MARYKNOLL HIGH SCHOOL OF STO. TOMAS, INC.

8112 Sto. Tomas Davao del Norte

Telefax: 084-829-1272
Email: [email protected]

STUDENT LEARNING PLAN

SUBJECT: Disaster Readiness and Risk Reduction

UNIT 1: Disaster Demystified
Topic/Lesson: Concept of Disaster
Quarter: 1st
Week: 1
Time Allotment: 4 hours

Content Standard
The students demonstrate understanding of disaster and disaster risk, and the nature and effects of
disaster.
Performance Standard
 The learners are able to relate the concept of disaster with daily life.
Learning Competencies
The learners are able to:
 Explain the meaning of disaster
 Explain how and when an event becomes a disaster
 Differentiate the risk factors underlying disasters
 Identify areas/locations exposed to hazards that may lead to disasters
 Describe the effects of disasters on one’s life
 Analyze disaster from the different perspectives (physical, psychological, socio-cultural, economic,
political and biological)

Specific Objectives
At the end of the topic, the students must be able to:

 Describe a disaster
 Examine events that have led to a disaster; and
 Analyze the factors of disaster risk.

Day One:
Specific Objectives

 Explain the meaning of disaster; Explain how and when an event becomes a disaster.

I. Introduction
Review
 The teacher will ask the students how disaster was introduced and defined in their previous
grade levels.
 Have you encountered disaster?
 The teacher will review the definition of disaster.
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.

Motivation
 The teacher will show an enlarged map of the image presented in Chapter 1 A Closer Look on
page 3 of the work text.
 The teacher will ask the class: What are the hazards the Philippines is exposed to?
 II. Interaction
Lesson Development

Procedure
A. Simple Recall
The teacher will ask the students the following questions:
 With the dangers that we face, how do you cope with hazards?
 Are you thinking of ways to be able to lessen the impact of disaster?

B. Activity
 With the aid of the image previously used, the teacher will ask the class to enumerate the
disaster that have happened within the country in the last 50 years. The teacher will allot time
for them to research and have them present their outputs in class.
 after all the students have presented their work, the teacher will ask: Why do you think is the
Philippines prone to disasters?
 The Teacher will read a story to the students about Kelvin Rodolfo, after a while, the Teacher will
ask the students: As a citizen of a community, how will you contribute to helping others when
disasters occur?

C. Transition Statement
` The previous activity will help the students to value the lives and properties that can be saved by
knowing how disasters happen, understand the effects of disaster and appreciate the efforts of those
who extend help to the victims of disasters.

D. Synthesis/Closure
Disasters are inevitable. They are caused by unsustainable development that has not taken
account of possible hazard impacts in that location. They can be less damaging if the population has
better understanding of locally-experienced hazards and implements preventive or mitigating measures
against them.
Day 2
Specific Objectives
 Differentiate the risk factors underlying disasters.

Procedure
A. Simple Recall
The teacher will ask the students the following questions:
 How is hazard different from disaster?
 When does a hazard becomes a disaster?

B. Motivation
In front of the class, the teacher will select a student to read the excerpt from the World Risk Report
2015 on why the Philippines is ranked third in the at risk countries in the world.

- After a while, the teacher will ask the students: What could be the factors that have made the
Philippines to get a low WRI?

C. Activity
The Teacher will divide the class into five (5) groups. The teacher will let each group think of ways
why a disaster in an urbanized Manila would be greater compared to a smaller community, and why a
community located near an active volcano would pose more risk than in a valley away from a fault.
 The teacher will ask the group: what contributes to an area’s risk to hazards or disasters?
 The teacher will allot time to each group to prepare and have their outputs present in the class.

After the first activity, the teacher will facilitate discussion of the factors that contribute to disaster
risk-hazard, exposure, and vulnerability.
 with the same group, ask the students using Venn diagram to cite the differences and
connections of hazard, exposure, and vulnerability.
 D. Transition Statement
Taking measures in order to avoid an event turning into a disaster is prevention, which includes
planting trees in order to prevent erosion, landslides and drought. On the other hand, measures that
reduce vulnerability to certain hazards is mitigation which includes for instance improved building
practices and standard designs to ensure that school buildings are constructed in risk free school sites,
houses and hospitals can withstand earthquake or a typhoon.

E. Synthesis/Closure

The role of communication, media and the social network to disaster risk reduction is very important.
They increase awareness on different natural hazards, how they are formed, what their characteristics are, and
their harmful effects to life and property.

Day 3
Specific Objectives
 Identify areas/locations exposed to hazards that may lead to disasters.

Procedure
A. Simple Recall
Ask the students the following question:
1. What makes up a disaster?
2. How important is the role of communication, media and social network to disaster risk
reduction?

B. Activity
1. The teacher will show pictures showing the following: (a)visible cracks on a bridge;
(b)houses near rivers; and (c) community in coastal areas.
- Teacher will ask the students: will these instances lead to disaster? Why/ why not?

2. The teacher will show pictures of the impacts of an epidemic, earthquake, floods, wildfires,
and storm surges and let them identify what kind of disasters resulted in the pictures they
are looking at.
3. The teacher will show a map of the school and will ask the students:
- What kind of hazards is the school exposed to?
- Will these hazards lead to disaster?
- How important is a hazard map in knowing what disasters are expected from a
place?

C. Transition Statement
Hazard maps indicate settlement areas that are at risk from floods, avalanches, landslides and rock
fall. A separate map exists for each of these hazard categories. The maps can be used to identify areas that
could be flooded by the next storm, locations where avalanches could be released and slopes where a
landslide could arise. The hazard maps also provide detailed information about the causes, course, spatial
scope, intensity and probability of occurrence of natural hazard events.

D. Synthesis/Closure
It is very important for all localities to have contingency plans in the event of an disaster. Since they
live in the area, they are also ones who know the hazard they are most at risk for. They should know the
necessary preparations and response to these events.

Purposive Assignment: ½ sheet of paper

The teacher will let the students create a hazard map of their own community or the barangay
to where their house belongs. If, in case, the students are living in the same barangay, let them group up
and present a map as a unit.
Day 4
Specific Objectives
 Describe the effects of disasters on one’s life
 Analyze disaster from the different perspectives (physical, psychological, socio-cultural, economic,
political and biological)

Procedure
A. Simple Recall

The teacher will ask the students the following questions:

1. How are disasters classified?
2. What are the classifications of disasters?

B. Activity
1. The teacher will facilitate discussion of lesson 1.4 Effects of Disasters on page 13-15
2. The teacher will divide the class into eight (8) and assign them the following disaster:
 Earthquake
 Volcanic eruption
 Tsunami
 Landslide
 Floods
 Typhoon
 Storm surge
 Epidemic
3. The teacher will ask the group to find a situation which will show the disaster and how it impacted a
certain place, locale, community, or country. Ask them to provide insights on the lasting effect, if
any, of the disasters to the community in all facets of the community’s day-to-day living.
4. In addition to the work they have previously done, also ask the group to present the recovery
process the community underwent after the devastation they have endured.
5. To sum up the discussion on the effects of disaster, the teacher will facilitate the discussion of the
effects of a disaster on a national level-that is, on its effects on the economy, the strength of the
nation, national security, and international aid.

6. Transition Statement
Disasters can lead to a lot of fatalities and missing persons. When faced with dead or
dying, survivors often suffer psychological damages.

7. Synthesis/Closure
When a disaster strikes in a community, you would see ordinary people rise up and lead
the community to rebuild their lives and their homes with whatever is left with them. The
“bayanihan spirit” is so much alive in times of disasters-it is through it that Filipinos can always
look up to another tomorrow in their lives.