Structured Learning Episode Competency: Hazard - A Dangerous Phenomenon, Substance, Human Activity

STRUCTURED LEARNING EPISODE
Competency 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)
Lesson Concept of disaster and disaster risk, and the nature and effects of
disasters.
Objectives 1. Identify safe and dangerous areas in terms of disasters.

2. Describe these potential disasters.
References Disaster Readiness and Risk Reduction – Grade 11/12 Teacher’s

Guide (2016)
United Nations Office for Disaster Risk Reduction. (n.d.).

Terminology - unisdr. Retrieved from https://www.unisdr.org/we/
inform/terminology
Rep. Act No. 10121 (2010), Available at http://www.ndrrmc.gov.ph/

attachments/article/95/Implementing_Rules_and_Regulartion_RA_1
0121.pdf
Materials Any existing hazard map (e.g. DENR-MGB Flood and

Landslide Hazard Map)
Individual: Activity notebook or sheet of paper, writing

materials
By group: Manila paper or cartolina, colouring and writing

materials, markers, masking tape or pins
Priming 1. Introduce the following Specific Learning Outcomes using any of

the suggested protocols (Verbatim, Own Words, Read-aloud):
I. I will be able to Identify safe and dangerous areas in terms of
disasters.
II. I will be able to describe these potential disasters
2. Review the basic definition of Hazard and Disaster.

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.
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.
3. Have them define in their own words, English, Filipino, and local
dialect (if applicable).
Activity Pre-Activity
1. Individually, ask the learners to get out a piece of paper or their
assigned activity notebook for writing.
2. Ask the learners to list 10 hazards in the classroom. Their
answers should be specific to certain locations in the classroom
(e.g. the shelf at the corner near the door can fall on someone).
Analysis Group Discussion

1. Group the learners into teams of five to discuss their list of
hazards.
2. One will act as group Facilitator to guide the discussion.
3. Two will report the group output to the class (the Reporters).
4. Two will take note of the discussions in the group and the
reporting (the Scribes).
5. The groups should come up with a consensus of the hazards,
and how it could lead to a disaster (the impact), that everyone
has identified
Abstraction 1. Each group should have:

I. A sheet of manila paper or cartolina
II. Coloring materials
2. Learners are to create a “Classroom Hazard Map” based on their
discussion. The maps should be easy to follow and understand
and still roughly to scale.
3. Potential hazards should be colored in red and labeled properly.
Possible impacts of these hazards should be noted by the scribe
and reporters.
4. Safe areas and paths should be colored blue
Application 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?
Rubrics
Closure 1. Ask: will a hazard always cause a disaster?

Sample situation: There is a volcano in the middle of an
uninhabited desert. What is the hazard? Will there be a human
disaster if the volcano erupts?
Assessment 1. Introduce a long-term project where in the learners will identify

hazards and create a hazard map of their home, their classroom,
the school, or a place that they frequent. As the course continues,
the learner may improve their map, and develop disaster
mitigation plans.
Agreement 1. The Classroom Hazard maps may be used by the class for the
whole year. Learners can recreate their work using digital media,
if possible.

Structured Learning Episode Competency: Hazard - A Dangerous Phenomenon, Substance, Human Activity

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STRUCTURED LEARNING EPISODE

Competency Describe the effects of disasters on one’s life

Identify areas/locations exposed to hazards that may lead to

Objectives 1. Identify safe and dangerous areas in terms of disasters.

References Disaster Readiness and Risk Reduction – Grade 11/12 Teacher’s

United Nations Office for Disaster Risk Reduction. (n.d.).

Rep. Act No. 10121 (2010), Available at http://www.ndrrmc.gov.ph/

Materials Any existing hazard map (e.g. DENR-MGB Flood and

Individual: Activity notebook or sheet of paper, writing

By group: Manila paper or cartolina, colouring and writing

Priming 1. Introduce the following Specific Learning Outcomes using any of

2. Review the basic definition of Hazard and Disaster.

Analysis Group Discussion

Abstraction 1. Each group should have:

Closure 1. Ask: will a hazard always cause a disaster?

Assessment 1. Introduce a long-term project where in the learners will identify

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