School Flores Integrated School Grade Level : Grade 11/STEM

DAILY LESSON LOG Teacher Jeofry T. Ragasa Learning Area : Disaster Readiness and Risk Reduction
Teaching Dates and Time January 13-17, 2025 Quarter : Week 6 ( 3rd Quarter)

I. OBJECTIVES Session 1 Session 2 Session 3 Session 4

The learners demonstrate understanding of potential earthquake hazards: 1. Ground Shaking ; 2. Ground Rupture ; 3. Liquefaction ; 4. Earthquake-induced
A. Content Standards ground subsidence ; 5. Tsunami ; 6. Earthquake-induced landslide.

B. Performance Standards The learners develop a family emergency preparedness plan to guide them on what to do before, during, and after an earthquake.

The learners identify various potential The learners recognize the natural
C. Learning Competencies/ Objectives The learners analyze the effects of the different earthquake hazards.
(Write the LC Code for each.) earthquake hazards. signs of an impending tsunami.
DRR11/12-If-g-19
DRR11/12-If-g-17 DRR11/12-If-g-18

ll. CONTENT Earthquake Hazards

III. LEARNING RESOURCES
A. References
1. Teacher’s Guide/Pages Teacher's Guide, Pages 38 - 60
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resources(LR)portal
B. Other Learning Resources
IV. PROCEDURES
A.Reviewing previous lesson or presenting
th new lesson Review the previous lesson. Review the previous lesson. Review the previous lesson. Review the previous lesson.

What comes into your mind when you

hear the word earthquake?
B. Establishing a purpose for the lesson Possible Answers: Shaking, Show a map of the Philippines with Based on learners’ answers on the assignment, ask the learners to
damages - collapse of buildings, plots of historical tsunamis. share tsunami stories that they were able to research on.
injuries, deaths.

Based on learners’ answers on

Post some photos of impacts of the assignment, ask the learners Pictures about effects of
earthquake on the board. to share tsunami stories that they different earthquake hazards
C. Presenting examples/instances of the Concepts of Magnitude and
new model Based on your own were able to research on. Write will be shown to the class. The
Intensity
understanding, what is an the answers on the board for learners will then give their
earthquake? reference of learners for later idea about the picture.
discussion.
 Pictures about effects of
Ask the students what are the two different earthquake
The teacher will call students to give hazards will be shown to
types of earthquake.
their own idea about what is tsunami. Define magnitude and intensity. the class. The learners
D. Discussing new concepts and Let the students differentiate the
practicing new skills #1 Teacher will then discuss to the class Differentiate will then give their idea
two types of earthquake. magnitude from intensity. about the picture.
the meaning of tsunami.
This will focus on tectonic
earthquakes.

E. Discussing new concepts and What are the different

Define what is fault. Differentiate Tsunami from Storm Surge. earthquake hazards?
practicing new skills #2 Show some videos about tsunami and
Ask the learners about their own How are these
understanding about fault. storm surge. hazards affect the lives of the
people?
F. Developing mastery
(Leads to Formative Assessment) GROUP LEARNING ACTIVITY:
1. Divide the class into
3 groups . 1 answer sheet per group. Analyze
reading materials to be discussed in class. R
Discuss the 5 different earthquake- The teacher will show to the
(Distribute the 3 reading materials). 2. Give class the different earthquake o
related hazards using the photos. the learners 5 mins to read the assigned hazards. The learners will give its l
Let the learners discuss it material, and another 5 minutes to effects on each earthquake e
first. Ask their different ideas with hazards. They are going to write P
regards to the earthquake hazards. discuss. The group should answer this
question: Can you recognize what sign was their answer on a manila paper. l
observed by the main a
narrator of the story? y
:
The class will be
divided into 2 groups.
Each group will be
given an earthquake
hazard. They are going
to act out what will be
the effects on the said
earthquake hazards
assigned to their group.
G. Finding practical applications
Ask the learners, based on what they Ask the learners, based on what they have
of concepts and skills in daily living have learned so far, think of their learned so far, what are the areas (in their What instance in your life
home, what are the possible impacts/ city, municipality or province) that can where you experienced any
effects of the 5 earthquake hazards to possibly be affected by tsunami ? earthquake hazards? What did
their home/s? you do?

H. Making generalization
and abstractions about Reinforce, reiterate where / in which How is it important to know the signs What are the important things
the lesson. environment each of the hazard is that there is impending tsunami? to do when earthquake hazards Importance of coping up
experienced or is more prominent happen? with the effects of
earthquake hazards.
l. Evaluating Learning
Divide the class into 3 groups. For
each group, learners should identify 1
Facilitator to lead the discussion, 1 Quiz - True or False
person to act as Secretary to write the
final answers, another person as Statements will be given by the Learners to search the internet, go to PHIVOLCS site, refer
Reporter to discuss the results of teacher. Learners will then to hazard maps to identify the different hazards likely to
group discussion. All learners should identify if the statement is true or false. affect their community.
write the identified impacts on the
metacards. And there should be group
discussion.

J. Additional activities for

application or remediation

V. REMARKS

VI. REFLECTION
A.No. of learners who earned 80% in the

evaluation
B. No. of learners who require additional

tivities for remediation who scored

below 80
C. Did the remedial lesson work? No. of
learn who have caught with the lesson

D. No. of learners who continue to

require remediation.
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter which
my principal or supervisor can help me
solve?
G. What innovation or localized materials
did use/discover which I wish to share
with other

Prepared by: Checked by: Approved by:

JEOFRY T. RAGASA AUBREY ROSE R. MAGNO ROBERTO P. SOL Ph.D

Teacher I SHS Coordinator Principal IV
c

Prepared: Checked and Noted:

RIZALYN T. GARCIA - PANAGA ESTER F. VIERNES
Secondary School Teacher II Secondary School Principal 1