Teaching Guide for Senior High School DISASTER READINESS AND RISK REDUCTION CORE SUBJECT PDF

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The Commission on Higher Education in collaboration with the Philippine Normal University Teaching Guide for Senior High School DISASTER READINESS AND RISK REDUCTION CORE SUBJECT This Teaching Guide was collaboratively developed and reviewed by educators from public and private schools, colleges, an...

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The Commission on Higher Education in collaboration with the Philippine Normal University

Teaching Guide for Senior High School

DISASTER READINESS AND RISK REDUCTION CORE SUBJECT

This Teaching Guide was collaboratively developed and reviewed by educators from public and private schools, colleges, and universities. We encourage teachers and other education stakeholders to email their feedback, comments, and recommendations to the Commission on Higher Education, K to 12 Transition Program Management Unit - Senior High School Support Team at [email protected]. We value your feedback and recommendations.

Development Team Team Leader: Dr. Mario A. Aurelio Writers: Dr. Gerry Bagtasa, John Dale B. Dianala, Karizz Anne L. Morante, Ma. Mylene M. Villegas, Dr. Mark Albert H. Zarco Technical Editors: Dr. Marianne V. Fernandez, Dr. Teresito C. Bacolcol

Published by the Commission on Higher Education, 2016
 Chairperson: Patricia B. Licuanan, Ph.D. Commission on Higher Education
 K to 12 Transition Program Management Unit
 Office Address: 4th Floor, Commission on Higher Education, C.P. Garcia Ave., Diliman, Quezon City
 Telefax: (02) 441-0927 / E-mail Address: [email protected]

Consultants THIS PROJECT WAS DEVELOPED WITH THE PHILIPPINE NORMAL UNIVERSITY.


University President: Ester B. Ogena, Ph.D.
 VP for Academics: Ma. Antoinette C. Montealegre, Ph.D.
 VP for University Relations & Advancement: Rosemarievic V. Diaz, Ph.D.

Copy Reader: Sandra M. Tabinas Illustrators: Gato B. Borrero Cover Artists: Paolo Kurtis N. Tan, Renan U. Ortiz

Senior High School Support Team


CHED K to 12 Transition Program Management Unit Program Director: Karol Mark R. Yee Lead for Senior High School Support:
 Gerson M. Abesamis Course Development Officers:
 Danie Son D. Gonzalvo, John Carlo P. Fernando Lead for Policy Advocacy and Communications:
 Averill M. Pizarro

Ma. Cynthia Rose B. Bautista, Ph.D., CHED
 Bienvenido F. Nebres, S.J., Ph.D., Ateneo de Manila University
 Carmela C. Oracion, Ph.D., Ateneo de Manila University
 Minella C. Alarcon, Ph.D., CHED

Teacher Training Officers:
 Ma. Theresa C. Carlos, Mylene E. Dones

Gareth Price, Sheffield Hallam University
 Stuart Bevins, Ph.D., Sheffield Hallam University

Administrative Officers: 
 Ma. Leana Paula B. Bato, Kevin Ross D. Nera, Allison A. Danao, Ayhen Loisse B. Dalena

Monitoring and Evaluation Officer:
 Robert Adrian N. Daulat

Printed in the Philippines by EC-TEC Commercial, No. 32 St. Louis Compound 7, Baesa, Quezon City, [email protected]

This Teaching Guide by the Commission on Higher Education is licensed under a Creative Commons AttributionNonCommercial-ShareAlike 4.0 International License. This means you are free to: Share — copy and redistribute the material in any medium or format Adapt — remix, transform, and build upon the material. The licensor, CHED, cannot revoke these freedoms as long as you follow the license terms. However, under the following terms: Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. NonCommercial — You may not use the material for commercial purposes. ShareAlike — If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original.

Table of Contents 1

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Chapter 1: Basic Concept of Hazard Lesson 1: Introduction to Different Types of Hazards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Chapter 5: Other Geological Hazards 12

Chapter 2: Basic Concept of Disaster and Disaster Risk

Lesson 12: Landslides and Sinkholes . . . . . . . . . . . . . 101 Lesson 13: Impending signs of Landslides and Sinkholes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

107

Lesson 2: Introduction to Disaster Concepts . . . . . . . . .

22

Lesson 14: Interpreting Geohazard Maps . . . . . . . . .

116

Lesson 3: Identifying Classroom Hazards that can lead to Disasters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

33

Lesson 15: Precautionary and Safety Measures for Landslides . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

122

Chapter 3: Earthquake Hazards Lesson 4: Potential Earthquake Hazards and their Effects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Chapter 6: Hydrometeorological Hazards 38

Lesson 16: Different Types of Hydrometeorological Hazards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

128

Lesson 5: Tsunami Signs . . . . . . . . . . . . . . . . . . . . . . . . . 46

Lesson 17: Signs of Hydrometeorological Hazards . .

138

Lesson 6: Earthquake Hazard Maps . . . . . . . . . . . . . . . . 55

Lesson 18: Precautionary and Safety Measures for Hydrometeorological Hazards . . . . . . . . . . . . . . . . . .

144

Lesson 7: Precautionary and Safety Measures for Earthquakes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

60

Chapter 4: Volcanic Hazards Lesson 8: Different Types of Volcanic Hazards . . . . . . . . 66 Lesson 9: Signs of Volcanic Eruptions . . . . . . . . . . . . . .

80

Lesson 10: Volcano Hazard Maps . . . . . . . . . . . . . . . . .

89

Lesson 11: Precautionary and Safety Measures for Volcanic Eruptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

95 i

Lesson 19: Hydrometeorological Hazard Maps . . . . . 151

Chapter 9: Concept of Disaster Risk Reduction and Disaster Risk Reduction Management

Chapter 7: Fire Hazards Lesson 20: Fire Triangle . . . . . . . . . . . . . . . . . . . . . .

159

Lesson 32: Concept, Principles, and Relevance of Disaster Risk Reduction . . . . . . . . . . . . . . . . . . . . . . .

Lesson 21: Causes of Fires . . . . . . . . . . . . . . . . . . . .

164

Lesson 33: Community-based Disaster Risk Reduction and Management . . . . . . . . . . . . . . . . . . .

242

Lesson 22: Precautionary Measures and Proper Procedures for Fires . . . . . . . . . . . . . . . . . . . . . . . . .

170

Lesson 34: Community Preparedness Plan . . . . . . . .

247

Lesson 23: Basic Response Procedures to Fires . . . .

175

Lesson 35: Survival Kit . . . . . . . . . . . . . . . . . . . . . . . .

253

Lesson 24: Following Fire Emergency and Evacuation Plans . . . . . . . . . . . . . . . . . . . . . . . . . . . .

182

Chapter 10: What to Expect between the State and the Citizens

Chapter 8: Exposure and Vulnerability

233

Lesson 36: The Philippine Disaster Risk Reduction and Management Law . . . . . . . . . . . . . . . . . . . . . . . .

257

Lesson 25: Concept of Exposure . . . . . . . . . . . . . . .

186

Colored Illustrations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

275

Lesson 26: Concept of Vulnerability . . . . . . . . . . . . .

192

Biographical Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

289

Lesson 27: Variation of Vulnerability across Sectors .

199

Lesson 28: Physical Vulnerability . . . . . . . . . . . . . . . .

206

Lesson 29: Identifying Exposed Elements . . . . . . . .

213

Lesson 30: Identifying Specific Vulnerabilities . . . . .

218

Lesson 31: Case Studies . . . . . . . . . . . . . . . . . . . . . .

225

Introduction As the Commission supports DepEd’s implementation of Senior High School (SHS), it upholds the vision and mission of the K to 12 program, stated in Section 2 of Republic Act 10533, or the Enhanced Basic Education Act of 2013, that “every graduate of basic education be an empowered individual, through a program rooted on...the competence to engage in work and be productive, the ability to coexist in fruitful harmony with local and global communities, the capability to engage in creative and critical thinking, and the capacity and willingness to transform others and oneself.” To accomplish this, the Commission partnered with the Philippine Normal University (PNU), the National Center for Teacher Education, to develop Teaching Guides for Courses of SHS. Together with PNU, this Teaching Guide was studied and reviewed by education and pedagogy experts, and was enhanced with appropriate methodologies and strategies. Furthermore, the Commission believes that teachers are the most important partners in attaining this goal. Incorporated in this Teaching Guide is a framework that will guide them in creating lessons and assessment tools, support them in facilitating activities and questions, and assist them towards deeper content areas and competencies. Thus, the introduction of the SHS for SHS Framework.

SHS for SHS Framework

The SHS for SHS Framework, which stands for “Saysay-Husay-Sarili for Senior High School,” is at the core of this book. The lessons, which combine high-quality content with flexible elements to accommodate diversity of teachers and environments, promote these three fundamental concepts:

SAYSAY: MEANING

HUSAY: MASTERY

SARILI: OWNERSHIP

Why is this important?

How will I deeply understand this?

What can I do with this?

Through this Teaching Guide, teachers will be able to facilitate an understanding of the value of the lessons, for each learner to fully engage in the content on both the cognitive and affective levels.

Given that developing mastery goes beyond memorization, teachers should also aim for deep understanding of the subject matter where they lead learners to analyze and synthesize knowledge.

When teachers empower learners to take ownership of their learning, they develop independence and selfdirection, learning about both the subject matter and themselves.

1

The Philippines is frequently cited as among the top countries most at risk to disasters. While disasters can arise from man-made sources, the most inevitable ones come from natural phenomena. Even without scientific scrutiny, every Filipino is familiar with the impacts of typhoons, earthquakes, volcanic eruptions, and fires to everyday life and to national development. This makes learning about disaster preparedness aligned with everyone’s interests. This teaching guide for the Disaster Readiness and Risk Reduction (DRRR) subject of the Philippines’ K-12 Curriculum provides a lesson-by-lesson framework for educators to help learners attain the target competencies and outcomes. The challenge with teaching a subject like DRRR is its multi-disciplinary nature, bringing together biological, geophysical, socio-cultural, political, and economic factors. This in itself is an opportunity to make these various subject matters relevant to the lives of the people even if studying disasters leans toward the sciences. With the use of these teaching guides, the teacher will be able to handle a diverse set of materials that will enrich their existing knowledge on the natural and social sciences. They will also be able to engage learners in a number of hands-on activities that make use of mixed-media to maximize existing resources. And overall, lessons tackled in these guides encourage a two-way interaction between the teachers and students that will ultimately result to effective learning.

About this Teaching Guide

Lessons of these teaching guides address the content standards identified by the Department of Education (DepEd). Some teaching guides may include multiple learning competencies as that may be more efficiently achieved when tackled together. This guide approaches learning about DRRR by first understanding the hazards that may then potentially lead to disasters, as a common confusion arises from distinguishing the concepts of “hazard and “disaster”. Each hazard type has its own precautionary measures and ideal responses to prevent disasters. Towards the end of the subject, learners will focus on applications to the community and the Philippine society. Users of these guides should note that sciences and policies related to DRRR are ever evolving along with improvements and breakthroughs in data collection and technology; so it is expected that reference materials also change through time. It would be important for teachers of the subject to continually update any cited references in each guide to make sure that the lessons will also result to cutting-edge teaching. As a big part of understanding disasters involves projecting future possibilities, the success of teaching the subject of Disaster Readiness and Risk Reduction may not be immediately measurable and definitely not something anyone is looking forward to test. But while the country is exposed to hazards that can alter the course of everyday life, bringing this subject to each classroom gives the people the power to take control of their lives and of nation-building in whatever the situation they may encounter in the future.

Parts of the
 Teaching Guide

This Teaching Guide is mapped and aligned to the DepEd SHS Curriculum, designed to be highly usable for teachers. It contains classroom activities and pedagogical notes, and is integrated with innovative pedagogies. All of these elements are presented in the following parts: 1. • • • • • 2. • • • • 3. • • • • 4. • • • • 5. • • • • 6. • •

Introduction Highlight key concepts and identify the essential questions Show the big picture Connect and/or review prerequisite knowledge Clearly communicate learning competencies and objectives Motivate through applications and connections to real-life Motivation Give local examples and applications Engage in a game or movement activity Provide a hands-on/laboratory activity Connect to a real-life problem Instruction/Delivery Give a demonstration/lecture/simulation/hands-on activity Show step-by-step solutions to sample problems Give applications of the theory Connect to a real-life problem if applicable Practice Discuss worked-out examples Provide easy-medium-hard questions Give time for hands-on unguided classroom work and discovery Use formative assessment to give feedback Enrichment Provide additional examples and applications Introduce extensions or generalisations of concepts Engage in reflection questions Encourage analysis through higher order thinking prompts Evaluation Supply a diverse question bank for written work and exercises Provide alternative formats for student work: written homework, journal, portfolio, group/individual projects, student-directed research project 3

On DepEd Functional Skills and CHED College Readiness Standards As Higher Education Institutions (HEIs) welcome the graduates of the Senior High School program, it is of paramount importance to align Functional Skills set by DepEd with the College Readiness Standards stated by CHED. The DepEd articulated a set of 21st century skills that should be embedded in the SHS curriculum across various subjects and tracks. These skills are desired outcomes that K to 12 graduates should possess in order to proceed to either higher education, employment, entrepreneurship, or middle-level skills development.

On the other hand, the Commission declared the College Readiness Standards that consist of the combination of knowledge, skills, and reflective thinking necessary to participate and succeed without remediation - in entry-level undergraduate courses in college. The alignment of both standards, shown below, is also presented in this Teaching Guide - prepares Senior High School graduates to the revised college curriculum which will initially be implemented by AY 2018-2019.

College Readiness Standards Foundational Skills

DepEd Functional Skills

Produce all forms of texts (written, oral, visual, digital) based on: 1. 2. 3. 4. 5.

Solid grounding on Philippine experience and culture; An understanding of the self, community, and nation; Visual and information literacies, media literacy, critical thinking Application of critical and creative thinking and doing processes; and problem solving skills, creativity, initiative and self-direction Competency in formulating ideas/arguments logically, scientifically, and creatively; and Clear appreciation of one’s responsibility as a citizen of a multicultural Philippines and a diverse world;

Systematically apply knowledge, understanding, theory, and skills for the development of the self, local, and global communities using prior learning, inquiry, and experimentation

Global awareness, scientific and economic literacy, curiosity, critical thinking and problem solving skills, risk taking, flexibility and adaptability, initiative and self-direction

Work comfortably with relevant technologies and develop adaptations and innovations for significant use in local and global communities

Global awareness, media literacy, technological literacy, creativity, flexibility and adaptability, productivity and accountability

Communicate with local and global communities with proficiency, orally, in writing, and through new technologies of communication

Global awareness, multicultural literacy, collaboration and interpersonal skills, social and cross-cultural skills, leadership and responsibility

Interact meaningfully in a social setting and contribute to the fulfilment of individual and shared goals, respecting the fundamental humanity of all persons and the diversity of groups and communities

Media literacy, multicultural literacy, global awareness, collaboration and interpersonal skills, social and cross-cultural skills, leadership and responsibility, ethical, moral, and spiritual values

K to 12 BASIC EDUCATION CURRICULUM SENIOR HIGH SCHOOL – CORE SUBJECT

Grade: 11/12 Subject Title: Disaster Readiness and Risk Reduction

No. of Hours/Semester: 80 hours/semester Prerequisite (if needed): Grades 3-10 Science

Subject Description: This course focuses on the application of scientific knowledge and the solution of practical problems in a physical environment. It is designed to bridge the gap between theoretical science and daily living. CONTENT Basic concept of disaster and disaster risk

CONTENT STANDARD

The learners demonstrate understanding of the… 1. Concept of disaster 2. Concept of disaster risk 3. Nature of disasters 4. Effects of disasters

PERFORMANCE STANDARD The learners relate the concept of disaster with daily life.

K to 12 Senior High School Core Subject – Disaster Readiness and Risk Reduction December 2013

LEARNING COMPETENCIES

CODE

The learners… 1. Explain the meaning of disaster; 2. Differentiate the risk factors underlying disasters; 3. Describe the effects of disasters on one’s life; 4. Explain how and when an event becomes a disaster; 5. Identify areas/locations exposed to hazards that may lead to disasters; and 6. Analyze disaster from the different perspectives (physical, psychological, socio-cultural, economic, political, and biological).

DRR11/12-Ia-b-1 DRR11/12-I...