Teacher’s Handbook

COMMUNITY SERVICE
AND
PUBLIC SAFETY TRAINING

BUREAU OF SECONDARY EDUCATION

Department of Education
DepEd Complex, Pasig City

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 Introduction

This handbook is intended to be used as a guide for teaching Community

Service and Public Safety Training. Lesson plans are provided which the teacher
may use as a prototype material to guide teaching and learning.

Each lesson plan contains the following:

I. Objective - define the skills that the learners are

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 expected to demonstrate at the end of the
lesson.
II. Content - identifies the coverage/topic of the lesson
III. Materials - list the resources required to deliver the
lesson
IV. Procedure - describes how the lesson is to be introduced,
the activities to be undertaken in the
classroom and in the community, and how
learnings are to be integrated
V. Evaluation - assesses how well the learners can
demonstrate the skills identified in the
objectives.

The lessons are community-based and are designed to exposed the learners
to the needs of the community so that they can plan, along with the members of
the community, projects which will address those needs. The aim is to develop in
the learners a sense of “roots”, a feeling of belonging to the community and pride
in what they can do to help make the community a better place.

The teacher is encouraged to modify the lessons where necessary taking

into consideration the ability needs and interest of the learners and relevance of
the lessons to life in the community.

Lesson 1 (2 days)

I. Objectives

At the end of the lesson, the learners are expected to have developed the
following skills:

A. Define in their own words the meaning of "community";

B. Differentiate a community from a mere group of people;
C. Identify the factors that make up a community;

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 D. Give examples of communities;
E. Analyze the activities that bind the people in the community; and
F. Examine those aspects of community life that may be alienating
some members of the community.

II. Content

A. Meaning of community

III. Materials

A. Reading 1, pp. 1-3

B. paper cutouts, butcher paper, old newspaper

IV. Procedure

A. Springboard

1. Divide the class into 5 groups. Distribute butcher paper or

old newspapers to each group.
2. Have the groups draw or cut out figures representing their
idea of a community. Give the learners the option to
express their ideas in any form - it may be a cartoon, a
collage, or paper cut outs.

B. Development of the Lesson

1. Have the groups post their outputs. Ask each group to

present/describe its work. (Keep these posters for the next
lesson.)

2. Have the learners identify common elements in the

groups' outputs.
3. To integrate the idea presented, have the learners define
"community" in their own words.
4. Have the learners differentiate a community from a mere
group of people. Give the following exercise:

a. Identify which of the following can be considered a

community:

1. people watching a parade

2. passengers on a bus
3. people eating at a carinderia
4. Barangay Sta. Ines
5. Sampaloc St.

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 b. Have the learners explain their answer for each
choice/option. Example: Why is no. 1 a
community/not a community?

5. Have the learners identify the factors/elements that make

up a community.

6. Have the learners give examples of communities

C. Community Activity

1. Prepare the learners for a mini-survey of the community.

a. Divide the class into 5 groups. Have the groups

designate their team leader. Assign a purok to each
group. Introduce the purok coordinator for each
group.

b. Refer the groups to activities on p. 2, Things to do.

Explain what the groups are expected to do.

2. Have the groups undertake their survey. Fill in the locator

chart for whereabouts.

D. Wrap-up

1. Have the groups report their findings in class.

2. Have the learners analyze the activities that bind people
in the community.
3. Have them examine those aspects of community life that
may be alienating some members of the community.
4. Have the learners synthesize their learnings.
V. Evaluation

1. Have the learners assess how well (whether Poor, Fair,

Good, V-good, Excellent) they can demonstrate each skill identified
in the objectives.
2. Have the learners identify those areas in no. 1 that they
need to improve on
3. Clarify questions that the learners may have before
moving on to the next lesson.

Lesson 2 (2 days)

I. Objectives

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 At the end of the lesson, the learners are expected to have developed the
following skills:

A. Identify the elements that make up the physical

environment of the community;
B. Describe the physical environment of one's community; and
C. Relate the physical environment to the lifeways of the people.

II. Content

A. Physical environment of the community

III. Materials

A. Reading 2, pp. 3-4

B. Map of the community
C. Posters used in Lesson 1
D. Pentel pens

IV. Procedure

A. Springboard

1. Return to each group the posters used in Lesson 1. Have

the groups number each element in the community.
Distribute pentel pens for this

B. Development of the Lesson

1. Have each group present its work. At the

end of the presentations, have the learners group the
elements into 2: natural and man-made.
2. Have the learners define the meaning of
physical environment.

C. Community Activity

1. With the same grouping formed in lesson 1, have the

learners explore the physical environment of their own
community. Assign a purok to each group. Have each
group study the purok in terms of the following:

a. location (is it in the north, south, east, west of the

barangay?)
b. important landmarks
c. resources

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 d. climate
e. number of houses

D. Wrap-up

1. Have the groups present their findings in class. Post the

map of the community to guide the learners in doing the
following:

a. Describe the location of the community. Locate on

the map the purok visited by each group.
b. Point out the important landmarks in the community
(example: elementary school, high school, barangay
hall, river, bridge, market). Do this by purok.
c. Name the resources in the community and where
they are found. Do this by purok.
d. Describe the climate.
e. Identify the areas that are thickly populated; thinly
populated. Base this on the number of houses by
purok.

2. Have the learners relate the physical environment to the

lifeways of the people.

V. Evaluation

1. Teacher-made test covering the following:

a. Identification of the elements of the physical environment of the

community.

Example

Directions: Check which of the following are elements of the physical

environment of Barangay _____________.

__________a. river _________f. market

__________b. mountain _________g. bridge
__________c. barangay hall _________h. farm
__________d. school _________i. Coconut trees
__________e. lake _________j. park

b. Description of the physical environment of the community.

Example

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 Directions: Describe the boundary of Barangay
____________________ on the

a. north _________________________
b. south _________________________
c. east __________________________
d. west __________________________

c. Relationship of the physical environment to the lifeways of the

people

Example

Directions: Choose an aspect of life in the community. Explain how

this in influenced by the physical environment.

Lesson 3 (2 days)
I. Objectives

At the end of the lesson, the learners are expected to have developed the
following skills:

A. Present a narrative history of the community;

B. Identify significant events in the history of the
community; and
C. Take pride in the achievements of the
community.

II. Content

A. History of the community

III. Materials

A. Reading 3, pp. 4-6

B. Local historical sources

IV. Procedure

A. Springboard

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 1. Have the learners swap folk tales about the
origin of any community they know.
2. Ask if their community has a similar origin.
Discuss this in class.

B. Development of the Lesson

1. Have the learners refer to Reading 3. Use

this as a model for studying the history of their own
community.

C. Community Activity

1. Have the learners gather information about

the history of their community. An elder may be
interviewed by the learners. Use the information as the
basis for doing a narrative presentation about the history
of the community. Groups may be assigned to present a
tableau about some significant events in the history of the
community.

D. Wrap-up

1. Have the groups stage their presentation in

class. This may be a pantomime or a tableau.
2. Have the learners identify the significant
events portrayed by the different groups.
3. Have the learners express their feelings
about the significance of the events. Focus on the
achievements of the community.

V. Evaluation

A. Teacher rating on the presentation

B. Teacher-made test on the identification of
significant events
C. Open-ended questionnaire

After knowing the history of my community, I feel

____________________________________________________________
____________________________________________________________
____________________________________________________________

Lesson 4 (2 days)

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I. Objectives

At the end of the lesson, the learners are expected to have developed the
following skills:

A. Describe the population of the community in terms

of some demographic characteristics; and
B. Explain how these characteristics may affect the
community.

II. Content

A. Demographic characteristics

III. Materials

A. Reading 4

IV. Procedure

A. Springboard

1. Write the following statement on the board:

"The people may not always be a source of strength for
the community".
2. Get the number of students who
agree/disagree with the statement
3. Have the learners explain why they
agree/disagree.
4. Explain when the people can be source of
strength. Relate this to the characteristics of the
population.

B. Development of the Lesson

1. Have the learners identify what they believe

are the ideal characteristics of the population (example:
100% of the people can read and write, 80% are
employed).
2. List the answers on the board. Have the
learners explain their answers.

C. Community Activity

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 1. Form groups which will do a survey about
the people in the community. Assign a purok to each
group. Refer the groups to the list of characteristics
identified in Things to Do as basis for gathering
information about the people in the community.
2. Have the groups present their findings.

D. Wrap-up

1. Have the learners summarize the findings by

synthesizing the characteristics of the people by purok.
2. Have the learners hypothesize on how these
characteristics may influence the development of the
community.

V. Evaluation

A. Teacher rating of the quality of information

gathered by the students about the characteristics of the population
B. Teacher-made test

Directions: Choose a characteristic of the people that you want to

comment on. Relate you comments to how the
characteristics may influence the development of the
community.

Lesson 5 (2-3 days)

I. Objectives

At the end of the lesson, the learners are expected to have developed the
following skills:

A. Define community organization in their own words;

B. Explain the importance of community organization;
C. Explain the principles that must be considered when forming a
community organization;
D. Evaluate the role of a community organization in their own
barangay; and
E. Express their feelings about the community organization.

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II. Content

A. Community organization

III. Materials

A. Reading 5

IV. Procedure

A. Springboard

1. Have the learners list the community

organizations in their barangay.
2. If there is no community organization, ask if
there is a need for it. Have the learners justify the need.

B. Development of the Lesson

1. Have the learners define community organization in their

own words.
2. Have them explain the importance of a community
organization.
3. Have the learners explain the principles that must be
considered when forming a community organization.

C. Community Activity

1. Arrange with the officials of a community organization

an orientation to be given to the class on the following:

a. history of the community organization

b. organizational structure
c. community projects being undertaken
d. community participation
e. problems being encountered
f. accomplishments

2. Encourage the learners to ask questions. Arrange with the

community organization a class visit to the projects being
undertaken by the organization. Groups may be formed if
the projects are widely spread or if they differ from purok
to purok.

3. Have the learners interview the people about their

reactions to the community organization.

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 D. Wrap-up

1. Have the learners evaluate the role of the community

organization. The evaluation may cover the following
points:

a. What is going well

b. What needs improvement

2. Have the learners express their feelings about the

community organization. Encourage recommendations
for improvement.

3. Ask if there a need to form another community

organization in the barangay. Have the learners justify the
need.
V. Evaluation

A. Teacher rating of learner's participation in class vis-à-vis the

objectives of the lesson.
B. Learner's self-rating

Directions: On a scale of 1-5, write

5 - if you can demonstrate the skill without error

4 - if you can demonstrate the skill but with a little error

3 - if you can demonstrate the skill but with come errors

2 - if you can commit many errors in demonstrating the skill

1 - if you cannot demonstrate the skill

________ 1. Define community organization in my own words

________ 2. Explain the importance of community organization

________ 3. Explain the principles that must be considered when forming

a community organization

________ 4.Evaluate the role of a community organization in the

barangay

_________ 5. Express my feelings about the community organization

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 Use the results of the self-rating as basis for assisting the learner where
necessary.

Lesson 6 (2-3 days)

I. Objectives

At the end of the lesson, the learners are expected to have developed the
following skills:

A. Identify the problems in the community;

B. Prioritize the problems according to gravity;
C. Analyze the possible causes of the problems; and
D. Propose solutions to the problems.

II. Content

A. Community problems

III. Materials

A. Reading 6
B. Butcher paper
C. Newspaper

IV. Procedure

A. Springboard

1. Have the learners bring newspaper in class. Old

newspapers will do so long as they have the front page.
2. Have the learners identify the problems that appear most
prominently in the dailies.
3. Ask if these problems are found also in their community.

B. Development of the Lesson

1. Have the learners identify the problems mentioned in

Reading 6.
2. Have them analyze if these problems are also found in
their barangay.

C. Community Activity

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 1. Form groups that will conduct a survey of problems in
the community. Assign a purok to each group. Brief the
groups on how information may be gathered: by
observation and/or by interviewing officials and members
of the community.
2. Have the groups find out the possible causes of the
problems.

D. Wrap-up

1. Have the groups present their findings.

2. Have the problems identified by purok.
3. Have the learners examine the pattern of the problems
presented. What seem to be the recurring problem, i.e.
common to the purok?
4. Have the learners prioritize the problems of the
community according to gravity.
5. Have the groups present the possible causes of the
problems. Have them present these in the form of a fish
bone chart. Distribute butcher paper and pentel pens for
this.

Problem

6. Have the groups propose possible solutions to the

problems.
7. Have the learners express their feelings about their
community experience.

V. Evaluation

A. Teacher rating of learner's responses and participation in the

activities

Lesson 7 (2 days)

I. Objectives

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 At the end of the lesson, the learners are expected to have developed the
following skills:

A. Explain the importance of community development

programs;
B. Discuss the development program being implemented in the
barangay;
C. Analyze which programs are being implemented well/not being
implemented well; and
D. Make a choice about which program to be involved in.

II. Content

A. Community development programs

III. Materials

A. Reading 7

IV. Procedure

A. Springboard

1. Conduct an opinion poll about this statement: "The

national government should be the one to plan and
implement community development programs." Get the
number of learners who agree/disagree with the
statement.
2. Have the learners explain why they agree/disagree with
the statement.

B. Development of the Lesson

1. Have the learners explain the importance of

community development programs.
2. Ask why the local government, such as the
barangay, is the one undertaking community development
programs.

C. Community Activity

1. Invite the barangay chairman or his representative

for a presentation of the barangay development programs.
This may also be done in the barangay hall. Have the
learners prepare questions about the programs.

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 2. Arrange with the barangay chairman a class visit to
the community programs. If the presentation of programs
is done at the barangay hall, the visit may be done after
the presentation. Another alternative is to do it
simultaneously with the presentation.
3. Have the learners analyze which programs are being
implemented well; not being implemented well. Have the
learners find out the reasons.

D. Wrap-up

1. Have the learners choose which programs they

would want to be involved in. Have them explain the
reasons for their choice.

V. Evaluation

A. Teacher-made test on

1. importance of community development programs

2. development programs being implemented in the
barangay
3. analysis of the programs that are being implemented
well; not being implemented well
4. learner's choice of community development
program to be involved in

Lesson 8 (2 days)

I. Objectives

At the end of the lesson, the learners are expected to have developed the
following skills:

A. Explain the importance of community development plan;

B. Discuss their role and the other members of the community in the
development plan;
C. Ask questions about their barangay development plan;
D. Give their comments about the barangay development plan; and
E. Identify those areas in the plan where they think they can
contribute.

II. Content

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 A. Barangay development plan

III. Materials

A. Reading 8

IV. Procedure

A. Springboard

1. Have the learners discuss their understanding of a

plan.
2. Have them explain the importance of a plan.

B. Development of the Lesson

1. Relate the discussion to the community

development plan. Have the learners explain in their own
words their understanding of a community development
plan.
2. Have them explain the importance of a community
development plan. Relate this to the problems pf the
community.
3. have them identify the components of a community
development plan.

C. Community Activity

1. Invite the barangay chairman or his representative

for a discussion of the community development plan. The
discussion may also be conducted at the barangay hall.
2. Have the learners ask questions about their
barangay development plan.
3. Have them comment on the barangay development
plan.

D. Wrap-up

1. Have the learners identify areas in the plan where

they think they can contribute.
2. Have them express their feelings about the
significance of their contribution.
V. Evaluation

A. Teacher rating of individual learner's performance in each skill

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 Example:

Name of Student Skill 1 Skill 2 Skill 3 Skill 4 Skill 5

Rating:

E - Excellent; no error in the performance of the skill

VS - Very Satisfactory; almost insignificant error in the performance of the
skill
S - Satisfactory; minor error in the performance of the skill;
Performance is somewhat acceptable
NA - Needs Assistance; major error in the performance of the skill;
performance is poor

Lesson 9 (2 days)

I. Objectives

At the end of the lesson, the learners are expected to have developed the
following skills:

A. Define their role in the development of the community;

B. Identify ways by which they can serve their community; and
C. Express their commitment to serve their community.

II. Content

A. Student's role in community development

III. Materials

A. Reading 9
B. Butcher paper, pentel pens
C. Paper cutout

VI. Procedure

A. Springboard

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 1. Show a paper cutout of men and women with hands
held together in a circle.
2. Have the learners interpret the message being
communicated by the paper cutout.
3. Have them relate this message to building a
community.

B. Development of the Lesson

1. Ask why it is important for all members of the

community to work hand-in-hand.
2. Have the learners define their role in the
development of the community.
3. Have them exchange views about other people's
role in community development.

C. Community Activity

1. Have the learners do an environmental scanning of

the community. Have them note areas where their
assistance may be required.
2. Invite the purok leaders to discuss with the class
areas where they need more assistance in the forms of
assistance that may be required.
3. With the note taken in No. 1 and the results of the
discussion in No. 2, have the learners identify ways by
which they can serve their community. This may be done
individually or by group.

D. Wrap-up

1. Have the learners express their commitment to

serve the community. Have them write their pledges
individually in strips of paper and as a group on butcher
paper. Distribute butcher paper and pentel pen for this
purpose.

2. Have the learners read their individual commitment

aloud. Have them present the group commitment in class.
Post the group commitment on the walls of the classroom
as a reminder.

VII. Evaluation

A. Student's self rating

I can:
1. define my role in the development of the
community

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 (Yes, Unsure, No)
2. identify ways by which I can serve my community
(Yes, Unsure, No)
3. express my commitment to serve my community
(Yes, Unsure, No)

Identify those learners who answered 'No' and 'Unsure' to

any item and find out what and where the difficulty may be.

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 Lesson 10 (2 days)

I. Objectives

At the end of the lesson, the learners are expected to have developed the
following skills:

A. Explain why pollution has become a global concern;

B. Analyze the causes of pollution;
C. Suggest ways by which pollution can be controlled;
D. Examine the level of pollution in the community;
E. Propose measures by which the low level of pollution can be
maintained or how the high level can be reduced; and
F. Express their commitment to a clean environment.

II. Content

A. The problem of pollution

III. Materials

A. Reading 10
B. Pictures showing air, water, and land pollution

IV. Procedure

A. Springboard

1. Show pictures of pollution. Have the learners identify the

different forms of pollution.
2. Have the learners discuss its ill effect.

B. Development of the Lesson

1. Let the learners explain why pollution has become a

global concern.
2. Let them analyze the causes of pollution.
3. Have them suggest ways by which pollution can be
controlled

C. Community Activity

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 1. With their usual grouping, have the learners examine the
level of pollution in the community. Refer to Things to
Do on p. 25
2. Have the groups propose measures by which the low
level of pollution can be maintained or how the high level
can be reduced.
D. Wrap-up

1. Have the learners express their commitment to a clean

environment.

V. Evaluation

A. Teacher's rating of individual learner's participation and behavior

B. Open-ended statement

Directions: Complete the statement by expressing your thoughts

and feelings about the topic.

In order to have a healthy community. I will __________________

______________________________________________________
_____________________________________________________.

Lesson 11 (2 days)

I. Objectives

At the end of the lesson, the learners are expected to have developed the
following skills:

A. Draw the implication of non-renewability of resources;

B. Explain why the depletion of resources is a global concern;
C. Examine how humans have contributed to the depletion of
resources;
D. Assess the general condition of resources in the community;
E. Identify the causes of depletion of resources in the community;
F. Evaluate which practices of the people in the utilization of
resources are wasteful and which are useful; and
G. Pledge their commitment to help save the resources of the
community.

II. Content

A. Depletion of resources

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III. Materials

A. Reading 11
B. Pictures showing the depletion of resources
C. Butcher paper, paste or scotch tape

IV. Procedure

A. Springboard

1. Have the learners bring pictures showing the depletion of

resources. This should be assigned a day earlier.
2. Group the learners. Have each group form a collage of
pictures depicting the global depletion of resources.

B. Development of the Lesson

1. Have the learners explain the

message of the collage.
2. Let learners draw the implication
of the non-renewability of resources.
3. Have the learners explain why the
depletion of resources is a global concern.
4. Have the learners examine how
humans have contributed to the depletion of resources.

C. Community Activity

1. With their usual grouping, have the learners examine the

general condition of resources in the community. Refer to
Things to Do.
2. Have the groups identify the causes of depletion of
resources in the community.
3. Let the groups evaluate which practices of the people in
the utilization of resources are wasteful and which are
useful.

D. Wrap-up

1. Have the learners declare their commitment to help save

the resources of the community.

V. Evaluation

A. Teacher-made test
B. Student's self-rating

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 Directions: Check those competencies which you can perform with
confidence.

a. draw the implication of non-renewability of resources.

b. explain why the depletion of resources is a global concern.
c. examine how humans have contributed to the depletion of
resources.
d. assess the general condition of resources in the community.
e. identify the causes of depletion of resources in the
community.
f. evaluate which practices of the people in the utilization of
resources are wasteful and which are useful.
g. pledge my commitment to help save the resources of the
community.

Use the results of the assessment as basis for clarifying

misconceptions.

Lesson 12 (2 days)

I. Objectives

At the end of the lesson, the learners are expected to have developed the
following skills:

A. Interpret the meaning of preserving the

environment with a sense of community;
B. Justify the need for preserving the
environment and its resources with a sense of community;
C. Apply the concept of sense of community in
proposing projects which will preserve the ecological balance in
the barangay;
D. Implement projects in collaboration with the
barangay;
E. Evaluate projects; and
F. Express their cooperation in preserving the
resources with a sense of community

II. Content

A. Preserving the community resources

III. Materials

A. Reading 12
B. A small mound of earth
C. Old newspaper

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IV. Procedure

A. Springboard

1. Place a small mound of earth (soil) on the table that is

covered with an old newspaper. Have the learners touch
the soil and feel its essence.
2. Tell the learners that the soil symbolizes the resources of
the community. Have them interpret the meaning that the
soil holds for them (Examples: This is the land that feed
us. Our livelihood depends on the land. This is the source
of life.)

B. Development of the Lesson

1. Ask the learners how the resources must be preserved

according to Reading 12.
2. Have them interpret the meaning of preserving the
environment and its resources with a sense of community.
3. Have them justify the need for preserving the
environment and its resources with a sense of community.
4. Have the learners apply the concept of sense of
community in proposing projects which will preserve the
ecological balance in the barangay. Refer them to Things
to Do.
5. Have the learners return to the project site after sometime
(a week maybe depending on the nature of the project) to
evaluate its outcomes. Refer them to Things to Do.

C. Wrap-Up

Have the learners express their cooperation in preserving

the resources with a sense of community.

V. Evaluation

A. Teacher's rating of the learner's demonstration

of the skill (see the objectives)

E - excellent knowledge and skill; with no

error/deficiency in performing the skill

VG - very good knowledge and skill; with negligible

error/deficiency in performing the skill

G - good knowledge and skill; with minor

error/deficiency in performing the skill

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 NA - poor knowledge and skill; with major
error/deficiency in performing the skill; needs
assistance in performing the skill with competence

Lesson 13 (2 days)

I. Objectives

At the end of the lesson, the learners are expected to have developed
competence in the following skills:

A. State the significance of saving the oceans and seas and other
water resources;
B. Suggest concrete measures to protect the
water resources in their community;
C. Prioritize their suggestions in terms of
significance, urgency, and doability; and
D. Pledge their commitment to protect the water
resources in their community.

II. Content

A. Saving the oceans and seas and other water resources

III. Materials

A. Reading 13
B. A bottle of water taken from any water resources in the
community.

IV. Procedure

A. Springboard

1. Have the learners bring out their bottles of water taken

from any water resources in the community. (This should
be assigned the previous day. The learners need not bring
individual bottles. This may be a group activity.)
2. Form small groups and have the learners examine the
physical appearance of the water. Is it dark or murky? Is
it clear?
3. Have the groups smell the water. Is it fresh? or brackish?

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 4. Let the groups evaluate the overall quality of the water. Is
it very good? good? poor?
5. Get the class' (all groups') assessment of the overall
quality of the water. If it is poor, ask for possible causes
of the poor quality.

B. Development of the Lesson

1. Have the learners state the significance of protecting our

water resources. Let them relate this to the uses of water
resources to humans as well as to plant and animal life.
2. Form groups and have them suggest concrete measures
for protecting our water resources. Refer the groups to
Things to Do.
3. Have the groups examine their suggestions. Let them
prioritize these in terms of significance, urgency, and
doability.
4. Have the groups present their output to the barangay
chairman for possible implementation in the community.

C. Wrap-Up

1. Have the learners pledge their commitment to help

protect our water resources.

V. Evaluation

A. Teacher's rating of the learner's

performance re objective A
B. Peer rating of learner's participation
in group activities re objectives B & C

Ability to contribute to group ideas - can make suggestions; participate

actively in the discussion

Quality of Participation - ideas are sound, significant

Ability to Listen - listens first before putting forward his/her ideas;

welcomes ideas that may be different from his/her own

C. Self-rating for objective D

Lesson 14 (1 day)

30
I. Objectives

At the end of the lesson, the learners are expected to have developed
competence in the following skills:

A. Analyze why the collection of garbage is

more than an environmental problem;
B. Cite ways by which the people can help
the local government in the disposal of garbage;
C. Undertake projects in waste
management; and
D. Commit themselves to a garbage - free
environment.
II. Content

A. Waste management

III. Materials

A. Reading 14
B. Cleaning materials

IV. Procedure

A. Springboard

1. Choose a spot in the school or in the community (or

wherever the need is greatest) where the class can do a
general clean-up.
2. Have the learners talk about their learnings from the
experience.

B. Development of the Lesson

1. Have the learners analyze why the collection of garbage

is more than an environmental problem. Why is this a
health problem?
2. Let them cite ways by which the people can help the local
government in the management of waste.
3. Form groups that will undertake projects in waste
management. Refer the learners to Things to Do.

C. Wrap-Up

1. Have the learners commit themselves to a garbage - free

environment.

V. Evaluation

31
 A. Teacher's rating of the learner's performance
re objective A & B
B. Barangay chairman's or purok leader's rating
of learner's performance re objective C

Criteria for rating:

Significance of projects to the community (Poor----Excellent)

Seriousness of the learner in pursuing the activity (Needs
Improvement---Excellent)

C. Learner's self-rating of commitment (low -

high)

Lesson 15 (2 days)

I. Objectives

At the end of the lesson, the learners are expected to have developed
competence in the following skills:

A. Justify why health and sanitation needs to be a

community undertaking;
B. Assist the people in the community in protecting
themselves from the outbreak of diseases; and
C. Practice health and sanitation in their daily
activities.

II. Content

A. Health and sanitation in the community

III. Materials

A. Reading 15
B. Posters

IV. Procedure

A. Springboard

1. Have the learners do the first activity in Things to Do.

2. Have the groups present their findings in class.
3. Have the class discuss the overall level of health and
sanitation in the community.

32
 B. Development of the Lesson

1. Have the learners justify why health and sanitation should

be a community undertaking.
2. Have the learners identify the purok where health and
sanitation is most problematic. Form groups which will
assist the purok in protecting itself from the outbreak of
diseases. Refer the learners to no. 2 of Things to Do.
3. Have the learners evaluate their projects after a week or
so. (This means that the learners will go back to the purok
to conduct a second survey). Refer the learners to no. 3 of
Things to Do.
4. Have the learners prepare posters to remind the people to
always observe hygiene in their daily activities.

C. Wrap-Up

1. Have the learners commit themselves to the practice of

hygiene in their daily activities.

V. Evaluation

A. Teacher's rating of learner's performance in

objective A
B. Barangay chairman's or purok leader's rating of
learner's performance in objective B
C. Learner's self-rating scale for objective C

Directions: Check the column indicating your response to each of the

questions about the practice of hygiene.

I… Always Sometimes Never

1. wash my hands when preparing food for
cooking.
2. wash my hands before eating.
3. wash my hands after going to the toilet.
4. use a common glass in the house for
drinking.
5. keep food well covered to protect it
from flies.
6. keep the canal and drainage system free
from waste matter.

33
 7. throw my garbage in the trash
receptacle.

Lesson 16 (1-2 days)

I. Objectives

At the end of the lesson, the learners are expected to have developed
competence in the following skills:

A. Identify the signs of drug abuse;

B. Campaign vigorously in the community against
drug abuse; and
C. Avoid the use of prohibited drugs.

II. Content

A. Addressing drug abuse

III. Materials

A. Reading 16
B. Any PEHM book

IV. Procedure

A. Springboard

1. Review with the class the causes of drug abuse.

2. Let the learners suggest ways by which drug abuse can be
prevented.

B. Development of the Lesson

1. Have the learners identify signs of drug abuse.

34
 2. Ask them how they can help save the victims of drug
abuse. Refer them to no. 1 of Things to Do.
3. Have the learners campaign vigorously in the community
against drug abuse. Refer them to no. 2 of Things to Do.
4. Have them evaluate their projects. Refer them to no. 3 of
Things to Do.

C. Wrap-Up

1. Have the learners pledge that they will avoid prohibited

drugs at all costs.

V. Evaluation

A. Paper-and-pencil test for objective A

B. Barangay chairman's or purok leader's rating of the learner's
performance in objective B

Criteria:

Learner's level of Participation (low-high)

Significance of project (low-high)

C. Learner's self-rating for objective C

Lesson 17 (1-2 days)

I. Objectives

At the end of the lesson, the learners are expected to have developed
competence in the following skills:

A. Detect signs of child abuse and exploitation;

B. Assist victims of abuse and exploitation; and
C. Promote respect for children's rights.

II. Content

A. Child abuse and exploitation

III. Material

A. Reading 17

35
 IV. Procedure

A. Springboard

Have the learners share stories that they may have read or
heard about child abuse and exploitation.

B. Development of the Lesson

1. Have the learners detect signs of child abuse and

exploitation. Refer the learners to no. 1 of Things to Do.

2. Have them assist victims of abuse and exploitation. Refer

them to no. 2 of Things to Do.
3. Have them evaluate the impact of their projects. Refer
them to no. 3 of Things to Do.

C. Wrap-Up

Have the learners commit themselves to the promotion of

children's rights. They may serve as vigilantes or watchers for the
Bantay - Bata. They may also report any form of child abuse to
the authorities (police and the barangay).

V. Evaluation

A. Teacher's rating of learner's performance in

objective A
B. Barangay chairman's or purok leader's rating of
learner's performance in B
C. Learner's self-rating for objective C

Lesson 18 (1-2 days)

I. Objectives

At the end of the lesson, the learners are expected to have developed
competence in the following skills:

A. Analyze why some children are forced to work at

their age;
B. Argue for or against child labor;

36
 C. Assess the extent of child labor in the community;
and
D. Express their support for the right of children not
to be used as cheap labor.

II. Content

A. Child labor

III. Materials

A. Reading 18

IV. Procedure

A. Springboard

1. Ask the learners if they have seen working children in the

community.

2. Let them share their feelings and their thoughts about

working children.

B. Development of the Lesson

1. Have the learners analyze why some children are forced

to work at their age.
2. Have them describe the problem of child labor in the
country.
3. Let them argue for or against child labor. Get the Number
of learners who are in favor of child labor. Get the
Number who are against child labor. Have each side
present their arguments.
4. Have the learners assess the extent of child labor in the
community. Refer them to no. 1 of Things to Do.
5. Have the learners present their findings to the barangay
chairman or his/her representative.

C. Wrap-Up

1. Have the class discuss the effects of child

labor. Afterwards, get again the no. of learners who are in
favor of child labor; against child labor. Find out if there's
any change in thinking about child labor.
2. Have the learners express their support for
the right of children not to be used as cheap labor.

V. Evaluation

37
 A. Teacher-made test for objectives A & B
B. Learner's self-rating for objectives C & D

Lesson 19 (1 day)

I. Objectives

At the end of the lesson, the learners are expected to have developed
competence in the following skills:

A. Assess if the government has been successful in

addressing the problem of child labor;
B. Evaluate which program/project could be most
effective in addressing the problem of child labor;
C. Express their agreement/disagreement with the
abolition of child labor; and
D. Formulate a program of action with the barangay
council addressing the problems of working children.

II. Content

A. Programs/Projects for child labor

III. Materials

A. Reading 19
B. Local reading materials on child labor

IV. Procedure

A. Springboard

1. Have a group of learners present a dramatization

describing how they feel about the success or failure of
the government to improve the condition of working
children. This should be assigned several days before in
order to give the learners enough time to prepare for the
presentation.
2. Let the class talk about the message of the presentation.

B. Development of the Lesson

1. Have the learners assess if the government has been

successful in addressing the problem of child labor.
2. Refer the learners to the programs/projects in Reading 19
addressing the problem of child labor. Ask which

38
 program/project could be most successful in addressing
the problem of child labor. Have them identify their
choice.
3. Conduct an opinion poll. Ask the learners if they
agree/disagree with the abolition of child labor. Have
them defend their answer.
4. Have the learners formulate a program of action with the
barangay council addressing the problems of working
children. Refer them to no. 1 of Things to Do.

C. Wrap-Up

1. Have the learners pledge their commitment to assist in

any of the programs/projects.

V. Evaluation

A. Teacher's assessment of learner's performance re

objectives A to C
B. Barangay chairman's or purok leader's rating of
learner's performance in objective D

Criteria for rating:

Relevance of project to need (low-high)

Durability (low-high)
Learner's seriousness in undertaking the activity (low-high)

Lesson 20 (1 day)

I. Objectives

At the end of the lesson, the learners are expected to have developed
competence in the following skills:

A. Express their feelings about child pornography;

B. Suggest ways by which the community can assist
the government in its fight against pornography; and
C. Lead a campaign against child pornography.

II. Content

39
 A. Child pornography

III. Material

A. Reading 20

IV. Procedure

A. Springboard

1. Ask the learners if they are familiar with stories of

children being abused sexually by their elders. Talk about
this briefly and sensitively.
2. Tell the class that there are children who are being abused
sexually in other ways. This is through child
pornography. Ask why this is a form of sexual abuse.

B. Development of the Lesson

1. Have the learners express their feelings about child

pornography.
2. Ask why they have to be concerned about child
pornography.
3. Have them suggest ways by which the community can
help the government fight against child pornography.
4. Ask the learners what they can do at their end. Refer
them to Things to Do.

C. Wrap-Up

Have the learners commit themselves to the role of leading

a campaign against child pornography.

V. Evaluation

A. Open-ended statement re objective A

For me, child pornography ________________________________

______________________________________________________
______________________________________________________
_____________________________________________________.

B. Teacher's assessment of learner's response re

objective B

40
 C. Teacher's rating of learner's performance re
objective C

Lesson 21 (1 day)

I. Objectives

At the end of the lesson, the learners are expected to have developed
competence in the following skills:

A. Interpret the meaning of low employment

generation for the economy;
B. Draw implications of low employment generation;
and
C. Assist the barangay in gathering information
about employment in the community.

II. Content

A. Unemployment

III. Materials

A. Reading 21
B. 1/8 sheet of paper

IV. Procedure

A. Springboard

1. On each 1/8 sheet of paper, write the name of a job or

means of livelihood. Leave some sheets (about 30%)
blank.
2. Distribute the sheets of paper to the class. Have some
learners read aloud the jobs given to them. Get the
number of learners who received blank sheets. Tell them
that blank sheets mean no jobs.
3. If each "jobless" person is the breadwinner in the family,
ask how many families are affected by unemployment.
Get a sampling of the number of family members in a
household to find out how many people could have been
affected by the unemployment of a family breadwinner.

B. Development of the Lesson

41
 1. Have the learners interpret the meaning of low
employment generation for the economy. If there are few
jobs, how will the economy be affected:
2. Have them draw the implications of low employment
generation. If there are few jobs available, how will this
affect the level of poverty, for instance? the capability of
households to support themselves?
3. Tell the learners that they can assist the community in
helping the unemployed by gathering information about
the latter. The information they gathered will be used by
the barangay for prioritizing those people who may be
employed later. For this activity, refer the learners to
Things to Do.

C. Wrap-Up

Have the learners summarize their learnings.

V. Evaluation

A. Teacher's rating of learner's performance re

objectives A to C

Lesson 22 (1-2 days)

I. Objectives

At the end of the lesson, the learners are expected to have developed
competence in the following skills:

A. Identify the qualities that can make for a

progressive community;
B. Analyze what needs to be changed in the
community to facilitate its development; and
C. Advocate change in work attitudes for community
development.

II. Content

A. The human factor in development

III. Material

A. Reading 22

IV. Procedure

A. Springboard

42
 1. Have the learners describe the picture of a progressive
barangay.
2. Analyze with the class those qualities which they
consider will describe a progressive barangay.

B. Development of the Lesson

1. Ask if the barangay in Reading 22 can be considered a

progressive community. Have the learners justify their
answer.
2. Have them identify the qualities that can make for a
progressive community.
3. Have them examine their own barangay to analyze what
needs to be changed in the community to facilitate its
development. Refer the learners to nos. 1 & 2 of Things
to Do.

C. Wrap-Up

Have the learners advocate for change in work attitudes in

the community. Posters may be made to encourage the people to
this end. Refer the learners to no. 3 of Things to Do.

V. Evaluation

A. Teacher's rating of learner's performance re

objectives A & B
B. Teacher's rating of the posters

Criteria:

Presentation (attractiveness; neatness) - 20%

Clarity of message - 40%
Relevance - 15%
Impact (effect on the people; popularity;
message becomes almost like a by-word) - 25%
--------
Total - 100%

Lesson 23 (1-2 days)

I. Objectives

At the end of the lesson, the learners are expected to have developed
competence in the following skills:

43
 A. Identify the key factors behind the progress of a model community;
B. Express their satisfaction/dissatisfaction with the leadership in their
barangay; and
C. Advocate for change where necessary.

II. Content

A. The leadership factor in development

III. Materials

A. Reading 23
B. Slogans

IV. Procedure

A. Springboard

1. Review with the class those qualities that they consider

essential for a progressive community. Ask if the
barangay in Reading 23 may be considered a model for
progress.
2. Have the learners defend their answer.

B. Development of the Lesson

1. Have the learners identify the key factors that make

Barangay Malinao a model for progress.
2. Ask if those factors are also present in their own
barangay.
3. Have the learners express their satisfaction/dissatisfaction
with the leadership in their barangay. Have them explain
the reason(s) for their satisfaction/dissatisfaction. Refer
the learners to no. 1 of Things to Do.
4. Next, have the learners comment on the level of
cooperation of the people. Refer them to no. 2 of Things
to Do.

C. Wrap-Up

1. Have the learners advocate for change where necessary.

Refer them to no. 3 of Things to Do.

V. Evaluation

44
 A. Teacher's rating of learner's performance re
objective A to C

Lesson 24 (1 day)

I. Objectives

At the end of the lesson, the learners are expected to have developed
competence in the following skills:

A. Identify potential livelihood opportunities in the

community; and
B. Assist in mobilizing community effort in
generating other sources of livelihood.

II. Content

A. Income generation for the community

III. Material

A. Reading 24

IV. Procedure

A. Springboard

1. Do a creativity exercise with the class. Show a piece of

stick and ask the learners to give as many uses for the
stick as they can. List them on the board. Repeat the
exercise, but this time have the learners think of as many
products that can be made from sticks.
2. Ask the class what they learned from the exercise.

B. Development of the Lesson

1. Relate the exercise to the importance of creativity in

identifying other potential sources of livelihood in the
community. With the need for creativity in mind, have
the learners identify what could be the other sources of
livelihood in the community. These should be those that
are presently not being done.

45
 2. Ask the learners how they can assist in mobilizing
community effort in generating other sources of
livelihood. Refer them to Things to Do.

C. Wrap-Up

Have the learners summarize their learnings/insights.

V. Evaluation

A. Teacher's rating of learner's performance re objectives A to B

46
Lesson 25 (2 days)

I. Objectives

At the end of the lesson, the learners are expected to have developed the
following skills:

A. Define what an ordinance is;

B. Explain the importance of ordinances to the
people in the community;
C. Discuss some important ordinances in the
community;
D. Analyze which ordinances are being enforced
successfully and which are being violated most often;
E. Design a plan of action to assist the barangay
council in enforcing those ordinances that are violated most often;
F. Implement the plan;
G. Assess the impact of the plan; and

47
 H. Recommend to the barangay council an ordinance
that needs to be passed.

II. Content

A. Ordinances in the community

III. Material

A. Reading 25

IV. Procedure

A. Springboard

1. Have the class present or describe a scenario in the

community if there are no ordinances.

B. Development of the Lesson

1. Have the students define what an ordinance is.

2. Let them explain the importance of ordinances to people
in a community.

C. Community Activities

1. Have the class discuss some important ordinances in the

community. Refer to Activity no. 1 in Things to Do.
2. Have the students analyze/examine which of the
ordinances are being enforced successfully and which are
being violated most often.
3. Have the students design a plan of action to assist the
barangay council in enforcing those ordinances that are
being violated most often.
4. Have the groups implement the plan.
5. Have them assess the impact of the plan.

Wrap-Up

1. Have the learners pledge their commitment to support

and abide by these ordinances.
2. Have them recommend to the barangay council an
ordinance that needs to be passed.

V. Evaluation

A. Teacher-made test
B. Student's self-rating

48
 Directions: Check () those competencies which you think you can
perform.

A. Define what an ordinance is;

B. Explain the importance of ordinances to the
people in the community;
C. Discuss some important ordinances in the
community;
D. Analyze which ordinances are being enforced
successfully and which are being violated most often;
E. Design a plan of action to assist the barangay
council in enforcing those ordinances that being violated most
often;
F. Implement the plan;
G. Assess the impact of the plan; and
H. Recommend to the barangay council an ordinance
that needs to be passed.

Lesson 26 (2 days)

I. Objectives

At the end of the lesson, the learners are expected to have developed the
following skills:

A. Analyze the most common offenses committed in

the country;
B. Analyze which of these offenses are a great threat
to the community;
C. Compare crime rate between 1993 and the
present;
D. Identify the major criminal offense in the
community;
E. Discuss the possible causes of the problem;
F. Plan with the barangay how the problem of
criminality can be addressed;
G. Implement the plan; and
H. Evaluate the project in terms of impact.

II. Content

A. Criminality in the country

III. Materials

A. Reading 26

49
 B. Newspaper clippings
C. Butcher paper, pentel pens

IV. Procedure

A. Springboard

1. Have the learners bring to class newspaper clippings on

criminality in the country.
2. Discuss with the class their observations about the
incidence of crime in the country.

B. Development of the Lesson

1. Have the learners review Tables 1 and 2 on pages 59 and

60.
2. Have the learners note down their observations.
3. Have the learners report their analysis.
4. Have them analyze which of the offenses are a great
threat to the community.
5. Have them compare the crime rate between 1993 and the
present.

C. Community Activity

1. Have the learners identify the major criminal offenses in

the community. Refer them to no. 1 of Things to Do.
2. Have them discuss the major causes of the problem.
3. Have the groups plan with the barangay on how the
problems of criminality can be addressed.
4. Have the groups implement the plan.
5. Have them evaluate their projects in terms of impact.

D. Wrap-Up

1. Have the learners pledge that they will cooperate with the
barangay in minimizing crime by reporting any form of
violation to the proper authorities.

V. Evaluation

A. Teacher-made test on analysis of Tables 1 and 2.

B. Self-rating scale on the competencies that the
learners can perform or demonstrate.

50
Lesson 27 (2 days)

I. Objectives

At the end of the lesson, the learners are expected to have developed the
following skills:

A. Define "Criminal Justice System";

B. Explain the major goal of the Criminal Justice System;
C. Explain why it is important for law violators to undergo
correction/rehabilitation in addition to serving their sentence;
D. Note down information about criminal offenses, experiences of the
inmates, and rehabilitation projects inside the jail;
E. Plan with the barangay council how they can help criminal
offenders lead normal lives; and
F. Organize brigades to serve as crime watchers in the barangay.

II. Content

A. The criminal justice system

III. Materials

A. Reading 27
B. Butcher paper, pentel pens

IV. Procedure

A. Springboard

1. Assign some students to do a mock interview of a

prisoner who is serving his sentence. Have the students
focus the interview on the experiences of the inmate
while in jail.
2. Let the other members of the class ask questions also.

B. Development of the Lesson

1. Have the learners define the "Criminal Justice Systems".

2. Have them explain the major goal of the Criminal Justice
System.
3. Have them explain why it is important for law violators
to undergo correction/rehabilitation in addition to serving
their sentence.

C. Community Activity

51
 1. Prepare the class for a visit to the municipal jail. Refer to
no. 1 of Things to Do.
2. Have the learners note down information about criminal
offenses, experiences of the inmates, and rehabilitation
projects inside the jail.
3. Have the learners plan with the barangay council how
they can help former criminal offenders lead normal
lives.
4. Have the groups organize brigades to serve as crime
watchers in the barangay. Refer to no. 4 of Things to Do.

D. Wrap-Up

1. Have the learners express their commitment to helping

the barangay council assist those returning to the fold of
the law.

V. Evaluation

A. Teacher's evaluation of learners participation in the activities.

Lesson 28 (1 day)

I. Objectives

At the end of the lesson, the learners are expected to have developed the
following skills:

A. Define "leader" in their own words;

B. Discuss how one can become a good leader;
C. Identify the qualities of a good leader;
D. Analyze if they possess the qualities of a good
leader; and
E. Explain how they have shown or can show their
good leadership.

II. Content

A. The effective leader

III. Material

A. Reading 28

IV. Procedure

52
 A. Springboard

1. Have the learners describe the qualities of the student

leaders they have in the school.
2. Let them discuss how these student leaders show their
leadership in the school.

B. Development of the Lesson

1. Have the students define "leader" in their own words.

2. Let the students discuss how one can become a good
leader.
3. Have the learners identify the qualities of a good leader.
4. Have the learners prepare a checklist of those qualities
and use this to identify the qualities they posses and what
they have to improve or in order to become a good leader.
5. Let the learners identify the community projects where
they have served as leaders. If they have not been
involved in any community project, let them explain how
they can show their leadership in future projects.

C. Wrap-Up

1. Let the learners pledge their commitment to becoming a

good leader in their community.

V. Evaluation

A. Teacher-made test for objectives A to E

Lesson 29 (2 days)

I. Objectives

At the end of the lesson, the learners are expected to have developed the
following skills:

A. Analyze the major causes of fire;

B. Explain how fire can be prevented;
C. Inspect their homes regularly for fire hazards;
D. Check their fuses regularly;
E. Convince their neighborhood/community to be
fire safety conscious; and
F. Do a group survey on potential sources of fire in
the community.

II. Content

53
 A. Fire safety

III. Materials

A. Reading 29
B. Butcher paper, pentel pens

IV. Procedure

A. Springboard

1. Have the learners share their experiences with fire. It may

be an incident that they themselves have experienced or
an incident in the community that they witnessed.
2. Let them explain why fire had occurred.

B. Development of the Lesson

1. Have the learners analyze the major causes of fire.

2. Have the learners explain how fire may be prevented.

C. Community Activity

1. Have the students inspect their homes for fire hazards.

Have them check their fuses. Let them discuss their
findings in class.
2. Have the learners convince their
neighborhood/community about the need for fire safety
consciousness.
3. Have the learners do a group survey of potential sources
of fire in the community. Let them report their findings in
the presence of the barangay council.

D. Wrap-Up

1. Let the learners make a plan of action to further minimize

fire hazards in the community.

V. Evaluation

A. Teacher-made test for objectives A to B

B. Teacher's rating on the learners' performance
for objectives C to F.

54
Lesson 30 (2 days)

I. Objectives

At the end of the lesson, the learners are expected to have developed the
following skills:

A. Discuss the importance of having a fire bureau;

B. Identify a similar office in the community that is
in charge of fire safety;
C. Discuss fire safety consciousness; and
D. Disseminate information about fire assistance by
displaying in conspicuous places in the community emergency
numbers or contact addresses for fire assistance.

II. Content

A. Fire safety

III. Materials

A. Reading 30
B. Pictures

IV. Procedure

A. Springboard

1. Show pictures of firemen in action. Have the learners

share their thoughts and feelings about the work of
firemen.

B. Development of the Lesson

1. Let the learners discuss the importance of having a fire

bureau in the community.
2. Let the learners identify a similar in the community. Have
them discuss its functions.

C. Community Activity

1. Have the learners invite a fire safety officer in the

community to talk about fire safety. Encouraged the
students to ask questions.

55
 2. Have the learners display in conspicuous places in the
community emergency numbers or contact addresses for
fire safety assistance.

D. Wrap-Up

1. Let the learners pledge their cooperation in helping the

fire bureau in fire prevention.

V. Evaluation

A. Teacher-made test

Lesson 31 (2 days)

I. Objectives

At the end of the lesson, the learners are expected to have developed the
following skills:

A. Discuss how the local government can protect its

citizens from the hazards of fire even with little resources;
B. Recommend ordinances that the local government
must pass in order to prevent fire;
C. Find out the municipal ordinances being enforced
to prevent fire in the community;
D. Analyze the strong and weak points of each
ordinances;
E. Suggest ways by which they can help the
barangay council enforce the ordinances relative to fire prevention;
and
F. Organize fire brigades in the community that can
be mobilized in case of fire.

II. Content

A. Necessity of fire prevention ordinances

III. Material

A. Reading 31

IV. Procedure

A. Springboard

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 1. Ask the learners the importance of having ordinances in
the community relative to fire prevention.

B. Development of the Lesson

1. Have the learners discuss how the local government can

protect its citizens from the hazards of fire even with little
resources.
2. Have the learners recommend ordinances that the local
government must pass in order to prevent fire.

C. Community Activity

1. Let the students find out the municipal ordinances being

enforced to prevent fire in the community.
2. Have the learners analyze the strong and weak points of
each ordinance.
3. Have the learners suggest ways by which they can help
the barangay council enforce the ordinances relative to
fire prevention.
4. Have them organize fire brigades in the community that
can be mobilized in case of fire.

D. Wrap-Up

1. Let the learners prepare posters and slogans relative to

fire prevention and have these posted in the community.

V. Evaluation

A. Teacher's rating of the learners' performance

Lesson 32 (2 days)

I. Objectives

At the end of the lesson, the learners are expected to have developed the
following skills:

A. Explain why it is not advisable for people to panic

during disaster or danger;
B. Suggest ways of ensuring public safety in the
event of fire in a building;
C. Undertake a project putting up sign posts in the
school to guide people to the nearest fire exits;

57
 D. Conduct a regular fire drill involving the
community; and
E. Organize committees that will assist the school
and the community in case of fire.

II. Content

A. Panic and its danger

III. Material

A. Reading 32

IV. Procedure

A. Springboard

1. Have the learners share their experiences or stories that

they may have read or heard about an incident where
people panicked resulting in injury or death. (The fire at
OZONE Disco in Quezon City is an example)

B. Development of the Lesson

1. Let the learner explain why it is not advisable to panic

during disaster or danger.
2. Let them suggest ways of ensuring public safety in the
event of fire in a building.

C. Community Activity

1. Have the learners do a project on putting up sign post in

the school to guide people to the nearest fire exits.
2. Let the learners conduct a fire drill involving the school
community.
3. Have the learners organize committees that will assist the
school and the community in case of fire.

D. Wrap-Up

1. Have the learners express their willingness to serve their

respective committees in the event of an emergency, like
fire in the school or community.

V. Evaluation

A. Teacher-made test for objectives A & B

B. Learner's self-rating for objectives C to E

58
Lesson 33 (2 days)

I. Objectives

At the end of the lesson, the learners are expected to have developed the
following skills:

A. Predicts what happens if the country is not prepared for disaster;

B. Express their opinion regarding the recommendations made in the
article about disaster preparedness;
C. Assess how well prepared the community is for calamities like
earthquakes;
D. Explain the significance of disaster preparedness; and
E. Suggest ways by which the class can assist the community in
preparing for disasters like earthquakes.

II. Content

A. RP 20 years behind Asia in disaster-preparedness

III. Material

A. Reading 33

IV. Procedure

A. Springboard

1. The teacher will share a story about July 16, 1990

earthquake that hit Baguio City and Cabanatuan City.
2. Let the learners picture the incident in their minds and
allow them to express their feelings towards people who
were affected by the disaster

B. Development of the Lesson

1. Have the learners predict what might happen to a country

that is not prepared for disasters.
3. Ask the learners to give their ipinions regarding the
recommendations made in the article about disaster
preparedness.

C. Community Activity

1. Let the learners assess how well prepared their

community is for calamities like earthquakes.

59
 2. Have the learners explain the significance of disaster
preparedness.
3. Have the learners suggest ways by which they can assist
their community in preparing for disasters like
earthquakes.
D. Wrap-Up

1. Have the learners express their thoughts about disaster

preparedness in this country.

V. Evaluation

A. Teacher rating on the quality of student participation in regard to

objectives A-E on disaster preparedness.

Lesson 34 (2 days)

I. Objectives

At the end of the lesson, the learners are expected to have developed the
following skills:

A. Explain the characteristics of a good disaster plan;

B. Prepare an outline of a disaster management plan;
C. Analyze the disaster management plan of their
barangay;
D. Express their commitment to the implementation
of the plan when the need arises; and
E. Evaluate the plan they prepared.

II. Content

A. Disaster preparedness program

III. Materials

A. Reading 34
B. Pictures showing different calamaties

IV. Procedure

A. Springboard

1. Have the learners bring pictures of different calamities

that strike the country in the past years. This should be
assigned at least 3 days before the lesson.

60
 2. Let the learners present the pictures of different
calamities and their effects. Have them explain the
lessons learned from these calamities.
3. Have the learners share their experiences with calamities.
4. Ask how the disastrous consequences of calamities may
be avoided or reduced.

B. Development of the Lesson

1. Have the learners explain the characteristics of a good

disaster plan.
2. Let the learners prepare an outline of a disaster
management plan.
3. Request a representative of the Barangay Council to
present its disaster management plan. Have the class
analyze the plan. Does it meet the requirements of a good
plan?
4. Have the learners identify the areas in the plan where
they can participate.

C. Community Activity

1. Have the learners prepare for their involvement in the

implementation of the disaster management plan.
2. Let the learners present their proposed evaluation of the
implementation of the plan.

D. Wrap-Up

1. Have the learners commit themselves to the

implementation of the plan when the need arises.

V. Evaluation

A. Teacher's rating of the learner's response as

called for in objectives A, C, D, F
B. Checking of step-by-step procedure in
preparing a disaster plan
C. Open-ended statement

Directions: Complete the statement by expressing your thoughts and

feeling about the topic.

Being a part of the community, during natural calamities and

disasters I can
____________________________________________________________
____________________________________________________________

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 ____________________________________________________________
____________________________________________________________
Lesson 35 (2 days)

I. Objectives

At the end of the lesson, the learners are expected to have developed the
following skills:

A. Discuss what should be done during an

earthquake;
B. Explain what should be done after an earthquake;
C. Plan an earthquake drill for the school;
D. List things to be prepared in the event of an
evacuation;
E. Organize with the barangay an emergency plan in
the event of an earthquake; and
F. Form committees that will assist the barangay in
case of an earthquake.

II. Content

A. Alleviating the destructive effects of earthquakes

III. Materials

A. Reading 35
B. Clipping/pictures of July 16, 1990 earthquake

IV. Procedure

A. Springboard

1. Have the learners bring pictures of the July 16, 1990

earthquake particularly in Baguio City and Cabanatuan
City. If these are not available, have the learners recall
the scenes typical of an earthquake.
2. Let the learners share their thoughts and feeling about the
pictures or images presented.

B. Development of the Lesson

1. Let the learners discuss what to do during an earthquake.

2. Let them explain what to do after the quake.
3. Have them list the things that they should prepare in the
event of an evacuation.

C. Community Activity

62
 1. Have the class prepare a plan for an earthquake drill. This
should be coordinated with the principal.

2. Have the class organize with the barangay an emergency

plan in the event of an earthquake.
3. Let the learners form committees that will assist the
barangay in the event of an earthquake.

D. Wrap-Up

1. Have the learners draw up in the form of a poster

reminders to the class about an earthquake.

V. Evaluation

A. Student's self-rating

Directions: Check those competencies which you can demonstrate at the

end of this lesson.

A. Discuss what should be done during an

earthquake;
B. Explain what should be done after an
earthquake;
C. Plan an earthquake drill for the school;
D. List things to be prepared in the event of an
evacuation;
E. Organize with the barangay an emergency
plan in the event of an earthquake; and
F. Form committees that will assist the barangay
in case of an earthquake.

Lesson 36 (1 day)

I. Objectives

At the end of the lesson, the learners are expected to have developed the
following skills:

A. Identify the usual signs of an oncoming tsunami;

B. Explain what to do when such signs become
manifest;
C. Prepare a plan with the barangay about what the community must
do in the event of a tsunami; and
D. Organize committees to carry out the plan.

63
II. Content

A. What you should know to protect yourself from tsunami

III. Material

A. Reading 36

IV. Procedure

A. Springboard

1. Have some of the learners read the articles that they

brought to the class about tsunami (This should be
assigned earlier).
2. Let the learners give their reaction about the articles as
they are read by their classmates.

B. Development of the Lesson

1. Have the learners identify the usual signs of an oncoming

tsunami.
2. Let the learners explain what to do when they notice such
signs.

C. Community Activity (Note: This may be dispensed with if the

community is near the sea.)

1. Have the learners prepare a plan with the barangay about

what the community must do in the event of a tsunami.
2. Let the learners organize committees to carry out the
plan.

D. Wrap-Up

1. Have the learners reflect in their learnings.

V. Evaluation

A. Teacher-made test re objectives A & B

B. Teacher's rating on student performance re objectives C & D

64
65
Lesson 37 (2 days)

I. Objectives

At the end of the lesson, the learners are expected to have developed the
following skills:

A. Explain how change may be initiated in the

community;
B. Discuss how the acceptability of change in the community may be
assured;
C. Enumerate one or more changes to be introduced to the
community; and
D. Plan how the people in the community may be convinced to adopt
the change.

II. Content

A. Initiating changes in the community

III. Material

A. Reading 37

IV. Procedure

A. Springboard

1. Have the learners share their experiences in implementing

community projects.
2. Let them explain what they have learned or insights they
have gained from these experiences.

B. Development of the Lesson

1. Have the learners explain how change may be initiated in

the community.
2. Let the learners discuss how they can ensure that change
will be accepted in the community.
3. Be a part of the implementor by setting the example.

66
 C. Community Activity

1. Have the learners enumerate one or more changes to be

introduced to the community.
2. Have the learners plan with their group how they can
convince the people in the community to adopt the
change.
3. Conduct an information drive regarding the change
D. Wrap-Up

1. Have the learners summarize their learnings from the

lesson.

V. Evaluation

1. Teacher's rating on the student's participation/performance re

objectives A-D.

Lesson 38 (2 days)

I. Objectives

At the end of the lesson, the learners are expected to have developed the
following skills:

A. Define "planning" in their own words;

B. Discuss the characteristics of a good plan;
C. Identify a problem in the community that they
want to address;
D. Analyze the causes and effects of the problem;
and
E. Develop an action plan which will address the
priority problem.

II. Content

A. Conceptualizing community project

III. Material

A. Reading 38

IV. Procedure

A. Springboard

67
 1. Let the learners discuss how they can bring about change
in the community.
2. Explain the role of planning in effecting community
change.

B. Development of the Lesson

1. Have the students define "planning" in their own words.

2. Let them discuss the characteristics of a good plan.
3. Differentiate a long range plan and short range plan.

C. Community Activity

1. Have the learners identify a problem in the community

that they want to address.
2. Let the learners analyze the causes and effects of the
problem.
3. Have them develop an action plan which will address the
priority problem.

D. Wrap-Up

1. Have the learners go over their action plan. Have it

reviewed in terms of responsiveness to the priority
problem.

V. Evaluation

A. Teacher-made test for objectives A & B.

B. Teacher's rating on the learner's performance for objectives C & E.

Lesson 39 (3 days)

I. Objectives

At the end of the lesson, the learners are expected to have developed the
following skills:

A. Identify a project that will achieve their objectives

in bringing about change;
B. Discuss their idea(s) of a project;
C. Analyze the strong and weak points of each
project idea;
D. Decide on a project they will propose; and
E. Write their project proposal.

68
II. Content

A. Project proposal

III. Material

A. Reading 39

IV. Procedure

A. Springboard

1. Have the learners review their group's action plan. Refer

them to the objectives of the plan.
2. Analyze the outcome.

B. Development of the Lesson

1. Have the learners identify a project that will achieve their

objectives.

C. Community Activity

1. Let the learners discuss their idea(s) of a project.

2. Have them analyze the strong and weak points of each
project idea.
3. Have them decide which project they will propose.
4. Have the learners write their project proposal.
5. Let them present their project proposal in class for
comments/suggestions/critics.
6. Have them revise their project proposal. The revised
proposal should be presented to teacher-facilitator for
approval.

D. Wrap-Up

1. Let the learners discuss their learnings in class.

V. Evaluation

A. Teacher's rating of learner's performance re objectives A-E.

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70