I.

CONTENT STANDARD:

The learners demonstrate understanding of the concept of disaster and disaster risk, and the nature and
effects of disaster.

PERFORMANCE STANDARD:

The learners will be able to:

 Relate concept of disaster with daily life.

LEARNING COMPETENCIES:

 Describe the effects of disasters on one’s life

 Identify areas/locations exposed to hazard maps that may lead to disasters.

SPECIFIC LEARNING OUTCOMES:

 Identify safe and dangerous areas in terms of disasters

 Describe these potential; disasters.

II. SUBJECT MATTER:

Title: Identifying Classroom Hazards that can Lead to Disasters
Materials: PowerPoint Presentation, chalk/white board marker, pictures and activity sheet
Resources: Disaster Readiness and Risk Reduction by Rolly E. Rimando
Disaster Risk Reduction Resource Manual

Protecting Lives, Saving Communities Disaster Preparedness and Risk Reduction in Philippines Setting

by Emmanuel M. Luna, Ph.D.

III. PROCEDURE:
Classroom Routine: Classroom Management
Greetings
Attendance

A. INTRODUCTION:
Communicate Learning Objectives
1. Introduce the following specific outcomes using any of the suggested protocols (Verbatim, Own
Words, Read-aloud):
1. I will be able to identify safe and dangerous areas in terms of disasters.
2. I will be able to describe these potential disasters.

RECALL
Review the basic definition of Hazard and Disaster

B. MOTIVATION:
Ask the students if they’ve already experience an accident in their home.
C.INSTRUCTION/DELIVERY
1. Discuss what hazard map is.
2. Use hazard map to identify risk.

IV. PRACTICE
Activity: Creating a Classroom Hazard Map
Overview: The learners will identify hazards in the classroom.

Pre-Activity
1. Individually, ask the learners to get out of piece of paper of 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).

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. The groups should come up with consensus of the hazards, and how could lead to a disaster (the
impact), that everyone has identified.

During the Activity

1. Each group should have:
a. a sheet of manila paper or cartolina
b. 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 hazard should be colored in red and labeled properly
4. Safe areas and paths should be colored blue.
5. Works will be graded by the teacher based on the rubric.

4 3 2 1
COMPREHENSIVENESS The map shows 5- The map shows 5- The map shows Map does not
OF THE MAP 7 potential 7 potential hazards 1-4 hazards only. show hazards.
hazards correctly correctly and
and potential potential disasters
disasters were were described.
described.
The map shows The map shows Does not show
The map shows most safe spaces. 1-2 safe spaces. safe spaces.
all safe spaces
and the path
going out of the
room
ROLES AND Not Applicable All members of Members of the Learners do not
TEAMWORK the group group know their know their roles
accomplished their roles but and has no
roles well and discussion was cooperation.
were active during not very active.
discussions.
Guide Questions
1. What will you do should an earthquake will happen?
2. What can be done to prevent a disaster in the classroom?

ENRICHMENT:
Ask: Will a hazard always cause a disaster?
Sample situation: There is a volcano in the middle of uninhabited desert. What is the hazard? Where
there be a human disaster if the volcano erupts?