Ways to reduce the risk of landslides
o
Planting trees
o
Controlling water in the slope
o
Practicing good agricultural methods
o
Avoiding construction on steep slopes
III. Learning Resources

Teacher's Guide, pages 126-128

Learner's Materials, pages 92-94

Textbook, pages 237-239

Additional Materials from Learning Resources
o
Landslide prevention brochures
o
Pictures of landslide prevention measures
IV. Procedures

Reviewing previous lesson
o
The teacher reviews the human activities that speed up or trigger landslides.

Establishing purpose for the lesson
o
The teacher asks the students what they can do to reduce the risk of landslides in their
community.

Presenting examples
o
The teacher presents examples of ways to reduce the risk of landslides.
o
The teacher asks the students to identify the ways to reduce the risk of landslides that
are most feasible in their community.

Discussing New concepts and practicing new skills #1
o
The teacher discusses the different ways to reduce the risk of landslides.
o
The teacher asks the students to create a plan to reduce the risk of landslides in their
community.

Discussing New concepts and practicing new skills #2

Discussing New concepts and practicing new skills #2
o
The teacher leads a discussion about the importance of taking action to reduce the risk
of landslides.
o
The teacher asks the students to share their ideas about how to get their community
involved in landslide prevention efforts.

Developing mastery
o
The teacher gives the students a group activity on creating a public service
announcement about landslide prevention.

Finding practical applications
o
The teacher asks the students to identify the landslide prevention measures that are
already in place in their community.

Making generalization
o
The teacher leads a discussion about the generalization that can be made from the
lesson.

Evaluation
o
The teacher gives the students a performance task on creating a plan to reduce the risk
of landslides in their community.

Additional Activities/remediation
o
The teacher provides additional activities for students who need remediation.
Assessment

The teacher will assess the students' learning through a combination of methods,
including quizzes, performance tasks, and discussions.
Reflection

The teacher will reflect on the lesson and make notes on what went well and what could
be improved.