Republic of the Philippines

Department of Education
Region III

I. Objectives
A. Content Standard
The learners demonstrate an understanding of various elements that may be
exposed to hazards:
1. Physical
2. Social
3. Economic
4. Environmental
Vulnerability of each exposed element.
B. Performance Standard
The learners conduct hazard hunts of exposed elements and propose
corresponding corrective actions for one’s preparedness.
C. Learning Competencies

The learners explain why certain sectors of society are more vulnerable to
disaster than others. DRR11/12-Ic-9

At the end of the lesson, the learners must be able to:

1. Determine certain sectors of society which are vulnerable to disaster than

others.

2. Identify the capacities that can help reduce disaster risk and losses.

II. Content

Exposure and Vulnerability

III. Learning Resources

A. References: CG, Protecting Lives, Saving Communities DRR in the Philippine Setting for
SHS, By Emmanuel M. Luna Ph. D pages 3-8, TG for SHS DRRR By CHED/PNU
B. Other Learning Resources
Laptop, Projector, Pictures

IV. Procedures
A. Review previous lesson on the meaning of vulnerability.
Given a picture of a rock about to slide on the cliff of a mountain wherein the school is
situated in the foot of a mountain.

Questions:

1. Identify the hazard from the given picture?

2. Why is it becomes a hazard?
 3. Which is vulnerable to the hazard a rock about to slide on the cliff of the mountain
or the school that is situated in the foot of a mountain?
4. What can be done to prevent a disaster from occurring?
5. Identify the hazard which makes the school or the community vulnerable?

B. Establishing a purpose for the lesson

The teacher will pose pictures of certain sectors of society which are more vulnerable to disaster than
others.

Working in groups, the students will write their observations in the manila paper and choose a volunteer
to share their ideas in front.

(A) (B)

1. Which is more vulnerable to disaster picture A or B?

2. When disaster comes what precautionary measures are we going to do to

prevent causes of properties and lives?

C. Presenting examples/instance of new lesson

After the learners shared their answers on the questions, teacher will discuss
the lesson on sectors of society vulnerable to disaster using power point
presentation.

D. Discussing new concepts and practicing new skills.

Teacher will have the differentiated activities and will divide his/her leaners into
four groups. Each group will show or present their understanding how the
sectors of society vulnerable to disaster. (This will also serve as learners’
evaluation. Please see attachment for the rubrics.)

Group 1 Family in concrete house near the highway.

Group 2 Family living in steep slopes near a mountain.
Group 3 Family living near a river bank.
 Group 4 Family living near a fault line.

Imagine the impacts on specific setting; identify the disaster that might be
experienced by the different families. Using the sensitivity technique, the groups
represent their output through human tableau.

Group 1. (Feel)
Group 2. (Hear)
Group 3. (See)
Group 4. (Run)

CRITERIA 4 3 2 1 SCORE
Degrees of Throughout and Substantial Partial or Misunderstanding or
Understanding complete Incomplete serious misconceptions

Degrees of Highly Effective Generally Effective Somewhat Ineffective

Effectiveness Effective

Degrees of Accuracy Completely Generally accurate; Inaccurate; Major inaccuracies;

accurate; All (facts, Minor inaccuracies Numerous errors Significant errors
concepts, do not affect detract from result throughout
mechanics, overall result
computations)
correct

Degrees of Clarity Exceptionally clear; Generally clear; Lacks clarity; Unclear; Impossible to
Easy to follow Able to follow Difficult to follow follow

TOTAL SCORE

E. Discussing new concepts and practice new skills

Each group will be discussed in front of the class their understanding about
sectors of society vulnerable to disaster.

F. Finding practical applications of concepts and skills in daily living.

Teacher will ask the students the following questions:

1. How can awareness of disaster risks help a community prepare for

calamities?
2. How will your understanding be used in your daily life living?
 G. Generalization
Teacher will ask the following questions:

1. Which do you think is the most vulnerable group of people in the

Philippines? Why?

H. Evaluating learning
Evaluation will be based on the groups’ activity performances. (Please see
attachment for the rubrics).

I. Additional Activities/Remediation:
1. Go around your neighbourhood assess the following elements for potential
risks: location, infrastructure, main sources of livelihood, organizations,
dedicated to DRRM, and community resources.
2. With the help of your family, identify ways to reduce risks that you, your
household, and your community how to deal with.

Prepared by:

JOANNA G. CAPUL
NANCY L. DORMIDO