This document provides information on teaching a disaster preparedness and risk reduction subject to senior high school students. It discusses the importance and legal basis of incorporating such concepts into the school curriculum. The course aims to prepare both teachers and students to effectively manage disasters by reducing their impacts. It covers various types of natural and man-made disasters as well as infectious diseases. The document outlines the course content, which includes disaster risk assessment, planning, and management. It also provides rubrics for evaluating student outputs such as reflection papers, posters, collages, concept maps, and case study analyses.

1. DISASTER READINESS & RISK REDUCTION
SUBJECT for SHS STUDENTS

2. DISASTER RISK REDUCTION &
PREPAREDNESS SUBJECT from COLLEGE
Dissecting the Essence of
To SENIOR HIGH
SCHOOL STUDENTS

3. Practically ordinary people would say,
“If you are not really that prepared for any disaster
event, try to train people to be and you will be ashamed to
be left behind”……
Remember:

4. Philosophically,

5. This course will prepare both teachers and students for any
potential disaster by reducing its over-all impact. The level of
effective management of disaster can be solely dependent on
educational plan that was started in academic community !
The safety of schools is as important as our own
safety and the safety of our Family!
THE LEGAL BASIS of TEACHING
this Course !

6. Thus, the Department of Education (DECS) and the
Commission on Higher Education (CHED) have
incorporated disaster risk reduction and
management concepts in the school curricula
through Section 14 of the Republic Act 10121
( Philippine Disaster Risk Reduction and
Management Act of 2010).

7. FOCUS OF DISCUSSION:
* All types Natural Disasters
* All types of Man Made Disasters
* Infectious & Communicable Diseases
( What to do before, during & after Disaster Events)

8. 1. Relevant to present situation
2. Experiential-based
3. Activity-based ( posters innovation)
- Case study
- Case scenario
- Essay / Forum
- PBL & other strategies
4. Multi-media –based ( linkable)
5. Dynamic yet practical (flexibility on the part
of the teacher & learner)
6. Updated & linkable ( can provide daily quizzes
without hard time preparation)
7. Voluminous Sources of Updated Resource
Information
What really makes it more exciting to teach Disaster
Preparedness & Management in Higher Education? (Prospects &
Challenges)

9. Disaster education is the sharpest
weapon of hope in our united, non-violent, and
long drawn but seemingly winnable war against
disasters.
It creates self-motivated champions of
non-violence, peace, and safety sanctified by
vision, wisdom, and deep sense of universal
responsibility to transform disasters into
opportunities for building a safer world which is
also Disaster-Free (Asian Disaster Preparedness
Center). http://www.adpc.net/

10. Disaster Risk Reduction Management
This course focuses on the application of scientific and
experiential knowledge and understanding of various disaster
events experienced by the community. To provide practical &
relevant solutions to problems pertaining to psychosocial-
economic & physical impacts.
Prepare future professionals to perform their responsive
roles in the preparedness / prevention , mitigation, response and
recovery phases of disaster management.
Course Description:

11. Unit -1 General Concepts of Disaster
Micro Situationer: DISASTER SITUATION IN THE PHILIPPINES
Differences between an Emergency Situation and Disaster Events
Brief Discussion of Common Disaster Events affecting the country:
Geophysical hazards
Hydro-meteorological hazards
Volcanic Hazards
Biological hazards (Infectious Disease Outbreak /Pandemic)
Climatological hazards
Fire and Its related hazards
General Effects of Disasters Events to Individual, Family and Community
COURSE CONTENT OUTLINE
Unit-2 Elements of Disaster Risk Assessment
Various Elements that may be exposed to Hazards:
Physical
Social
Economic
Environmental
Vulnerability of each exposed Elements
Concepts of Hazards
Concept of Vulnerability
Concept of Capacity

12. Unit -3 Disaster Planning
APPROACHES TO DISASTER PLANNING
Agent Specific Approach ( Contingency Planning )
All Hazards Approach ( Strategic Planning )
Forward Planning ( Imminent Danger Plan)
Essentials of Disaster Preparedness,
“How Prepared are we before a disaster occurs?”
Phases of Disaster Management
Characteristics of a Disaster
Discuss the Principles of Disaster Planning

13. Unit-4 Disaster Risk Reduction (DRR)
Concept of DRR
Importance of DRR
The Key principles of DRR
Community-based Disaster Risk Reduction
and Management
Emergency Plan
Monitoring and Evaluation
Early Warning Systems
Survival kits and materials

14. Unit-5 The Disaster Events ( Causes, Effects & Responses)
Geophysical hazards
Hydro-meteorological hazards
Volcanic Hazards
Biological hazards (Infectious Disease Outbreak /Pandemic)
Climatological hazards ( Concept of Climate Change)
Fire and Its related hazards
* Responses: What to do before, during & after the Specific Disaster

15. Unit-6 Psycho-social Impacts of Disaster
Psycho-social Impacts of Disaster to Individuals and the community
Psycho-social Phases of Community Wide Disaster
Concept of Crisis Management
* Disaster Mental Health / Psychology
* Psychological First Aid ( Essentials and Phases)
* Mental Health Rehabilitation
Unit-7 Disaster and the Role of the Government
1. Policies of DRRM -The Philippine DRRM Law or RA 10121
and its Implementing Rules and Regulations
2. Information and Resources from the Government
(Projects and Programs)

16. HOW DO WE EVALUATE YOUR OUTPUTS?
SAMPLE REFLECTION PAPER RUBRIC
Criterion Exceeds Expectations
4 Points
Meets Expectations
3 Points
Nearly Meets
Expectations
2 Points
Does Not Meets Expectations
1 Point
Description of
the
Experience
(20%)
Paper provides a
detailed description
of the learning
experience in a clear,
succinct, organized,
and logical manner
and identifies and
describes significant
aspects of the learning.
Paper provides
adequate description
of the learning
experience and
identifies and
describes significant
aspects of the
experience in a clear,
organized, logical
manner.
Paper provides a
description of the
learning experience
with a few gaps in
detail that impact
clarity; at least one
significant aspect
of the experience is
identified.
Paper provides
description of the
learning experience as
vague or disorganized
or a significant
aspect of the learning
experience is not
clearly identified.
Description of
thoughts and
feelings (30%)
Paper describes a full
range (i.e., positive and
negative) of thoughts
and feelings and how
they persist or change
throughout the learning
experience.
Paper describes
several positive and
negative thoughts
and feelings and how
they persist or change
throughout the learning
experience.
Paper describes a
thought and feeling
associated with
specific aspects of the
learning experience.
Paper superficially
describes a thought or
feeling associated with
specific aspects of the
learning experience.

17. Analysis (30%) Paper includes self-
reflection and discussion
of possible
rationales for why the
experience went the way
it did; includes thorough
exploration
of a wide variety of
factors (i.e., positive and
negative) that may
have contributed to the
experience; journal
includes exploration of
other possible
interpretations.
Paper includes self-
reflection and
discussion of possible
rationales for why the
experience went the
way it did; includes
discussion of several
factors (i.e., positive
and negative) that
may have contributed
to the experience;
journal includes
limited discussion of
other possible
interpretations.
Paper includes self-
reflection and discussion
of at least
one possible rationale
for why the experience
went the way it did.
Paper includes minimal
self-reflection.
Conclusion
(20%)
Learning and application
to a variety of future
situations is clearly and
thoroughly identified and
discussed.
Learning and
application
to future situations is
clearly identified and
discussed.
Learning and application
to a future situation is
clearly identified with
minimal discussion.
Learning is not clearly
identified or discussed and
there is failure to
identify how learning
can be applied in future
situation

18. RUBRIC ON POSTER AND COLLAGE PRESENTATIONS
4
EXCEPTIONAL
3
ADMIRABLE
2
ACCEPTABLE
1
NEEDS
IMPROVEMENT
CONTENT
25%
Highly Distinctive/ Full
of Substance
Distinct in Certain
Dimensions and with
Substance
Common content but
with Substance
Very Common content
with slight substance
STUDENTS’ CREATIVE
EFFORT
15%
Exerted Great Effort
with Great Artistic Value
Exerted an Effort with
Artistic Value
Mediocre Effort with
Good Value
No Effort with slight
Value
IMPACT OF OUTPUT
15%
Over-all output
Amazed the
Viewers/Message
delivered very Clearly
Highly recognized by
the Viewers / Message
is Clear
Recognized by the
Viewers but message is
not so clearly delivered
Recognized but needs
improvements /
Message somewhat
confusing
TEAM WORK
(Including efficiency in
submission &
Organization of Final
Output)
20%
On time in submission
and Highly Presentable
Product /
Everybody was actively
involved
On time in Submission
and with Acceptable
Product/
Most members were
actively involved
Late Submission but
with Acceptable
product/
Only the Leader/ Asst.
Leader got involved
Very late in Submission
and not so Acceptable
product
No substantial evidence
of Team Work
BAHAVIOR/ATTITUDE
during the Working
Stage
15%
All members worked
harmoniously , quietly
& gave due respect to
other groups & their
teacher
Some members work
harmoniously, quietly &
gave due respect to
other groups & their
teacher
Only leaders / Asst.
Leaders work quietly
& gave due respect to
other groups & their
teacher
The group worked with
annoying noise and
unruly
FACULTY EVALUATOR: ____________________________ Date:____________
Name & Signature

19. Collage pictures from
Newspapers

20. 4
EXCEPTIONAL
3
ADMIRABLE
2
ACCEPTABLE
1
NEEDS IMPROVEMENT
DEPTH OF
CONTENT
(Knowledge)
40%
∙ Shows a solid grasp of all
the content covered
∙ Extensions of the key ideas
show a deep understanding
of the interrelated nature of
the content
∙ Shows a solid grasp
of most of the
content
∙ Shows extensions of
most key ideas
∙ Shows a basic level
of coverage of key
ideas only
∙ Attempts extension
of a few ideas
∙ Bare minimum of
content covered
∙ No Extension of
ideas evident
CENTRAL IDEAS
& Key words
(
Communication)
40%
∙ Stands out meaningfully
and grasps the key ideas of
the information presented
in the discussion
∙ Key words clearly and
dynamically show an
∙ Clear use of image
that relates to key
ideas
∙ Key words clearly
show an
understanding of
the content
∙ Present but not
clearly related to key
idea
∙ Keywords are evident
, but either too few
or some are
imprecise
∙ Present but difficult
to separate from
other information
∙ Has only a few
keywords
INTERRELLATING
IDEAS- 20%
( Analysis &
Synthesis)
These can be
articulated during
Presentations
∙ The links between larger
concepts clearly articulate
questions that connect the
topics ( at least 5)
∙ The links between
larger concepts
clearly articulate
questions that
connect the topics (
at least 4)
∙ The links between
larger concepts
clearly articulate
questions that
connect the topics (
at least 3)
∙ The links between
larger concepts
clearly articulate
questions that
connect the topics (
at least 2)
RUBRIC for CONCEPT MAPPING

21. Sample Concept Map

22. Mind map has a radial structure, while the concept map has a tree structure
with many branches and clusters. Mind map focuses on one concept,
while concept map connects multiple concepts or ideas.

23. CATEGORY
Exemplary
4
Proficient
3
Satisfactory
2
Unsatisfactory
1
Arrangement of
Legends
30%
Main Legends are easily
identified including all
major nearby areas of
concern
Main Legends easily
identified including
most nearby areas of
concern
Main Legends not
clearly identified
including most nearby
areas of concern
Main Legends not clearly
identified including all areas of
concern
Over all Perspective
View to relay Hazard-
Risk Relationship
40%
Over all Perspective
view reflects essential
information; is logically
arranged so that
hazard-risk relationships
are clear
Over all Perspective
view reflects most of the
essential information; is
generally logically
arranged so that
hazard-risk relationships
are clear
Over all Perspective
view reflects some of
the essential
information; logically
arranged; but there are
too many excess images
, thus hazard-risk
relationship somehow
not very clear
Perspective view contains
extraneous information; is not
logically arranged; no hazard-
risk relationship is established
Short Text notation &
Use of Color
30%
Easy to read &
understand /
appropriately sized; no
more than three
different fonts; amount
of text & color is
appropriate; boldface
used for emphasis.
Most text is easy to
read; uses no more than
four different fonts;
amount of text and
color generally relay
intended messages
Some text is easy to
read; no more than four
different fonts; some
text relay intended
message
Font too small to read easily;
more than four different fonts
used; text and color amount
are excessive to effectively
relay message
RUBRIC FOR HAZARD MAPPING

25. Criterion Exceeds Expectations
4 Points
Meets Expectations
3 Points
Nearly Meets Expectations
2 Points
Does Not Meets Expectations
1 Point
Clear explanation of key issues
(20%)
• The problems, scope, and
seriousness was clearly
identified in the discussions.
• There was a well-focused
identification of major issues
and key problems that
demonstrated a good grasp of
the subject’s present situation.
Shows superior knowledge
of the issues, key problems,
and the subject’s present
situation and key issues.
Shows adequate knowledge
of the issues, key problems,
and the subject’s present
situation and key issues.
Shows some understanding
of the issues, key problems,
and the subject’s present
situation and key issues.
Shows little understanding of
the issues, key problems, and
the subject’s present situation
and key issues.
Valid arguments (20%)
∙ Logically organized, key
points, key arguments,
and important criteria for
evaluating management
strategies were easily
identified
∙ Critical issues and key
problems that supported
the Case Analysis were
identified and clearly
analyzed and supported.
Critical issues and key
problems that supported the
Case Analysis were clearly
identified, analyzed, and
supported.
Critical issues and key
problems that supported
the Case Analysis were
partially identified, analyzed,
and supported.
Critical issues and key
problems that supported
the Case Analysis were not
clearly identified, analyzed,
and supported.
.
Critical issues and key
problems that supported the
Case Analysis were poorly
identified, analyzed, and
supported.
Appropriate analysis,
evaluation, and synthesis (20%)
∙ There was complete data
on which to base a
thorough analysis
∙ Key concepts underlying
the issues were identified.
∙ Synthesis, analysis, and
evaluations were clearly
presented and supported
in a literate and effective
manner.
Analysis of key concepts of
the underlying issues were
clearly identified
Analysis of key concepts of
the underlying issues were
partially identified
Analysis of key concepts of
the underlying issues were
not identified
Analysis of key concepts of the
underlying issues inadequate
RUBRIC FOR CASE STUDY ANALYSIS

26. Sample CASE STUDY OUTLINE THAT CAN BE SUBMITTED
AS PROJECT
Introduction
Briefly discuss the purpose of the study
Description of the Case ( These are the Summary of your Family Interview)
The Poor family
Basic information about the family (age, gender, educational attainment, etc…)
Living conditions
Socio-economic standing (adequacy of income to meet basic needs and other expenses, properties owned, etc
Environmental condition of the Community
Disaster preparedness and management
Rich Family
Basic information about the family (age, gender, educational attainment, etc…)
Living conditions
Socio-economic standing (adequacy of income to meet basic needs and other expenses, properties owned, etc.
Environmental condition of the Community
Disaster preparedness and management
Analysis
Vulnerability
Based on the information you have acquired, what do you think are the vulnerabilities of each family?
How do their living conditions and socioeconomic statuses contribute to their vulnerabilities?
Knowledge and Preparedness
How prepared are the families for disasters?
How involved are they in helping their community reduce and manage
disaster risks?
How did they survive and recover from a previous disaster, if they have
experienced any?
Survival & Recovery
Between the two families, who has the higher chances of surviving and

27. 1
NEEDS IMPROVEMENT
2
ACCEPTABLE
3
ADMIRABLE
4
EXCEPTIONAL
ORGANIZATION
(25%)
Audience Cannot
understand the
presentation. There is no
sequence of information
Audience has difficulty
following the presentation
because topics jump around
Students presents
information in logical order
which audience can follow
Student presents
information in logical,
interesting manner which
the audience can follow
Subject Matter/CONTENT
(25%)
Student does not have
grasp of information;
student cannot answer
questions
Student is uncomfortable
with information and is able
to answer only rudimentary
question
Student is at ease with
expected answers to all
questions, but fails to
elaborate
Students demonstrates full
knowledge by answering all
class questions with
explanation & elaboration
GRAPHICS
(15%)
Student uses superfluous
graphics or no graphics at
all
Student occasionally uses
graphics that rarely support
text and presentations
Student’s graphics relate to
text and presentation
Student’s graphics explain
and reinforce screen text
and presentation
MECHANICS
(15%)
Student presentation has
four or more spelling errors
and/or grammatical errors
Presentation has three mis-
spellings and/or
grammatical errors
Presentation has no more
than two mis-spellings and/
or grammatical errors
Presentation has no mis-
spellings or grammatical
errors
EYE CONTACT
(10%)
Student reads all report
with No eye contact
Student occasionally uses
eye contact, but still reads
most of the report
Student maintains eye
contact most of the time
but frequently returns to
notes
Student maintains eye
contact with the audience,
seldom returning to notes
ELOCUTION
(10%)
Student mumbles,
incorrectly pronounces
terms, and speaks too
quietly for the students in
the back of class to hear
Student’s voice is low.
Student incorrectly
pronounces terms.
Audience members have
difficulty hearing
presentations
Student’s voice is clear.
Student pronounces most
of the words correctly .Most
audience members can hear
the presentations
Student uses clear voice
with correct, precise
pronunciation of terms so
that all audience members
can hear the presentations
RUBRIC ON ORAL PRESENTATION &
NEWS REPORTING

28. CATEGORY
Exemplary
4
Proficient
3
Satisfactory
2
Unsatisfactory
1
Arrangement of Concepts
15%
Main concept easily
identified; sub-concepts
branch appropriately from
main idea
Main concept easily
identified; most sub-
concepts branch from main
idea.
Main concept not clearly
identified but sub concepts
branch from main idea
Main concept not clearly
identified; sub-concepts don’t
consistently branch from main
idea.
Links and Linking Lines
15%
Linking lines connect related
terms/point in correct
direction; linking words
accurately describe
relationship between
concepts; hyperlinks
effectively used
Most linking lines connect
properly; most linking words
accurately describe the
relationship between
concepts; most hyperlinks
effectively used.
Few Linking lines pointing in
correct direction; Some
linking words clarify
relationships between
concepts. Hyperlinks slightly
function to enhance the
topic
Linking lines not always pointing
in correct direction; linking
words don’t clarify relationships
between concepts; hyperlinks
don’t function or fail to enhance
the topic.
Graphics
20%
Graphics used appropriately;
greatly enhance the topic
and aid in comprehension;
are clear, crisp and well
situated on the page.
Graphics used appropriately
most of the time; most
graphics selected enhance
the topic, are of good
quality, and are situated in
logical places on the page.
Graphics used appropriately
at times; some graphics
selected enhance the topic
are of acceptable quality.
Graphics used inappropriately
and excessively; graphics poorly
selected and don’t enhance the
topic; some graphics are blurry
and ill-placed.
Content
20%
Reflects essential
information; is logically
arranged; concepts
succinctly presented; no
misspellings or grammatical
errors
Reflects most of the
essential information; is
generally logically arranged;
concepts presented without
too many excess words;
fewer than three
misspellings or grammatical
errors.
Reflects some of the
essential information;
logically arranged; concepts
presented with too many
excess words.
Contains extraneous
information; is not logically
arranged; contains numerous
spelling and grammatical errors.
Text
15%
Easy to read/ appropriately
sized; no more than three
different fonts; amount of
text is appropriate for
intended audience; boldface
used for emphasis.
Most text is easy to read;
uses no more than four
different fonts; amount of
text generally fits intended
audience.
Some text is easy to read;
no more than four different
fonts; some text fits
intended audience
Font too small to read easily;
more than four different fonts
used; text amount is excessive
for intended audience.
Design
15%
Clean design; high visual
appeal; four or fewer
symbol shapes; fits page
without a lot of scrolling;
color used effectively for
emphasis.
Design is fairly clean, with a
few exceptions; diagram has
visual appeal; four or fewer
symbol shapes; fits page
well; uses color effectively
most of time.
Design is not so clear
although diagram has visual
appeal; very few symbol
shapes; uses color which are
not always effective.
Cluttered design; low in visual
appeal; requires a lot of scrolling
to view entire diagram; choice of
colors lacks visual appeal and
impedes comprehension.
RUBRIC ON INFOGRAPHIC PRESENTATION

29. SAMPLE INFOGRAPHICS

30. 1
NEEDS IMPROVEMENT
2
ACCEPTABLE
3
ADMIRABLE
4
EXCEPTIONAL
ORGANIZATION
(25%)
Audience/ reader cannot
understand the script.
There is no sequence of
information
Audience / reader has difficulty
following the script because
topics jump around
A student presents
information in logical
order which audience/
reader can follow.
Student presents information in
well organized & logical,
interesting manner which the
audience/reader can follow
Subject
Matter/CONTENT
(25%)
Student does not have
grasp of information he is
talking about in the paper
& could not explain further
Student is uncomfortable with
information and is able to
precisely explain only several
concepts in the paper
Student is at ease with and
knows what he/she is
talking about in the paper
but fails to fully explain &
explore
Students demonstrates full
knowledge of what he is talking
about with enough explanation
& elaboration
MECHANICS
(15%)
Student presentation has
four or more spelling
errors and/or grammatical
errors
Presentation has three mis-
spellings and/or grammatical
errors
Presentation has no more
than two mis-spellings
and/ or grammatical
errors
Presentation has no mis-
spellings or grammatical errors
EFFICIENCY IN
SUBMISSION AND
ORGANIZATION OF
OUTPUT
20%
Very late in Submission
and not so Acceptable
product
Late Submission but with
Acceptable product
On time in Submission and
with Acceptable Product
On time in submission and
Highly Presentable Product
RUBRIC ON NEWS SCRIPT WRITING

31. SAMPLE PRIMER LEAFLETS ABOUT
DISASTER

33. Let’s do this !
Let’s make CULTURE of SAFETY,
part of NEU Community !
Isang Ligtas at Payapang araw po sa ating Lahat!
Prof.________________________