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Disaster Readiness and Risk Reduction: Senior High School SHS Teaching Guide

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Disaster Readiness and Risk Reduction. 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.


Disaster Readiness and Risk Reduction Teaching Guide

Disaster Readiness and Risk Reduction Senior High School SHS Teaching Guide

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.

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.


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. 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

2. 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

3. 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

4. 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

5. Enrichment

  • Provide additional examples and applications
  • Introduce extensions or generalisations of concepts
  • Engage in reflection questions
  • Encourage analysis through higher order thinking prompts

6. 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

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