DRRR Teaching Guide
DRRR Teaching Guide
DRRR Teaching Guide
TEACHING GUIDE
QUARTER NUMBER: 1 SEMESTER
ST
PERFORMANCE TASK The learners relate the concept of disaster with daily life.
LEARNING COMPETENCIES The learners are able to:
• Define hazards (DRR11/12-Ie-14)
• Give examples of the types of hazards (DRR11/12-Ie-15)
• Explain the impact of various hazards on different exposed elements.
(DRR11/12-Ie-16)
SPECIFIC LEARNING OUTCOMES At the end of the lesson, the learners will be able to:
• Explain what a hazard is;
• Define the two main categories (Natural and Man-made) of hazards; and
• Identify the impact of hazards common in their environment.
Motivation:
Definition of Hazard Teacher Tip:
1. Recall a recent or historical disastrous event. Ask the learners to tell the class what HAZARD - UNISDR (2009) (adapted by
they know about it. Philippines DRR Law, 2010):
A dangerous phenomenon, substance, human activity or condition that may cause loss
2. Emphasize how the Philippines is one of the most hazardous countries in the world,
of life, injury or other health impacts, property damage, loss of livelihoods and services,
having more than 20 tropical cyclones in a year, earthquakes everyday, and more
social and economic disruption, or environmental damage.
than 20 active volcanoes found all over the country.
Teacher Tip:
3. Introduce the basic definition of Hazard and Disaster. Cold call learners to highlight
Comment: The hazards of concern to disaster risk reduction as stated in footnote 3 of
the differences between the two terms: the Hyogo Framework are “… hazards of natural origin and related environmental and
Hazard - A dangerous phenomenon, substance, human activity or condition that technological hazards and risks.” Such hazards arise from a variety of geological,
may cause loss of life, injury or other health impacts, property damage, loss of meteorological, hydrological, oceanic, biological, and technological sources,
livelihoods and services, social and economic disruption, or environmental sometimes acting in combination. In technical settings, hazards are described
quantitatively by the likely frequency of occurrence of different intensities for different
damage.
areas, as determined from historical data or scientific analysis.
Disaster - A serious disruption of the functioning of a community or a DISASTER - UNISDR (2009) (adapted by
society involving widespread human, material, economic, or environmental Philippines DRR Law, 2010):
losses and impacts which exceeds the ability of the affected community or A serious disruption of the functioning of a community or a society involving
society to cope using its own resources. widespread human, material, economic or environmental losses and impacts, which
exceeds the ability of the affected community or society to cope using its own
4. Have them define in their own words, English, Filipino, and local dialect (if resources.
applicable).
Comment: Disasters are often described as a result of the combination of: the exposure
Emphasize learning outcome: the definition of hazard
to a hazard; the conditions of vulnerability that are present; and insufficient capacity or
measures to reduce or cope with the potential negative consequences. Disaster
impacts may include loss of life, injury, disease and other negative effects on human
physical, mental and social well-being, together with damage to property, destruction of
assets, loss of services, social and economic disruption and environmental
degradation.
PRACTICE (40 MINS)
Activity 1: Classifying Phenomena according to Hazards (40 mins.)
Pre-Activity (5 mins.)
8. List down these hazards on the board. Explain anything that some learners might not recall.
a. Ground shaking
b. Tornado
c. Landslide
d. Flood
e. Indoor fire
f. Lava flow
g. Industrial pollution
h. Typhoon
i. Forest fire
j. Liquefaction
k. Storm surge
l. Tsunami
m. Extreme rainfall
During Activity (5 mins.)
9. Ask the learners to classify the phenomena in a table. They can classify them in any way they want but they have to describe the basis of their classification. Make them write
their answers in their activity notebook.
10. Ask the learners to pair up with their seatmate (if odd numbered class, one group can be three learners) and tell them that they have to come up with a final classification
scheme written on a sheet of paper. They should discuss the differences and similarities, if any, and the basis for their classification with each other.
Post Activity (30 mins.)
11. Choose a volunteer to share with the class the classification that they made.
12. Allow the learners to compare their answers with the one written on the board. Use this as a jump off point to the discussion of the types of hazards listed below.
13.
MAN-MADE AND
NATURAL HAZARDS TECHNOLOGICAL
HAZARDS
DEFINITION Naturally-occurring physical phenomena caused either by rapid or slow A hazard originating
onset events from technological or
industrial conditions,
including accidents,
dangerous procedures,
infrastructure failures,
or specific human
activities.
SAMPLE Natural, usually from Natural process, Natural process, but Man-made
RESPONSES living sources originates from involved with the
the solid earth- atmosphere and/or
geosphere hydrosphere
14. Emphasize to the learners that this subject will mostly focus on Geological, Hydrometeorological, and fire hazards.
Pre-activity (5 mins)
22. Divide the class into 6 groups. Explain to the class that this activity is meant to let them imagine the impacts of certain phenomena (the hazards) on
specific settings. Then, assign each group a certain setting (based on the letters above) in the same locality that they must commit to for each hazard.
23. Explain the guidelines (below) for the activity:
a. There should be one reporter, who will explain what the group is representing
b. The rest of the group, actors, will take on roles, whether of living or non-living things. But there should always be at least one human in every situation. For
example, they can be all humans, or one human and the rest are either animals, plants, or inanimate objects.
c. No member is needed to represent the hazard.
d. The actors must represent what is happening to the living and/or non-living things caught in the given situation. The assumption is that they are unable to
avoid the situation.
e. 5-10 minutes to make a depiction.
f. The grade will be based on the accuracy of the depiction of possible impacts, not on the acting.
g. Each group should submit the list of roles to the teacher. This will be used as a guide for grading.
24. Assign the learners to one of the letters assigned above.
Relatively safe, but could have a power interruption. If so, Ground shaking can cause house
Family in concrete house near the highway far fires may arise from use of alternative light sources (e.g. to get cracks, falling objects can
from river and mountain candles). hurt people. Fire can start.
Friends in an isolated beach Big waves, cannot swim at Death from a tsunami may arise if
beach, possible drowning. the earthquake is submarine.
Very rough sea, possible
Fishermen on the open sea capsizing, man overboard May experience very large waves.
Passengers in a jeep along a Wet inside jeep, traffic due to impassable, flooded
road with moderate traffic roads. Panic, injuries
Round 2 (40 mins)
Following the same instructions as before. These can also be given impromptu. Allow the learners 10 minutes to prepare
Note: Expect less time for explanation here. This will allow the learners to see that certain hazards will have no to little impact in
certain situations.
Post activity (20 mins)
29. Cold call learners on what they learned from the activities. They may also write about it in their activity notebook.
Guide questions:
a. Are the impacts of each hazard the same?
b. What kinds of hazards affected everyone? What kind of hazards did not?
c. What would you do if you were caught in one of these hazards?
30. Summarize how the impact of certain hazards can differ based on what is exposed to the hazard and where.
ENRICHMENT
Hazards
1. Make the learners think of other specific hazards that would fall under Geological, hydrometeorological,
or man-made/technological hazards.
2. Ask the learners which of the hazards are present or could happen in the local community, and which ones are less
likely to happen and why.
EVALUATION
For “Act it Out”
ACT IT OUT 4 3 2 1
DEPICTION All depictions appeared to Almost all depictions Most of the depictions Very little of the depictions
be accurate and plausible. appeared to be accurate appeared to be accurate appeared to be accurate
and plausible. and plausible. and plausible.
REQUIRED ELEMENTS Learner included more Learner included all Learner included most Learner included less
information than was information that was information that was information than was
required. required. required. required.
IT IS OUR COLLECTIVE AND RESPONSIBILITY… TO PRESERVE AND TEND TO THE WORLD IN WHICH WE ALL LIVE
School Name: NOTRE DAME OF JARO INC.
TEACHING GUIDE
QUARTER NUMBER: 1ST SEMESTER
SUBJECT MATTER: Introduction to Disaster Concepts
TOPIC / LESSON NAME In The Beginning (Big Bang Theory and Formation of the Light Elements)
The learners demonstrate understanding of the concept of disaster and disaster risk,
and the nature and effects of disasters.
CONTENT STANDARDS
PERFORMANCE TASK The learners relate the concept of disaster with daily life.
LEARNING COMPETENCIES The learners are able to:
• explain the meaning of disaster (DRR11/12-Ia-b-1)
• differentiate the risk factors underlying disasters (DRR11/12-Ia-b-2)
• describe the effects of disasters on one’s life (DRR11/12-Ia-b-3)
• explain how and when an event becomes a disaster (DRR11/12-Ia-b-4)
• analyze disaster from the different perspectives (physical, psychological, socio-cultural,
economic, political, and biological) (DRR11/12-Ia-b-6)
SPECIFIC LEARNING OUTCOMES At the end of the lesson, the learners will be able to:
• Describe a disaster;
• Examine events that have led to a disaster; and
• Analyze the factors of disaster risk.
TIME ALLOTMENT 180 MIN
LESSON OUTLINE:
8. Introduction/Review: Gist of the activity (5 minutes)
9. Motivation: Gist of the activity (5 minutes)
10. Instruction/Delivery: Gist of the activity (10 minutes)
11. Practice: Gist of the activity (15 minutes)
12. Enrichment: Gist of the activity (15 minutes)
13. Evaluation: Gist of the activity (10 minutes)
14.
Materials
Individual: Activity notebook, writing materials
MATERIALS By Group: Manila paper, cartolina, colouring and writing materials, markers, masking
tape or pins, World Atlas, map of Southeast Asia and Oceania with scale, a lot of
building blocks, several colors but uniform sizes, human figurines or markers, ruler, flat
disc about 3-inches in diameter
Resources
(4) United Nations Office for Disaster Risk Reduction. (n.d.). Terminlogy - unisdr.
RESOURCES Retrieved from https://www.unisdr.org/we/inform/terminology
(5) Rep. Act No. 10121 (2010), Available at http://www.ndrrmc.gov.ph/
attachments/article/95/ Implementing_Rules_and_Regulartion_RA_10121.pdf
(6) Alliance Development Works. (n.d.). Worldriskreport: Weltrisikobericht. Retrieved
from http://www.worldriskreport.org/
(7) Dillon, C. (2015). Exposed: Why vanuatu is the world's most 'at-risk' country for
natural hazards. Retrieved from http://www.dw.com/en/ exposed-why-vanuatu-is-
the-worlds-most-at-risk-country-for-natural-hazards/a-18319825
INTRODUCTION (3 MINS)
Teacher Tip:
Communicate Learning Objectives Risk - the possibility that something bad or
1. Introduce the following Specific Learning Outcomes using any of the suggested protocols (Verbatim, Own Words, unpleasant (such as an injury or a loss) will happen
(Merriam-Webster)
Read-aloud)
I. I can explain what a disaster is.
II. I can differentiate factors that put us at risk.
III. I can explain when a disaster might happen.
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.
Activity: Understanding Disaster Risk Factors: Part 1 (Building background knowledge protocol)
Pre-activity (7 mins)
1. Divide the class into groups of four to five.
2. Provide each group with a set of 4 different colored markers, a piece of chart paper, texts, loose leaf paper, and display a copy
of the “mystery map”
During the activity (50 mins) *time is highly flexible here!
1. Have participants write down what they think the map is about and draw a line after thoughts are jotted down. (5 mins)
2. Introduce the topic of DISASTER RISK. Ask participants to write what they know about the topic in their journals. (5 mins)
Teacher Tip:
3. Ask participants, in their small groups, to share what they know about the topic. (10 mins) In showing the mystery map, you can have
4. Ask participants to create a web or visualization of their collective knowledge/understanding of the topic on a piece of chart a large print out, display in the projector,
paper using just one of the colored markers. (10 mins) or distribute copies for every individual or
5. Provide an article or essay on the topic that is interesting, offers a solid introduction to the topic, and provides multiple pair. Make sure to retrieve the copy at the
perspectives. All participants read this article. (15 minutes) end of the meeting.
10. Return to the “mystery map”. Re-display the initial map again.Ask participants to go back to
where they had initially written about the “mystery map”; have participants note what they
now think about the “mystery map”. (10 mins)
Note: A 60-minute class session will likely end here. The next part will resume in
the next meeting.
12. Ask for volunteers or cold call learners to share to the class any observations on everyone’s output
(10 minutes).
I.Guide questions:
A. Are there similarities between each group's work?
B. Are there differences?
C. What factors define disaster risk?
D. What the process was like to read successive, multi-perspective articles.
E. Did they know much about the topic before?
F.Had they been curious about the topic?
G. What inspired their curiosity?
13. Reveal to the learners the complete World Risk Index Map.
Post-activity (40 mins)
1. Discuss the nature of Risk =
Summarize with
“Disasters are often described as a result of the combination of:
I. The exposure to a hazard;
II. The conditions of vulnerability that are present, and;
III. Insufficient capacity or measures to reduce or cope with the potential negative consequences.”
2. From the discussion, ask the learners to write an essay about how the risk factors concern them personally. They should try to
identify
I. Physical,
II. Psychological
III. Socio-cultural, IV.Economic,
V. Political, and
VI. Biological risk factors that either affect or not affect them.
5. Each group's output should be ready for presentation to the class by putting it on manila paper or cartolina.
Note: A 60-minute class session will likely end here. The next part will resume in the next meeting
6. Each group will present to class their output with a maximum time of 10 minutes each.
7. After presentation, ask the class to prepare materials for the next activity.
Note: A 60-minute class session will likely end here. The next part will resume in the next meeting
Wrap-Up
1. Cold call learners to explain the concept of disasters and disaster risk.Guide points:
I. The equation for risk.
III. Addressing issues one at a times vs all at the same time IV. The relevance of this subject
Activities
1. Instead of an essay at Instruction, you may have the learners get creative and make a sketch, artwork, a song, or
other creative output.
2. From the results of the simulation, ask the learners to compare the impact measured from the impact of the actual
events, based on the percent of the population affected. This comparison will allow the learners to identify factors
(specifically vulnerability) that cannot be completely simulated in the building block set-up.
3. Aside from the building blocks, you may add human figurines or representations in the countries of services important
in disaster response (doctors, government officials/decision makers, teachers, etc.). These can be used to indicate
factors that improve the analysis of risk from a vulnerability stand point. For example, in countries with more doctors and
not all of them are exposed to a hazard, the vulnerability is lessened as there is a better response to medical needs. To
simulate this, the learners may put doctors in each urbanized area and see how the simulation will go.
EVALUATION
4 3 2 1
The chart shows more The chart shows 5-10 The learners were not
COMPREHENSIVE- than key The chart shows 1-5 key able
NESS OF THE 10 key points and shows points and shows points only. to identify key points.
relationships between
CHART them. relationships between
them.
The group did not
PRESENTATION ON The group was able to The group was able to The group was able to address
discuss 5 disaster risk
DISASTER RISK factors discuss 3-4 disaster risk provide touch on only 1-2 the topic.
FACTORS that either affect them or factors with a clear examples of disaster risk
not and gave a clear definition. factors but lacks a clear
definition. definition.
The learners made part The learners were not
DISASTER The learners made a The learners made a of able
the model as instructed,
SIMULATION complete model and complete model and but to create a model.
typhoon track was typhoon track was
accurate; accurate. lacks consideration for
simulation was well aspects like scale and
organized. geography.
Learner answered Learner answered
ANSWERS TO questions questions Learner answered Learner did not answer
questions, but was not
QUESTIONS and was able to define and was able to define able questions.
exposure and vulnerability exposure and to define factors of
vulnerability.
and cite examples. exposure and/or
vulnerability.
TEACHING GUIDE
QUARTER NUMBER: 1 SEMESTER
ST
TOPIC / LESSON NAME In The Beginning (Big Bang Theory and Formation of the Light Elements)
The learners demonstrate understanding of the concept of disaster and disaster risk,
and the nature and effects of disasters.
CONTENT STANDARDS
CULMINATING PERFORMANCE STANDARDS The learners demonstrate understanding of the concept of disaster and disaster risk,
and the nature and effects of disasters..
PERFORMANCE TASK The learners relate the concept of disaster with daily life.
LEARNING COMPETENCIES The learners are able to:
• describe the effects of disasters on one’s life (DRR11/12-Ia-b-3)
• identify areas/locations exposed to hazards that may lead to disasters (DRR11/12-
Ia-b-5)
SPECIFIC LEARNING OUTCOMES At the end of the lesson, the learners will be able to:
• identify safe and dangerous areas in terms of disasters; and
• Describe these potential disasters.
Any existing hazard map (e.g. DENR-MGB Flood and Landslide Hazard Map)
MATERIALS Individual: Activity notebook or sheet of paper, writing materials
Br group: Manila paper or cartolina, colouring and writing materials, markers,
masking tape or pins
(8) United Nations Office for Disaster Risk Reduction. (n.d.). Terminlogy - UNISDR.
Retrieved from https:// www.unisdr.org/we/inform/terminology
RESOURCES (9) Rep. Act No. 10121 (2010), Available at http://
www.ndrrmc.gov.ph/attachments/article/95/
Implementing_Rules_and_Regulartion_RA_10121.pdf
Introduction/Review: 5 min.
Communicate Learning Objectives
1. Introduce the following Specific Learning Outcomes using any of the Continuation (for Introduction)
suggested protocols (Verbatim, Own Words, Read-aloud):
I. I will be able to Identify safe and dangerous areas in terms of disasters. Comment: Disasters are often described as a result of the combination of: the exposure
II. I will be able to describe these potential disasters. to a hazard; the conditions of vulnerability that are present; and insufficient capacity or
measures to reduce or cope with the potential negative consequences. Disaster impacts
2. Review the basic definition of Hazard and Disaster. may include loss of life, injury, disease and other negative effects on human physical,
Hazard - A dangerous phenomenon, substance, human activity or condition that mental and social well-being, together with damage to property, destruction of assets,
may cause loss of life, injury or other health impacts, property damage, loss of loss of services, social and economic disruption and environmental degradation
livelihoods and services, social and economic disruption, or environmental
damage.
3. Have them define in their own words, English, Filipino, and local dialect (if
applicable).
4 3 2 1
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. What can be done to prevent a disaster in the classroom?
TEACHING GUIDE
QUARTER NUMBER: 1 SEMESTER
ST
TOPIC / LESSON NAME In The Beginning (Big Bang Theory and Formation of the Light Elements)
PERFORMANCE TASK The learners relate the concept of disaster with daily life.
LEARNING COMPETENCIES The learners are able to:
• identify various potential earthquake hazards (DRR11/12-If-g-17)
• analyze the effects of the different earthquake hazards (DRR11/12-If-g-19)
Any existing hazard map (e.g. DENR-MGB Flood and Landslide Hazard Map)
MATERIALS Individual: Activity notebook or sheet of paper, writing materials
Br group: Manila paper or cartolina, colouring and writing materials, markers,
masking tape or pins
(10) United Nations Office for Disaster Risk Reduction. (n.d.). Terminlogy -
UNISDR. Retrieved from https:// www.unisdr.org/we/inform/terminology
RESOURCES (11) Rep. Act No. 10121 (2010), Available at http://
www.ndrrmc.gov.ph/attachments/article/95/
Implementing_Rules_and_Regulartion_RA_10121.pdf
A. Strong ground shaking can cause objects to fall, break windows among others.
B. Strong ground shaking can also result to minor
damages to buildings and worse, cause collapse of a
structure. (e.g. collapse of Hyatt Hotel, Baguio City
after the 16 July 1990 Luzon Earthquake).
C. Most part of the Philippines will experience shaking at
different degrees depending on magnitude of
earthquake, distance of one’s location from the fault that
moved, local below surface conditions, etc)
A. Demonstrate ground shaking using jelly. You need to
prepare the jelly the night before the activity so that it
is fully set when learners begin the activity. Pour the
jelly into eight 8½-inch square pans to be shared by
3 groups (divide jelly into 3) or in one large pan for
the entire class to share
III. Tsunami- sea waves resulting from the disturbance of ocean floor by an earthquake
A. This is a series of giant sea waves commonly generated by
under-the-sea earthquakes and whose heights could be
greater than 5 meters.
B. Examples of recent tsunami events in the Philippines are
the August 1976 Moro Gulf Earthquake and Tsunami and
the November 1994 Oriental Mindoro Earthquake and
Tsunami, December 2004 Banda Aceh Earthquake
(Indonesia), and March 2011 Eastern Japan
http://www.phivolcs.dost.gov.ph/index.php?
option=com_phocadownload&view=category&id=17:tsun
ami-flyer&Itemid=44 (Tsunami Flyer, English)28 August
2015
What are the potential hazards that can affect me, my home and my community. How?
Will I be affected by (check all the will apply)
I. Ground Rupture (only if a fault passes through my home) (Note: This will be important
for areas with known presence of faults)
II. Ground shaking: Yes
III. Liquefaction (Note, only for areas near rivers, coastal areas, underlain by soft
sediments or water-saturated materials)
IV. Earthquake-induced landslide (if my home is near/ at the base or on the slope of a
mountain side)
V. Tsunami (if my home is near the coast)
Those I have checked are the hazards I need to prepare for.
Note: This part shall be linked with DRR11/12-If-g-20- Different earthquake hazards maps-activity
will validate answers to this enrichment section
EVALUATION
4 3 2 1
SUMMARY TABLE The table shows The table shows The table does
OF The table shows 50-70% 10-40% not show
80-100% of of impacts of impacts any of the impacts
HAZARDS AND impacts identified identified were
identified were were correctly were correctly correctly placed
IMPACTS correctly placed placed under
placed under under associated under associated the associated
associated hazard hazard hazard
hazard
COOPERATION The Facilitator The learners know The learners do
AMONG was able The Facilitator, their not
to lead the Secretary, know their roles
MEMBERS discussion Reporter and roles but were not and the
well, the Reporter the rest of the actively portraying discussion was
was members their not
able to clearly were able to help
present each responsibilities the properly facilitated
the summary of other and were among the
the able to entire time learners
group’s output
within come up with a
comprehensive
the given time. output.