Download Lesson-Plan-Basic Concept of Disaster and Disaster Risk

YOBHEL CHRISTIAN ACADEMY
San Vicente, Pili, Camarines Sur
HIGH SCHOOL DEPARTMENT
Grade Level: 11 STEM
Learning Area: Disaster Readiness and Risk Reduction
Time Frame: 120 minutes
Teacher: Welbert B. Amar
I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of...
1. Concept of disaster
B. Performance
The learners should be able to...
Standards
- relate the concept of disaster with daily life.
C. Learning
Competencies
D. Specific
Objectives
II. VALUES
INTEGRATION
III. 21ST CENTURY
SKILLS
IV. LEARNING
STRATEGY
V. CONTENT
VI. LEARNING
RESOURCES
VII. PROCEDURE
Preliminaries
Elicit
Engage
The learners…
Explain the meaning of disaster
At the end of the discussion, the students are expected to:
- Understand the meaning of disaster.
- Differentiate Natural and Man-made Disasters.
- Explain several types of common disasters that have happened in Pili,
Camarines Sur
- Appreciate how critical it is to comprehend disaster risks and how they may
impact a person's life.
- Make a poster outlining steps to take to reduce danger in times of disaster or
calamity.
Skillful. Be equipped with knowledge, be prepared, be resilient to any kind of risk and
disasters.
Communication
Critical Thinking
Citizenship
7E’s
Basic Concept of Disaster and Disaster Risk
De Guzman F., Suarez D.A.N. 2016, Disaster Readiness and Risk Reduction. Pg. 2-8
Barreiro R., 2020, Basic Concept of Disaster and Disaster Risk First Edition, retrieved
from: https://fliphtml5.com/nnmll/yvgg/basic
Introduction:
Greetings
Opening prayer
Checking of Attendance
Disastrous Experience
In response to the following questions, students will share with the class one experience
of a disaster or calamity.
Q1- What specific disaster did you or your family experience?
Q2- What specific steps do you or your family take to get over it?
Activity 1:
Think-Pair-Share
In pair, think of at least 5 disasters happened in the here Pili, Camarines Sur in the last
5 years and discuss the effect of it in the people of Pili.
(Call students to share their work in the class)
Explore
Activity 2:
Picture Analysis
Analyze the image and answer the
following questions.
\
https://loveenglish.org/wp-content/uploads/2019/10/Natural-Disasters-6-1.jpg
Q1-Describe the given images in two to three messages.
Q2- Give at least 5 precautionary measures that you think can help minimize the effects
of a certain disaster in the image.
Q3-List down the disasters that you can identify from the images.
Explain
Elaborate
Ask students to present their work to the class.
Key concepts will be discussed by the teacher:
A disaster is described as "a sudden, devastating event that causes great harm, injury,
destruction, and devastation to life and property." It interrupts daily life and creates
both physical and emotional distress, including a strong feeling of hopelessness and
hopelessness. According to a previous definition of disaster, both life (whether human
or animal) and property are impacted. The consequences can be modest (such as
damaged windows and doors), major (such as torn rooftops and fallen walls), entire
(such as completely wrecked homes and structures rendering them worthless and
inhabitable), or in the worst case, fatal. (ADPC, 201) Asian Disaster Preparedness
Center
A disaster is defined as "a serious disruption of a community's or society's functioning
involving widespread human, material, economic, or environmental losses and impacts,
which exceed the affected community's or society's ability to cope using its own
resources," by the Food and Agriculture Organization (FAO, 2008).
This awareness will serve as the foundation for efficient intervention because any bad
event or phenomenon has the potential to exploit a vulnerability in the affected
population or community to create harm. The United Nations International Strategy for
Disaster Reduction defines a disaster as a significant disruption of a system that affects
a community or society and results in widespread human, material, economic, or
environmental losses and impacts that are greater than what the affected community or
society is able to cope with on its own.
Disasters usually emerge from a confluence of variables, including exposure to a risk,
preexisting susceptibility conditions,
and a lack of skill or resources to
reduce or manage with the potential
negative effects. Its repercussions
could include property damage, asset
destruction, service loss, social and
economic disruptions, environmental
degradation, and other negative
effects on human physical, mental,
and social well-being.
Classification of Disasters:
https://thefabulousscientist.files.wordpress.com/2020/11/5.png
Disasters can be divided into 2 large categories:
A. Natural disasters- are phenomena that are brought on by the forces of nature,
including earthquakes, typhoons, volcanic eruptions, hurricanes, fires, tornadoes, and
severe temperatures. They can be divided into two categories: those with an abrupt
onset and those with a gradual one, such droughts that cause famine. These rapid
developments can have a great deal of impact.
B. Man-made - are those whose primary direct causes may be traced to either
intentional or unintentional human behavior.
Subdivided into three categories:
1. Technological and industrial catastrophes: The risk of industrial catastrophes is
increased by unchecked industrialization and insufficient safety regulations.
Example: A few examples are the release of hazardous substances,
unintentional explosions, collapsed bridges or roads, car accidents, and power
outages.
2. Terrorism/Violence - The expansion of technology involving nuclear,
biological, and chemical agents used to generate weapons of mass destruction
has also raised the threat of terrorism.
Example: The use of bombs or explosions, the release of toxic substances, the
release of biological or radioactive agents, numerous or widespread shootings,
or mutinies
3. Complex humanitarian emergencies - are typically used to characterize the
humanitarian crisis brought on by a war on a global or domestic scale. Due to a
lack of personal safety and the disruption of essential services like food
distribution, water, electricity, and sanitation, large numbers of people are
forced to leave their homes in such circumstances. Alternatively, communities
are left stranded and isolated in their own homes without access to assistance.
Conflicts or wars are an example, and genocide is the intentional death of a
significant number of people, especially those who belong to a specific ethnic
group or country.
Evaluate
The damage caused by disaster cannot be measured. It also differs with the kind
of geographical location, climate, earth’s specific characteristics, and level of
vulnerability. These determining factors affect generally the psychological,
socio – economic, political, and ethnical state of the affected area.
Use the Web
Search on the internet at least 15 different disasters that can happen anytime.
On a graphic organizer, give its description/meaning, identify if it is a Man-made? or is
it a natural occurring disaster.
Criteria for grading:
Substantial, specific, illustrative, and creative content demonstrating strong
development of ideas. – 50 points.
Sufficiently developed content with adequate creativity and explanation of ideas. – 30
points
Limited content with less creativity and inadequate explanations. – 20 points
Extend
Safety Poster
Create a poster outlining the steps you should take to reduce the danger to you and your
family in the case of a disaster. Be sure to mention any potential disasters.
The output will be graded according to:
Content –
30%
Technology integration 20%
Correctness –
30%
Other elements –
20%
100%
Study in advance about Risk Factors Underlying Disasters.
Please refer to the Disaster Readiness and Risk Reduction book. Pg. 9-11
VIII. REMARKS
IX. REFLECTION
A. No. of learners
who earned 80% on
the formative
assessment.
B. No. of learners
who require
additional activities
for remediation.
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
D. No. of learners
who continue to
require remediation.
E. Which of my
teaching strategies
worked well? Why did
it work?
F. What difficulties
did I encounter which
my principal or
supervisor can help
me solve?
G. What innovation
or localized
material/s did I
use/discover which I
wish to share with
other teachers?