The document summarizes a lesson plan for a Grade 12 class on Disaster Readiness and Risk Reduction. The lesson focuses on identifying elements exposed to hazards and proposes corrective actions. Learning activities include comparing images to identify vulnerability, conducting hazard hunts on campus, and suggesting solutions to identified problems. Formative assessments are used to evaluate student understanding of exposed elements and vulnerability concepts.

1. DAILY LESSON LOG
School: OSLOB NATIONAL NATIONAL HIGH SCHOOL Grade Level:GRADE 12
Teacher HAZEL D. GUMAPON LearningArea DISASTERREADINESSANDRISK REDUCTION
TeachingDates APRIL4 & 6, 2022 Quarter 3
TeachingTime 10:45 – 11:45 AM Section 12 GAS- BREAD AND PASTRY
Monday Wednesday Wednesday Thursday Friday
I. LEARNING COMPETENCY Enumerate elements exposed to hazards(DRR11/12-Ic-7,DRR11/12-Id-13)
A. Content Standards The learners demonstrate understandingof various elements that may be exposed to hazards includingphysical,social,economic,and environment.
B. Performance Standards Conduct hazard hunts of exposed elements and propose correspondingcorrectiveactions for one’s preparedness
C. Learning Objectives K – Explain the definition of exposure based on the UNISDR Terminology;
S – Identify elements exposed to hazards and giveexamples for each and give examples for each types; and
A – Differentiate between tangibleand intangibleexposed elements.
DEFINITION OF EXPOSURE AND ITS COMPONENTS
E. LEARNING RESOURCES
A. Reference
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materialsfrom
Learning Resource (LR) portal
B. Other Learning Resources SLM in DRRR Q3-Module 8: Vulnerability in Disaster
DRRR Teacher’s Guide
SLM in DRRR Q3-Module 6: Vulnerability in Disaster
F. PROCEDURES
A. Review previews lesson or
presenting a new lesson
Asklearnersquestionsaboutthe meaningof the
followingtermstoverifyif theyunderstandthe
meaningof these terms:
disaster,disasterrisk,hazard,exposure,
vulnerability,capacity
What arethe properties of subatomic particles of an atom?
B. Establishinga purposefor the
lesson
Show the Specific Learning Outcomes for the lesson
through powerpoint presentation
Find a place in our locality that you think has higher level
C. Presentingexamples/
instancesof newlesson
Q1: What wouldhappenif averystrong typhoon
passesthrougha highlypopulatedcity?
Activity 1: Compare and contrast the differentimages
givenandexplainitsvulnerability.

2. Q2: What if instead, the strong typhoon passed through
an uninhabited island without people, would this still
result in a disaster? Why? Why not?
Direction: Please lookatthe imagesonpage 12 of your
module andanswerthe followingquestions.
Q1. Which image showshigherlevel of vulnerabilityduring
typhoon?
Q2. List 3 possible reasonswhythe chosenimage initem1
questionhasa higherlevelof vulnerabilityonthe given
scenario.
Q3. Which image portraysbettercapabilitiestoresponseduring
timesof disaster?Explainwhy.
D. Discussingnewconcepts
and practicingnewskills#1
Activity 1: CASE 1!
Place a pingpongball andan eggon the edge of egg
tray. Shake the tray ina vigorousmanner.
Place a newhardboiledeggonthe edge of the eggtray.
Shake the eggtray again thistime ina slowand gentle
manner.
Q1: Compare whatwill happentopingpong ball andthe
egg?
Activity 2: Beyondour Imagination!
Observingandstudyingthe differentimagesonpages11 and
12.
Q1. What do you observe?
Q2. Whendo you consideracommunity iscapable andefficient
to reduce disasterrisk?
E. Discussingnewconcepts
and practicingnew skills #2
The demonstration shows the concept of vulnerability.
Both elements (egg and pingpong ball) were exposed to
the same shaking by both falling off the egg tray. But only
the vulnerable element ( the egg) suffered damage/ loss
whereas the element that was not vulnerable did not
suffer any damage/ loss. Both the egg and pingpong ball
were susceptible but only the egg was vulnerable.
Finding places with higher vulnerabilities inside the campus,
Q1. What arethe possible problems that you were able to identify?
Q2: As a concerned student of DRRR, what possible solutions to the
problem can you suggest?
F. Developingmastery
(Leads to formative
assessment)
Assessment: Answer “What’s new” Situation 1 and 2 on pg. 8
and 9 of your module.
Assessment:Answerpg.19of yourmodule
G. Findingpractical
applicationsof concepts
and skillsin daily living
How will youpreventdisasterriskinyourdailyliving? How will youpreventdisasterriskinyourdailyliving?
H. Makinggeneralizations and
abstractions aboutthe
lesson
Q1. What are the effectsof hazard?
Q2. What are the factors affectingvulnerabilityof one’s
community?
Describe howdidRutherford’sachieve inhisworkonsubatomic
particlesof matter?
I. Evaluating learning Answer pg. 15 in yourmodule 8.
ScoringRubrics
15 – complete andcorrectanswers
12 – complete but3mistakeswithwrongspelling
10 – 5 mistakes
5 – 10 mistakes
0 – no correct answer
Answerpg.15 inyour SLM
ScoringRubrics
15 – complete andcorrectanswers
12 – complete but3mistakeswithwrongspelling
10 – 5 mistakes
5 – 10 mistakes
0 – no correct answer

3. J. Additional activities for
application or remediation
G. REMARKS
H. REFLECTION
A. No. of learners who earned
70% 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 this work?
F. Whatdifficulties did I
Encounter which my
principal or supervisor
can help me solve?
G. What innovation or
Localized materials did I use
/discover which I wish to
sharewith other teachers.
Preparedby:HAZEL D. GUMAPON Checkedby:CASSIUSCAESAR Z. AUDIENCIA II Notedby:JOSE GLENN L. NIERE
DRRR Teacher School Principal OslobPSDS

4. DAILY LESSON LOG
School: CAŇANG-MARCELOLUNANATIONALHIGH SCHOOL Grade Level:GRADE 8
Teacher VIOLETA L. RENDON LearningArea SCIENCE8
TeachingDates MARCH 21 - 25, 2022 Quarter 3
TeachingTime 8:45 - 9:45 Section LOVE

5. Direction: Please lookatpg. 10 of your SLM.
Q1. Have youeatena watermelon?Didyounotice
Direction: Answerthe ff.questions
1. What is the elementwithanatomicnumberof 15?
Monday Wednesday Wednesday Thursday Friday
I. LEARNING COMPETENCY Determine the number of protons, neutrons, and electrons in a particular atom. (MELC Week 5-6 S8MT-IIIe-f-10)
A. Content Standards The particlenatureof matter as basisfor explainingproperties,physical changes,and structureof substances and mixtures.
B. Performance Standards The identity of a substanceaccordingto its atomic structure
C. Learning Objectives K – 1. Identifythe subatomicparticlesassociatedwithmassnumber.
2. Identify the electric chargeof an atom and its subatomic particles.
S – 1. Determine the numberof neutronsfromthe massnumber.
2. Interpretshorthandnotationsforisotopesandatoms.
A – Realize the importanceof atoms in our lives.
D. CONTENT PLUM PUDDING AND NUCLEAR MODELS OF THE ATOM THE NUMMBER OF SUBATOMIC PARTICLES IN ATOMS, IONS
AND ISOTOPES
E. LEARNING RESOURCES
A. Reference
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materialsfrom
Learning Resource (LR) portal
B. Other Learning Resources SLM in Science 8 Q3-Module 3: Atoms – InsideOut SLM in Science 8 Q3-Module 3: The Atoms – InsideOut
F. PROCEDURES
A. Review previews lesson or
presenting a new lesson
What arethe properties of subatomic particles of an
atom?
How didRutherford’sachieveinhisworkon
subatomicparticlesof matter?
B. Establishinga purposefor the
lesson
What are the fundamental properties of electricity? What are the charges of subatomic particles?
Where each one located in an atom?
C. Presentingexamples/
instancesof newlesson
Activity 1: Small but Terrible! Activity1: FINDME!
Use yourPeriodicTable of Elements
What are inthe periodictable?
I wantyou to familiarize the elementsinthe periodic
table as well asitssymbols.

6. the seedsthatare embeddedinside the fruit?
Q2. Don’t youknowthat Thomson’satomicmodel
can be comparedto a watermelonfruitwith
seedsdescribedasthe negatively-charged
particlescalled electrons?
Q3. What doesthe whole watermelonfruit
represent?
Q4. What do the seedsinside the watermelonfruit
represent?
2. How many protonsdoesthe atomof thiselement
have?
3. How many electronsare there inanatom of
aluminum(Al)?
4. Amongthe elementsinthe periodictable,which
has the smallestnumberof proton?
D. Discussingnewconcepts
and practicingnewskills#1
Activity 2: Beyondour Imagination!
Please proceedtopgs.11and 12 and readsilently.
Q1. What do you observe?Whathappenedtothe
penwhenithitthe plasticstraw?
Q2. Where can you see mostof the pen’smarkings?
ATIVITY2: NEUTRAL ATOMS,IONSAND ISOTOPES
(inpgs.17 – 20 in SLM)
The teacherdiscussesof whatare neutral atoms,ions
and isotopes
What makesisotopesdifferentfromionsandneutral
atoms?
E. Discussingnewconcepts
and practicingnew skills #2
What isRutherford’snuclearmodel?
What isthe specifictermof particlesof anin
Rutherford’steaminproposingatomicmodel?
Activity3: IDENTIFYINGION ASCATION OR ANION
Whencan you saythat the elementiscationoranion?
Why?
F. Developingmastery
(Leads to formative
assessment)
Assessment:AnswerAssessmentinyournotesin
pgs.22-24 inyour SLM. (Note:Thispartwasnot
realizedlastweek)
Assessment:AnswerAssessmentinyournotesinpgs.
22-24 inyourSLM.
G. Findingpractical
applicationsof concepts
and skillsin daily living
How will youapplyinourhumanlife situationabout
the subatomicparticle inourday to day living?
What can you door to helpapersonhavinga mildskin
disease?
H. Makinggeneralizations and
abstractions aboutthe
lesson
Describe howdidRutherford’sachieve inhiswork
on subatomicparticlesof matter?
Can yougive the use of isotopestous?Doesit
important?Why?
I. Evaluating learning Answerpg.15 inyour SLM
ScoringRubrics
15 – complete andcorrectanswers
12 – complete but3mistakeswithwrongspelling
10 – 5 mistakes
5 – 10 mistakes
0 – no correct answer
Readpg. 21 of yourSLM and comprehendthe
situationgiveninpg.22, thenanswerthe questionin
the same pg.
ScoringRubrics:
15 points:Discussionsdo nothave misconceptions;with
complete scientific evidence.
10 points:Discussionsdo notcompletely showscientific
evidence.
5: Discussionsdo not show complete scientific evidence;
with misconceptions.
0: There is no discussion.
J. Additional activities for
application or remediation
G. REMARKS

7. H. REFLECTION
A. No. of learners who earned
70% 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 this work?
F. Whatdifficulties did I
Encounter which my
principal or supervisor
can help me solve?
G. What innovation or
Localized materials did I use
/discover which I wish to
sharewith other teachers.
Preparedby:VIOLETA L. RENDON Checkedby:MICHAEL ANGELOS. MAGALSO Notedby:JOSE GLENN L. NIERE
Science Teacher OIC – School Principal OslobPSDS