Learning Plan
Subject: Disaster Readiness and Risk Reduction (DRRR)
Grade Level: Senior High School (Grade 11/12)
Quarter: First
Week: Week 1–2
Topic: Basic Concept of Disaster and Disaster Risk
Time Allotment: 2 sessions (50 Minutes)
I. Content
Concept of Disaster
Concept of Disaster Risk
Nature of Disasters
Effects of Disasters
II. Content Standard
The learners demonstrate understanding of the:
1. Concept of disaster
2. Concept of disaster risk
3. Nature of disasters
4. Effects of disasters
III. Performance Standard
The learners relate the concept of disaster with daily life.
IV. Learning Competencies (MELCs)
The learners:
1. Explain the meaning of disaster (DRR11/12-Ia-b-1)
2. Differentiate the risk factors underlying disasters (DRR11/12-Ia-b-2)
3. Describe the effects of disasters on one’s life (DRR11/12-Ia-b-3)
4. Explain how and when an event becomes a disaster (DRR11/12-Ia-b-4)
5. Identify areas/locations exposed to hazards that may lead to disasters (DRR11/12-Ia-
b-5)
6. Analyze disaster from different perspectives: physical, psychological, socio-cultural,
economic, political, and biological (DRR11/12-Ia-b-6)
V. Learning Objectives
At the end of the lesson, learners should be able to:
Define and explain the concept of disaster and disaster risk
Differentiate hazard, exposure, vulnerability, and risk
Describe the different effects of disasters
Recognize when an event becomes a disaster
Identify local areas prone to disaster
Analyze the multidimensional impacts of disaster
VI. Learning Resources
DRRR Learner's Module
Maps, hazard maps from PHIVOLCS or NDRRMC
News articles or video clips on recent disasters
Manila paper, marker for group activities
VII. Learning Activities
A. Introduction (Motivation)
Activity: “Real or Not?”
Show pictures/news clips of different events (e.g., flood, concert crowd, earthquake).
Ask students to classify: Is it a disaster or not? Why or why not?
B. Lesson Proper
Session 1: Understanding Disaster and Disaster Risk
Define and explain:
o Disaster
o Hazard, Exposure, Vulnerability, and Risk
Discuss types of disasters (natural, human-induced)
Use local examples (e.g., Typhoon Yolanda, Bohol Earthquake)
Group Task: Draw a concept map showing the relationship of the key concepts.
Session 2: Effects and Perspectives of Disasters
Discuss the effects of disasters:
o Physical, psychological, socio-cultural, economic, political, biological
Group Activity:
o Case analysis: Assign a real-life disaster to each group. Let them analyze its
impact from different perspectives.
Sharing and class discussion
VIII. Assessment
Formative Assessment:
Participation in group discussions and activities
Concept map and group presentations
Reflective questions
Summative Assessment:
Written quiz: identification, multiple choice, and short answer
Group performance: analyze a local hazard-prone area using learned concepts
Reflection Essay: "How can I become disaster-ready in my community?"
IX. Assignment
Watch the news or research a recent disaster that occurred in the country.
Answer the guide questions:
1. What disaster occurred?
2. What type was it (natural or human-induced)?
3. What were its effects on people and environment?
4. Could it have been prevented or mitigated?
Learning Plan for Grade 12 Disaster Readiness and Risk Reduction with the lesson title
“Vulnerability and Exposure”.
LEARNING PLAN
Subject: Disaster Readiness and Risk Reduction
Grade Level: 12
Lesson Title: Vulnerability and Exposure
Teacher: Peter John Bobiles
Date: June 23
Time/Week: 1 session – 50 minutes
I. Content Standard:
The learners demonstrate understanding of:
Various elements that may be exposed to hazards:
1. Physical
2. Social
3. Economic
4. Environmental
Vulnerability of each exposed element.
II. Performance Standard:
The learners conduct hazard hunts of exposed elements and propose corresponding corrective
actions for one’s preparedness.
III. Most Essential Learning Competencies (MELCs):
By the end of the lesson, the learners are expected to:
1. Enumerate elements exposed to hazards (DRR11/12-Ic-7)
2. Explain the meaning of vulnerability (DRR11/12-Ic-8)
3. Explain why certain sectors of society are more vulnerable to disaster than others
(DRR11/12-Ic-9)
4. Analyze why certain structures are more vulnerable to specific hazards than others
(DRR11/12-Ic-10)
5. Determine the elements that are exposed to a particular hazard (DRR11/12-Id-11)
6. Recognize vulnerabilities of different elements exposed to specific hazards (DRR11/12-
Id-12)
7. Differentiate among hazards, exposure, and vulnerabilities and give examples from actual
situations (DRR11/12-Id-13)
IV. Objectives:
At the end of the 50-minute lesson, the students should be able to:
Identify and classify exposed elements under physical, social, economic, and
environmental categories.
Explain the concept of vulnerability in the context of disaster risk.
Analyze why certain sectors or structures are more vulnerable to hazards.
Differentiate hazards, exposure, and vulnerability with real-life examples.
Propose simple preparedness actions to reduce vulnerability in their community.
V. Learning Content:
Topic: Vulnerability and Exposure
Subtopics:
o Elements exposed to hazards
o Types of vulnerability
o Difference between hazard, exposure, and vulnerability
o Practical examples and real-life applications
VI. Learning Resources:
DepEd DRRR Curriculum Guide
PowerPoint presentation
Community hazard map or simulation images
Hazard hunt worksheet
Manila paper and markers
Short video on community vulnerability (optional)
VII. Learning Activities (Using 4As Approach):
A. Activity – Engagement (10 minutes)
“Community Hazard Hunt”
Students examine a printed map or image showing a simulated community with schools,
homes, rivers, roads, etc.
In groups, they identify areas and elements that may be exposed to hazards.
They answer:
o What are the elements in this map?
o Who are most at risk?
B. Analysis – Processing of Activity (10 minutes)
Guide learners in answering:
What do we mean by exposure?
Who is vulnerable in this setting? Why?
Introduce Key Concepts:
Exposure – presence of people, resources, systems in a hazard-prone area
Vulnerability – factors or conditions that increase susceptibility to damage
C. Abstraction – Concept Building (15 minutes)
Mini Lecture/Presentation:
Explain the four categories of elements exposed to hazards:
1. Physical – buildings, roads, bridges
2. Social – elderly, children, PWDs, marginalized groups
3. Economic – businesses, employment, sources of income
4. Environmental – rivers, forests, coastlines
Discuss types of vulnerability (physical, social, economic, environmental)
Provide real-life examples (e.g., flooding in low-income areas, typhoon impact on coastal
towns)
D. Application – Reinforcement (10 minutes)
Worksheet Task: “Assess My Community”
Individually, learners list:
o 1 local example each of physical, social, economic, and environmental exposure
o A possible hazard they are exposed to
o A short action to reduce vulnerability
Optional Sharing: Ask a few students to share their answers aloud.
VIII. Assessment Strategies:
Formative Assessment:
Group participation during hazard map activity
Responses to analysis questions
Completion of the exposure and vulnerability worksheet
Summative (Short Quiz or Exit Ticket):
Define vulnerability in one sentence
List 2 exposed elements in your area
How is a poor community more vulnerable during disasters than a rich one?
Differentiate hazard, exposure, and vulnerability using local examples
IX. Assignment:
Title: “Community Vulnerability Reflection”
Instruction:
Interview someone in your family or neighborhood about a past disaster (e.g., typhoon,
earthquake).
In 5–7 sentences, describe:
What elements were exposed?
Who were the most vulnerable?
What preparedness measures could help next time?
