1. The document outlines a daily lesson log for a Grade 12 Disaster Readiness and Risk Reduction class covering geological hazards over four class sessions from July 23-27, 2018.
2. The objectives are for students to understand geological hazards like landslides and sinkholes, and to develop a family emergency plan.
3. Each class session includes reviewing the previous lesson, establishing learning objectives, examples or media to demonstrate geological hazards, and a discussion of concepts.
1. The document outlines a daily lesson log for a Grade 12 Disaster Readiness and Risk Reduction class covering geological hazards over four class sessions from July 23-27, 2018.
2. The objectives are for students to understand geological hazards like landslides and sinkholes, and to develop a family emergency plan.
3. Each class session includes reviewing the previous lesson, establishing learning objectives, examples or media to demonstrate geological hazards, and a discussion of concepts.
1. The document outlines a daily lesson log for a Grade 12 Disaster Readiness and Risk Reduction class covering geological hazards over four class sessions from July 23-27, 2018.
2. The objectives are for students to understand geological hazards like landslides and sinkholes, and to develop a family emergency plan.
3. Each class session includes reviewing the previous lesson, establishing learning objectives, examples or media to demonstrate geological hazards, and a discussion of concepts.
1. The document outlines a daily lesson log for a Grade 12 Disaster Readiness and Risk Reduction class covering geological hazards over four class sessions from July 23-27, 2018.
2. The objectives are for students to understand geological hazards like landslides and sinkholes, and to develop a family emergency plan.
3. Each class session includes reviewing the previous lesson, establishing learning objectives, examples or media to demonstrate geological hazards, and a discussion of concepts.
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General Vito L.
Belarmino National High
School Grade Level Grade 12 School Learning Disaster Readiness and Risk Teacher Renee Rose A. Cortez Area Reduction DAILY Week 8 (July 23-27, 2018) LESSON LOG Lagundi – M, W, Th and F (8:20-9:20) Teaching Dates Sambong – M, Th and F (2:00-3:00), W Quarter First and Time (1:00-2:00) Serpentina – M, Th (1:00-2:00), T and W (2:00-3:00)
I. OBJECTIVES SESSION 1 SESSION 2 SESSION 3 SESSION 4
The learners demonstrate understanding of other related geological hazards such as rainfall-induced landslide and A. Content Standards sinkhole. B. Performance The learners develop a family emergency preparedness plan to guide them on what to do before, during, and after Standards the occurrence of events that cause geological hazards. The learners recognize signs The learners: of impending geological Interpret geological The learners: hazards. (DRR11/12-IIa-b- maps. (DRR11/12- C. Learning Discuss the different geological hazards; 29) IIa-b-30) Competencies/Objec (DRR11/12-IIa-b-27) Apply mitigation tives Analyze the causes of geological hazards; strategies to (DRR11/12-IIa-b-28) prevent loss of lives and properties. (DRR11/12-IIa-b-31) II. CONTENT Other Related Geological Hazards III. LEARNING RESOURCES Department of Education (2008). Disaster Risk Reduction Resource Manual A. References Commission on Higher Education (2016). Teaching Guide for Senior High School on Disaster Readiness and Risk Reduction 1. Teacher’s Guide pages 101-106 pages 107-115 pages 116-127 pages 2. Learner’s Material pages 3. Textbook pages 4. Additional Materials from Learning Resource (LR) portal B. Other learning Resources IV. PROCEDURES (3 mins.) (3 mins.) (3 mins.) (3 mins.) Prayer and Greetings Prayer and Greetings Prayer and Greetings Prayer and Greetings Review of the previous Review of the previous Review of the previous Review of the previous lesson lesson lesson lesson A. Reviewing previous The teacher calls on The teacher calls on The teacher calls on random The teacher calls on lesson or presenting random learners to discuss random learners to discuss learners to discuss the main random learners to discuss the new lesson what they have learned so the main point of the point of the previous the main point of the far about volcanos. previous discussion and discussion and what they previous discussion and what they have learned have learned from it. what they have learned from it. from it. (2 mins.) (2 mins.) (2 mins.) (2 mins.) B. Establishing a Learning Objectives Learning Objectives Learning Objectives Learning Objectives purpose for the The teacher communicates The teacher communicates The teacher communicates The teacher communicates lesson the learning objectives. the learning objectives. the learning objectives. the learning objectives. (5 mins.) (3 mins.) (3 mins.) (7 mins.) Video Clip The teacher asks the Film Viewing Video Clips The learners will watch a learners what they think 1. The teacher asks the 1. The teacher lets the video of an interview with a sinkholes are and ask learners to take note learners watch a victim of a landslide them if they had ever seen of some of the early video about disaster. The teacher asks a place where the ground warning signs the geohazard map. for the reactions of the looked like it had residents of Cherry 2. After watching the learners about the video. collapsed. Hills noticed before video, the teacher the landslide. asks the following 2. The teacher shows a questions: video about the What are the Cherry Hills different colors Landslide. of areas prone to C. Presenting rain-induced examples/instances landslides and of the new lesson what action should be taken corresponding to each of these colors? What are the different colors of areas prone to flooding and what actions should be taken corresponding to each of these colors? D. Discussing new (25 mins.) (20 mins.) (25 mins.) (15 mins.) concepts and Reading Activity Group Activity Interactive Discussion Interactive Discussion 1. The class will be 1. The class will be 1. The teacher shows The teacher leads the divided into groups divided into groups the picture and asks discussion about with a scribe who with a scribe who the class if they can geohazard maps. documents the documents the identify the 11 answers of the answers of the warning signs on an group. group. impending landslide. 2. Learners watch the 2. Learners watch the 2. Learner should write videos to be videos to be down their answers assigned by the assigned by the on a sheet of paper teacher. teacher. according to the 3. The learners will 3. The learners will numbers in the then read a then read a picture. resource material. resource material. 3. Learners exchange 4. With their group, 4. With their group, papers and the the learners must the learners must teacher give the answer the answer the correct answer and practicing new skills following questions: following explains the #1 What are questions: underlying reason for landslides? What are sinkholes? each of the early What are the In what type of warning signs. different types of geologic conditions landslides? do sinkholes occur? What are the What is Karst? causes of What are the landslides? different types of 5. Learners share their sinkholes and what answers with the are the major class. differences regarding the rate they can occur. What are some man made causes of sink holes? E. Discussing new (20 mins.) (10 mins.) (30 mins.) concepts and Film Viewing Interactive Discussion Reading Activity practicing new skills 1. Teachers shows 1. The teacher shows 1. The teacher assigns #2 each of the a picture to help learners to read the following videos learners Rain-induced (ranging in time differentiate Landslide from 2 to 3 between the Susceptibility: A minutes). After different types of Guidebook for showing each video, sinkholes. Communities and teacher asks 2. The teacher shows Non-experts. learners to identify the next set of 2. The teacher the type of pictures and asks explains the movement, slope learners to identify simplified material and what type of procedure for velocity of flow. sinkhole it is. susceptibility 2. After showing the assessment of videos, learner rainfall-induced exchange papers shallow depth and check each landslides. other’s papers 3. The learners will based on the compute for the following solution factor of safety. key. (20 mins.) Reading Activity 1. The learners will be asked to read resource materials. 2. Using the information obtained from the above sources, the learners need to develop a list of warning signs for a impending formation of a sinkhole. F. Developing mastery 3. The teacher asks the learners to integrate warning signs for landslides into one list, indicating which signs are unique to landslides, unique to sinkholes, similar signs in landslides and sinkholes, or identical for both sinkholes and landslides. G. Finding practical applications of concepts and skills in daily living H. Making (5 mins.) generalizations and Guide Questions abstractions about The teacher asks the the lesson learners the following questions: 1. What does a geohazard map tells us? 2. What are the seven parameters used to estimate the susceptibility of a slope to rain- induced landslides? (5 mins.) (5 mins.) (5 mins.) Oral Recitation Oral Recitation Quiz The learners will be asked The learners will be asked to do the following: to do the following: 1. Explain in your own 1. Explain in your own words what a words what a landslide is. sinkhole is. 2. Describe the 2. Explain the different types of different types I. Evaluating learning landslides according three different to the Varnes types of sinkholes. classification 3. Explain some of the system. causes of sinks 3. Explain some of the holes. causes of landslides. 4. Suggest some other 4. Suggest some other causes of sinkholes causes of landslide not discussed in the not discussed in the lecture materials. lecture materials. J. Additional activities Poster Group Work for application or The learners need to create 1. The learners need remediation a poster to communicate to find a slope or the warning signs for set of slopes within landslide or sinkholes. the premises of the school grounds which they can assess. 2. The learners document the slope using the procedure described in the guidebook and submit the document with the supporting calculations. 3. They need to do a sensitivity analysis with their calculations. They need to explain the assumptions they made in arriving at their computations as well as the sensitivity of their calculations. 4. The results will be used by the group in the next meeting’s activity. V. REMARKS