What this module is all about...
The Philippines sits on a unique tectonic setting which is ideal to volcano formation.
This can be attributed to the subducting plates as manifested by the trenches that are
related to volcano formation. With this in our country, volcanoes give rise to numerous
geologic and hydrologic hazards. The Philippine Institute of Volcanology and Seismology
(PHIVOLCS) is assessing hazards on the 18 active and potentially active volcanoes in the
Philippines and is prepared to issue warnings of impending eruptions or other hazardous
events.
Volcanoes produce a wide variety of hazards that can endanger people and destroy
properties extending hundreds of miles away and even affect global climate. Some of the
volcano hazards described in this module can occur even when a volcano is not erupting.
This module has four (4) lessons:




Lesson 1 – Formation and Classification of Volcanoes
Lesson 2 – Underwater Volcanoes
Lesson 3 – Signs of Impending Volcanic Eruptions
Lesson 4 – Potential Volcano-related Hazards
A. Lahar
B. Ash Fall
C. Pyroclastic Flow
D. Ballistic Projectile
E. Volcanic Gases
F. Lava Flow
What you are expected to learn...
After going through this module, you are expected to:
1.
2.
3.
4.
5.
6.
7.
identify the different types of volcanoes;
differentiate volcanic eruptions in land and in water;
explain various volcano-related hazards;
distinguish among different volcano hazards;
recognize signs of an impending volcanic eruption;
interpret different volcano hazard maps; and
apply appropriate measures or interventions before, during, and after a volcanic
eruption.
1
How to learn from this module...
To achieve the competencies of this module, do the following:
1. Read and follow the instructions carefully.
2. Answer the pre-test in order to determine how much you already know about the
lessons in this module.
3. Check your answers against the given key answers at the end of this module.
4. Read each lesson and do activities that are provided for you.
5. Perform all the activities diligently to help and guide you in understanding the topic.
6. Take the self-test after each lesson to determine how much you have understood the
topic.
7. Answer the post-test to measure how much you have gained from the lessons.
What to do before (Pretest)...
MULTIPLE CHOICE
Directions: Read each item carefully. Choose the letter of the correct answer. Write the
letter of your choice on a separate sheet of paper.
1. The following are commonly observed signs that a volcano is about to erupt
EXCEPT____________.
(A) crater glow due to presence of magma at or near the crater
(B) decrease in the frequency of volcanic quakes with rumbling sounds; occurrence of
volcanic tremors
(C) noticeable increase in the extent of cooling up of vegetation around the volcano's
upper slopes
(D) increased steaming activity; change in color of steam emission from white to gray
due to the presence of the ash
2. Volcanic gases such as hydrogen sulfide and carbon monoxide could lead to:
(A) ash fall
(C) ash fall
(B) damage in properties
(D) volcanic eruption
3. Even when a volcano is not erupting, ____________ in the ground allow
gases to reach the surface through small openings.
(A) cracks
(C)
faults
(B) crater
(D)
volcano
4. The eruption of ____________ injects huge amounts of sulfur dioxide gas into the
stratosphere, where it combines with water to form an aerosol (mist) of sulfuric
acid.
(A)
Mt. Bulusan
(C)
Mt. Pinatubo
(B)
Mt. Mayon
(D)
Taal Volcano
5. It is the most active volcano in the Philippines.
(A)
(B)
Hibok-Hibok
Mt. Mayon
(C)
(D)
Mt. Pinatubo
Taal Volcano
2
II. IDENTIFICATION
Direction: Identify the name of the volcano being illustrated in the following pictures.
Choose your answers from the word bank below.
(A) Hibok- Hibok in Camiguin
(B) Mt. Calayo in Musuan, Bukidnon
(C) Mt. Mayon in Albay
(D) Mt. Pinatubo in Zambales, Pampanga, and Tarlac
(E) Taal Volcano in Batangas
1. ______________________________
2. ______________________________
3. ______________________________
4. ______________________________
5. ______________________________
3
Lesson 1:
Formation and
Classification of Volcanoes
How volcanoes are formed is largely attributed to the movements of the big slabs of
land masses called plates. According to the Plate Tectonics Theory, the plates are all
moving in different directions and at different speeds. Sometimes the plates crash together
(convergent), pull apart (divergent) or sideswipe each other (transform).
An example of a volcanic formation is when oceanic crust converges with continental crust.
The denser oceanic plate plunges beneath the continental plate. This process is called
subduction and the entire region is known as a subduction zone. The subducting plate
causes melting in the mantle above the plate.
The magma rises and at the surface, it erupts to form lava flows and ash deposits.
Over time as the volcano continues to erupt, it will get bigger and bigger. Subduction zones
have a lot of intense earthquakes and volcanic eruptions.
The following illustration shows the subduction of oceanic crust beneath the
continental crust where volcanoes are formed in effect.
Figure 1. Formation of volcanoes due to convergence of continental and oceanic crusts.
Based on structure, volcanoes are classified into four types: cinder cones, composite
volcanoes, shield volcanoes and lava domes.
4
CINDER CONES
Cinder cones are circular or oval cones made up of small fragments of lava from a single
vent that have been blown into the air, cooled and fallen around the vent.
Example: Mt. Dakula in Sulu
COMPOSITE VOLCANOES
Composite volcanoes are steep-sided volcanoes composed of many layers of volcanic
rocks, usually made from high-viscosity lava, ash and rock debris.
Example: Mt. Mayon in Albay
5
SHIELD VOLCANOES
Shield volcanoes are volcanoes shaped like a bowl or shield in the middle with long gentle
slopes made by basaltic lava flows.
Example: Mt. Bulusan in Sorsogon
LAVA DOMES
Lava domes are formed when erupting lava is too thick to flow and makes a steep-sided
mound as the lava piles up near the volcanic vent.
Example: Musuan Peak, Bukidnon
6
The Philippines is an archipelago of more than 7,100 islands. Most of these islands
are of volcanic origin. There are 37 volcanoes in the Philippines, of which 18 are still active
volcanoes. It means that an eruption occurred in the last decennia and that a new eruption
can be expected in the future. All the other volcanoes are ‘sleeping’ or 'dead' volcanoes.
Based on volcanic activity, PHIVOLCS classified volcanoes into the following:
● Active Volcanoes
● Potentially Active Volcanoes
● Inactive Volcanoes
Erupted within historical times (last 600 years); has
historical traditional accounts (written or oral).
Landform is young-looking but with no records of
eruption.
No recorded eruptions, long-period inactivity is evident
from too much weathering and erosion of deep and long
gullies (valleys).
A map illustrated below emphasized an active, potentially active and inactive
volcanoes in the Philippines.
Figure 2. Map on the Active, Potentially Active and Inactive Volcanoes
in the Philippines.
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The volcanoes of the Philippines are ranked as one of the most deadly and costly in
the world. About 13% of its historic eruptions have caused fatalities, most notably at
Pinatubo, Taal and Mayon, and 22% of its eruptions caused significant damage. See Table
1 for the list of active volcanoes in the Philippines.
Table 1. List of Active, Potentially Active and Inactive Volcanoes in Region X (Northern
Mindanao, Philippines)
NO
NAME
CLASSIFICATION
LOCATION
1
Ampiro
Inactive
Misamis Occidental
2
Balatukan
Inactive
Misamis Oriental
3
Butay
Inactive
Camiguin
4
Butung
Inactive
Bukidnon
5
Calabugao
Inactive
Bukidnon
6
Campana
Inactive
Camiguin
7
Carling
Inactive
Camiguin
8
Dagumbaan
Inactive
Bukidnon
9
Ginsiliban
Inactive
Camiguin
10
Hibok-hibok
Active
Camiguin
11
Inayawan
Inactive
Bukidnon
12
Iniaoan
Inactive
Bukidnon
13
Kaatoan
Inactive
Bukidnon
14
Kabaritan
Inactive
Bukidnon
15
Kalatungan
Potentially Active
Bukidnon
16
Kitanglad
Inactive
Bukidnon
17
Kidongin
Inactive
Bukidnon
18
Kilakron
Inactive
Bukidnon
19
Koloko
Inactive
Bukidnon
20
Malambo
Inactive
Bukidnon
21
Malindang
Inactive
Misamis Occidental
22
Mambajao
Inactive
Camiguin
23
Mangaban
Inactive
Misamis Oriental
24
Minokol
Inactive
Camiguin
25
Musuan
Active
Bukidnon
26
Nanluyaw
Inactive
Bukidnon
27
North Misamis
Occidental
Inactive
Misamis Occidental
8
28
Obulan
Inactive
Misamis Oriental
29
Pamalihi
Inactive
Misamis Oriental
30
Pudung
Inactive
Bukidnon
31
Salimbal
Inactive
Bukidnon
32
Tagoan
Inactive
Bukidnon
33
Ticalan
Inactive
Bukidnon
34
Tresmarias
Inactive
Camiguin
35
Vulcan
Potentially active
Camiguin
36
Bucas
Inactive
Lanao del Norte
37
Catmon
Inactive
Lanao del Norte
38
Inayawan
Inactive
Lanao del Norte
39
Iniaoan
Inactive
Lanao del Norte
40
Maranat
Inactive
Lanao del Norte/ Bukidnon
41
Pana
Inactive
Lanao del Norte
Source: PHIVOLCS
By looking at Table 1, answer the following questions:
Q1. Which province in Region X where most volcanoes are found?
___________________________________________________________________
Q2. Which volcanoes in Region X are classified as active?
___________________________________________________________________
Q3. Which active volcano is nearest to your location?
___________________________________________________________________
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There are only two active volcanoes in Region X: Mt. Hibok-Hibok in Camiguin and
Mt. Musuan in Bukidnon. Take a look at the following pictures:
Mt. Hibok-Hibok in Camiguin
Mt. Hibok-Hibok is a stratovolcano and a dome complex.
(Ardent Spring, Tangob, Bugong, Tagdo, Naasag and
(Kanangkaan Crater, site of the 1948 eruption; Itum
eruption, and Ilihan Crater, site of 1950 eruption). This
1948 and in 1953.
It has six hot springs
Kiyab), three craters
Crater, site of 1949
volcano erupted last
Mt. Musuan in Bukidnon
Mt. Musuan is presently considered as active volcano. No sign of volcanic
activity was observed as it is seismically calm. It erupted last 1866-1867. This
volcano is also known as Musuan Peak and Mt. Calayo.
10
Below are some of the monitored active volcanoes found in our country.
Mt. Pinatubo in Zambales, Pampanga and Tarlac, Luzon
Mount Pinatubo is one of the biggest volcanoes in the Philippines. In 1991, the Pinatubo became in a few
months one of the most known volcanoes in the world. In that year the Pinatubo erupted violently. More
than 700 people were killed. Huge masses of volcanic material flew out of the crater and covered in a few
days an area of more than 400 km².
Mount Mayon in Albay, Bicol, Luzon
Mount Mayon or Mayon Volcano is very much active and classified as a stratovolcano (a volcano made up
of layers of lava alternating with cinder. It is famous for its perfect inverted cone shaped appearance which
is instantly recognizable because it is probably the most photographed volcano in the country. The longest
recorded uninterrupted eruption happened on June 23, 1897 and it lasted for 7 continuous days of fire
raining, seemingly, from the heavens. The village of Bacacay was buried under tons of lava which flowed
and buried the town and rose to height of nearly fifty feet.
11
Taal Volcano in Batangas
Taal volcano is one of the most active volcanoes in the Philippines and has produced most powerful
historical eruptions. Six of 24 known eruptions at Taal since 1572 have caused fatalities, many from
tsunamis in the crater lake. An eruption of Taal in 1911 killed 1334 people and produced ash which reached
Manila. An increase in seismicity was recorded at the volcano in November 2006 and hot bubbling water
was recorded in the crater in April 2007.
Mt. Matutum in South Cotabato
Mt. Matutum is a steep volcano located in North of the town of General Santos in the province of South
Cotabato. It’s irregular and characteristic shape is formed by volcanic uplift during previous periods of
activity. It has a well-preserved 320-m-wide crater at the volcano's summit. The last eruption was recorded
in 1911. At a 2,286 meters rising high above sea level, Mt. Matutum is undoubtedly the provinces most
imposing land mark that dominates the entire landscape from General Santos to Koronadal City.
12
Mt. Smith in Cagayan Region
Smith Volcano is also known as Mount Babuyan. It is a cinder cone on one of the Babuyan Islands of
Northern Luzon Island in the Philippines. It is 4 km Northwest of Babuyan Claro and is the youngest volcano
on the island.
Mt. Banahaw in Laguna and Quezon Provinces
Mount Banahaw is an active volcano on Luzon in the Philippines. The mountain is considered by many as a
"Holy mountain" and is popular among pilgrims along with mountain climbers. Banahaw is a national park
and a protected area in the Philippines since 1941, and is now called Mount Banahaw-San Cristobal
Protected Landscape covering 10,901 hectares (26,940 acres) of land.
13
Lesson 2:
Underwater Volcanoes
Most of the active volcanoes we see on land occur where plates collide. The greatest
number of the Earth’s volcanoes is hidden from view, occurring in the ocean floor along
spreading ridges. Volcanic eruptions are not limited to the areas of dry land only. They can
occur anywhere where the conditions are right. Many of the most active plate margins are
on the sea floor, so it is no surprise to discover that the ocean's depths conceal long chains
of volcanoes, some far larger than any on dry land.
The processes that form volcanoes are essentially the same above and below water.
The conditions under water are different to those on dry land; there's a lot of water
(obviously) and that means more pressure and a lower temperature, both of which have an
influence on how the volcano forms and how it is weathered. Observe the following
illustration:
In deep water the same process applies but when the magma reaches the surface it
is met by a much greater pressure. As an example, the base of Kawio Barat in Indonesia (a
giant undersea volcano) is 5,500 meters below sea level and magma reaching the surface
there is met by 545 times more pressure pushing down on it than a volcano at sea level on
dry land. At such pressures steam clouds cannot form, and material cannot be thrown up
from the volcano as we see when a land volcano throws ash and rock into the air.
When magma reaches the surface, it becomes lava, and it immediately has contact
with very cold high pressure water. This activity limits the force of the eruption in two ways.
The pressure keeps the flow of ejected material less rapid, and the cold temperature rapidly
cools and sets the surface of the new lava. The rapid formation of a solid skin on the lava
slows it down and acts as an additional restraint on its movement.
14
Below are some pictures of underwater volcanic eruption:
Hunga Tonga in a coast of New Zealand erupted last 2009.
Loihi Volcano eruption in Hawaii last 1996.
15
Lesson 3:
Signs of Impending Volcanic Eruptions
There are signs that are examined, depending on how this particular volcano is
closely monitored. The most common type of monitoring is by seismicity. Even one
seismometer can tell if there is an increase of seismic activity on a usually seismically-quiet
volcano. If you have at least 3 seismometers, and they are strategically placed, you can
triangulate on earthquakes to see if they are occurring in a place that indicates perhaps
magma movement.
Another type of data used is the study of ground deformation. When magma moves
up into the shallow plumbing of a volcano, it takes up space and pushes the surrounding
rock outward. This activity also causes the surface of the volcano to deform.
Some people like to monitor volcanoes by constantly monitoring gases that come out
of fumaroles. Most active volcanoes have fumaroles where volcanic gases escape to the
surface. It is relatively easy to monitor the temperatures of these gases, and an anomalous
increase in temperature might be a sign that magma has moved closer to the surface.
A number of people are studying ways using satellite data to monitor volcanoes. It is
possible to obtain thermal images of volcanic areas, and by comparing images on a
monthly or bi-weekly basis, increases or decreases in temperatures can be detected.
What you will do...
Activity 1 Identifying Signs of Impending Volcanic Eruption
Objectives:
After performing this activity, you should be able to identify the signs of an impending
volcanic eruption.
Materials:
Checklist
ballpen
Procedure:
1. Identify the items on the column if they are signs of an impending volcanic eruption.
In a separate sheet provided to you, put a checkmark ( ) if it is a YES and a cross
mark (x) if NO.
ITEMS
1. Increase in the frequency of volcanic quakes with
rumbling sounds; occurrence of volcanic tremors
2. Increased steaming activity; changes the color of steam
emission from white to gray due to entrained ash
3. Crater glow due to presence of magma at or near the
crater
4. Ground swells (or inflation), ground tilt and ground
fissuring due to magma intrusion
5. Localized landslides, rock falls and landslides from the
summit area not attributable to heavy rains
YES
NO
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6. Noticeable increase in the extent of drying up of
vegetation around the volcano's upper slopes
7. Increase in the temperature of hot springs, wells (e.g.
Bulusan and Canlaon) and crater lake (e.g. Taal) near the
volcano
8. Noticeable variation in the chemical content of springs,
crater lakes within the vicinity of the volcano
9. Drying up of springs/wells around the volcano
10. Development of new thermal areas and/or reactivation of
old ones; appearance of solfataras.
What you will do...
Activity 2 Creating a Volcano Craft
Objectives:
After performing this activity, you should be able to simulate a volcanic eruption
using localized materials.
Materials:
ld aluminum pie tin (or baking pan or paper
plate)
Lots of old newspaper
Baking soda (about 3-4 tablespoons)
Vinegar (about 1/2 cup)
A few drops of liquid dishwashing detergent
Small plastic bottle (like a small pop bottle)
Modeling clay
Funnel
Measuring spoon and measuring cup
Red food coloring
Glitter (optional)
Procedures:
Put the clean, empty bottle on the aluminum pie plate
(or baking pan or paper plate).
Using the modelling clay, make a volcano around the
bottle. Leave the area around the top of the bottle open
and don't get any clay inside the bottle.
You can decorate the volcano with little twigs, lichens
(that look like tiny trees), etc.
17
Using the funnel (make sure it's dry), put 3 to 4 tablespoons of
baking soda into the bottle. Then, add a few drops of liquid
dishwashing detergent and about a half cup of water. Optional:
add a little bit of glitter (about half a teaspoon).
Put a few drops of red food colouring into about one-half of a cup
of vinegar.
The Eruption: Using the
funnel, pour the vinegar
mixture into the bottle (then
quickly remove the funnel).
Your volcano will erupt
immediately! When the
vinegar reacts with the baking
soda, carbon dioxide gas is
formed and the bubbles push
the "lava" out the "volcano."
Be prepared for a mess!
After performing the activity, answer the following questions on a separate sheet of paper:
Q1. Describe the eruption process in your simulation. Is it the same with the actual volcanic
eruption?
___________________________________________________________________
___________________________________________________________________
__________________________________________________________________
Q2. What improvements can you make to better simulate the eruption?
___________________________________________________________________
___________________________________________________________________
__________________________________________________________________
18
Lesson 4: Potential Volcano-Related Hazards
Volcanic eruptions can have drastic impact on our lives. They can affect the property
we own, the land we live in, the water we drink, and even the air we breathe. In serious
cases, people may have to leave their homes and move to safe areas. Below are some of
the volcano hazards and its impacts in the Philippine setting.
A. Pyroclastic Flow and Surges
These hot, fast moving mixtures of ash, rock fragments and gas flow from a
collapsed eruption column or lava dome, travel down to the valleys and cause total
devastation of the area over which they flow. They differ from pyroclastic surges in that they
are denser and usually travel with a greater physical force whereas surges usually contain
more gases.
19
Pyroclastic surges form in a similar way to pyroclastic flows but their effects are more
widespread since they may also sweep across ridges and hills as well as down valleys. A
hot pyroclastic surge can cause death from suffocation, inhalation of poisonous gases and
severe burns.
B. Ballistic Projectiles
Ballistic projectiles are rocks that an erupting volcano may hurl into the air. These
blocks and bombs travel like cannonballs and usually land within 2km of the vent (but can
travel as far as 5km, or even further, if the eruption is very explosive).
Vulcanian explosion at Anak Krakatau, Indonesia, sending a shower of ballistic projectiles in all directions last
July 2, 2009.
20
C. Lava Flows
These consist of molten rocks that stream down the slope of a volcano, destroying
everything in its path and possibly causing forest fires (typical of Hawaiian volcanoes). As
the volcano emits lava, it accumulates around the vent thereby creating a lava dome. These
lava domes are often unstable and eventually they collapse and lead to pyroclastic flows.
Lava flows out from Mt. Pinatubo (1991).
21
D. Ash falls
Large quantities of ash produced during a volcanic eruption can be thick enough to
collapse roofs, destroy vegetation and cause aircraft, ship and car engines to malfunction.
They can also be very dangerous to people's health since even the finest fractions of ash
may cause serious respiratory problems if they are inhaled. This hazard may persist long
after the eruption itself has ended and can affect neighboring islands as well.
Victims covered by ash brought by Mt. Taal’s eruption in 1911.
22
E. Lahars (Mudflows)
These are mixtures of volcanic water and rock fragments which rush down the
slopes of a volcano and into the surrounding valleys. The word 'lahar' is an Indonesian term
that describes a mudflow often triggered by heavy rains or earthquakes during and after a
volcanic eruption. Lahars are destructive to everything in their path and may occur years
after an eruption has ended.
23
F. Volcanic Gases
Gases such as sulphur dioxide (SO2) and hydrogen sulphide (H2S) are present in
toxic amounts close to the vent of an erupting volcano and may be present close to hot
springs around any live volcano.
24
A huge cloud of volcanic ash and gas rises above Mount Pinatubo in Pampanga, Philippines, on June
12, 1991. Three days later, the volcano exploded in its second largest eruption ever recorded.
Further away from the vent they can become dissolved in atmospheric clouds to
produce acid rain and mist which affect human and animal eyes and respiratory systems
and corrode metal building materials.
One of the most common volcanic gases is carbon dioxide (CO2) which is not
poisonous but nevertheless, it is extremely dangerous. It is heavier than air and tends to
accumulate in hollows in the ground, displacing the breathable air. Since it is invisible and
has no taste or smell, people and animals are unable to notice that it is there and may
suffocate.
25
What you will do...
Activity 3 Exploring on Volcano Hazards
Objectives:
After performing this activity, you should be able to:
1. explain the occurrence of the different volcano hazards; and
2. cite some of the differences among volcano hazards.
Materials:
Video clip on the eruption of Mt. Mayon and Mt. Pinatubo
(www.philippines.hvu.nl/volcanoesl.htm)
Laptop/ LED TV/ projector
Procedures:
1. Watch the video clip carefully.
2. Observe the different volcano hazards being shown in the two volcanic eruptions and
answer the following questions on a separate sheet of paper:
Q1. Identify the different volcano hazards which you can observe from the video clip.
___________________________________________________________________
___________________________________________________________________
Q2.What triggers the occurrence of these volcano hazards?
___________________________________________________________________
___________________________________________________________________
Q3. Do all volcanic eruptions necessarily have all these forms of volcano hazards? What
basis can you cite for this volcanic behavior?
__________________________________________________________________
___________________________________________________________________
What you will do...
Activity 4 Differentiating Volcano Hazards
Objective:
After performing this activity, you should be able to differentiate volcano hazards.
Material:
Pictures of volcano-related hazards
Procedure:
26
Label the following pictures with the corresponding volcano-related hazards. Choose
your answers from the word bank below. Write your answers on a separate sheet of paper.
Ash Falls
Ballistic Projectiles
Lahars
Lava Flows
Pyroclastic Flows
Volcanic Gases
1. ______________________________
2. ____________________________
3. ______________________________
4. ______________________________
5. ___________________________
27
To prevent future disasters, or at least to reduce their extent, a series of measures
must be taken before, during, and after a volcanic eruption. The preparation of hazard
maps helps to determine whether a volcano is potentially hazardous and how to assess the
risk.
For that purpose, detailed knowledge about the history and characteristics of the
specific volcano is indispensable, which requires, among other things, topographic and
geologic mapping. Hazard maps show the pathways of eruption products to be expected
(such as lava flows or pyroclastic flows) for various eruption intensities. Monitoring of
volcanoes by satellites has to increase in order to detect possible changes (e.g.,
temperature or SO2 emission).
For potentially dangerous volcanic regions, emergency plans must be worked out,
particularly evacuation plans for the population in case of immediate danger. Disaster
prevention exercises, as already carried out in Japan, are useful as well.
A volcanic eruption cannot practically be influenced by man. There are, however,
limited possibilities in controlling several of its effects, such as barriers against lava flows or
cooling lava with sea water. Smaller lahars can be channeled by artificial dams. Another
possibility to prevent the generation of lahars is artificial draining of crater lakes. Long-term
regional planning can significantly reduce the hazard potential. Disaster reduction
measures can contribute to mitigate the impact of the volcanic eruptions. Fatalities and
economic losses can be reduced if, associated with a well monitoring system, including
Early warning and land use planning, a culture of prevention is introduced within all levels of
the society.
What you will do...
Activity 5: Interpreting Volcano Hazard Zonation Map
Objectives:
After performing this activity, you should be able to:
1. relate map legends to the proneness of volcano hazards in a specific
location, and
2. infer on the level of preparedness to the proneness of volcano hazards.
Material:
Hazard Zonation Map from PHILVOLCS
Procedure:
1. Study the Mt. Hibok-Hibok in Camiguin Island hazard zonation map on the next
page. Answer the following questions on a separate sheet of paper:
Q1. There are three shades of colors in the map: red, yellow and white. What do these
colors indicate?
28
_________________________________________________________________________
_____________________________________________________________
Q2. Why are the shades of colors different per area near the volcano? What does this
imply?
_________________________________________________________________________
_____________________________________________________________
Q3. Does the level of preparedness of the people residing near the volcano vary on the
shades of colors? If yes then explain.
_________________________________________________________________________
_____________________________________________________________
Q4. What precautionary actions can you and your family take, if your home is located in the
red shade?
29
We cannot control volcanic phenomenon but we can lessen their risks through:
30
The following are the things to do before, during and after a disaster according to the
Disaster Risk Reduction Resource Manual (2008):
Preparedness / Prevention and Mitigation (What to do before):
1. Close windows and doors to reduce entry of ash if heavy ash fall is expected to hit
the community.
2. Bring animals and live stocks into closed shelters.
3. Develop evacuation plans and conduct evacuation drills.
4. Avoid low places or areas vulnerable to rock falls, avalanches, lava flows and
mudflows.
5. Prepare for evacuation if warning for imminent volcanic eruptions or mudflows is
raised.
6. Know the ways of protecting the school from ash fall, landslides and debris flows by
consulting your local disaster coordinating council.
7. Consult respective disaster risk reduction and management council on the
establishment of their community counter-disaster response plans.
8. Know the delineated areas vulnerable to volcanic hazards and assess your risk for
dangers.
31
9. Appreciate and take advantage of the importance of management of human
settlements based on land use planning which considers volcanic hazards.
10. Learn about your community warning systems and emergency plans.
11. Develop an evacuation plan. Everyone in the school should know where to go in
response to warnings.
12. Schools in places prone to volcanic eruptions should have pairs of goggles, basic
knits and evacuation supply kits.
13. If you live in a volcano risk area, publish a special section in your local newspaper
with emergency information on volcanoes. Localize the information by including the
phone numbers of Barangay Disaster Risk Reduction and Management Council
(BDRRMC), City Disaster Risk Reduction and Management Council (CDRRMC), the
local Red Cross chapter, and local hospitals.
14. Feature an interview with competent authorities on the likelihood of a volcanic
eruption as well as on how to recognize warning signals.
15. Work with Barangay Disaster Risk Reduction and Management Council (BDRRMC),
City Disaster Risk Reduction and Management Council (CDRRMC), the local Red
Cross chapter to prepare special procedures for children and the elderly or disabled,
on what to do if an evacuation is ordered.
Response (What to do during):
1. Stay alert and awake.
2. Follow instructions that go with the warning. If there is a directive to evacuate, do so
immediately.
3. Advise the students to protect their heads and get away from the area right away if
caught in small rock fall.
4. Give priority for evacuation outside the area of ash shower to students with breathing
problems. They should be advised to cover their nose, preferably with a wet piece of
cloth.
5. Scrape off ashes to prevent heavy loading of the school building roofs. When doing
so, the following precautionary measures should be observed:
 Wear long sleeved shirts and long pants;
 Wear goggles and eyeglasses instead of contact lenses;
 Avoid running car or truck engines. Driving a vehicle can stir up volcanic ash that
can clog engines, damage moving parts, and stall vehicles; and
 Avoid driving in heavy ash falls unless absolutely required. If unavoidable, the
vehicle should be driven at a speed of 60 kph or slower.
Rehabilitation and Recovery (What to do after):
1. Clear the canals and pathways of ash and other debris.
2. Hose down the accumulated ash and plant leaves on roofs.
3. Stay away from the slide area. There may be danger of additional slides.
4. Check for injured and trapped persons near the slide, without entering the direct
slide area. Direct rescuers to their locations.
5. Listen to local radio or television stations for the latest emergency information.
6. Watch for flooding, which may occur after a landslide or debris flow.
7. Report broken utility lines and suspected damaged buildings to appropriate
authorities.
32
8. If you have respiratory ailment, avoid contact with ash. Stay indoors until local health
officials advise it is safe to go outside. Volcanic ash can cause great damage to
breathing passages and the respiratory system.
Enrichment Activity
Online Game on building an emergency Kit: (URL: http://goo.gl/MaAlqD )
Being prepared for an emergency is not just about staying safe during a
disaster. It is about how to stay comfortable, clean, fed, and healthy
afterwards – when a storm or disaster may have knocked out electricity.
It is important for families to work together to build an emergency kit
before an emergency strikes. There should be enough food, water, clothing, and
supplies to last for at least three days.
The following are the suggested contents of a Survival Kit by the Disaster Risk
Reduction Resource Manual (2008):
1. Water at least 1 liter per person ( up to 1 gallon per person)
2. First aid kit with critical basic medication
3. First aid manual/survival manual
4. Canned foods and can opener
5. Nutritional food bars/candies
6. Blankets
7. AM/FM radio and two-way radios, battery operated
8. Spare batteries, rechargeable batteries
9. Flashlight with batteries/emergency shake flashlights
10. Emergency light sticks
11. Watch or clock
12. Toilet paper and other hygiene items (soap, shampoo)
13. Newspapers
14. Candles and matches
15. Whistles or small bells, emergency alarm
16. Sharp utility knives
17. Rope or nylon cords
18. Plastic tape
19. Pen and paper
20. Work gloves
21. Tools ( pry bar, army knife, wrench pliers, bolt cutters, hack saw, etc)
22. Dust masks
23. Cellphone and solar cellphone and battery charger
24. Emergency contact numbers
25. Money
26. Important documents (birth certificates, marriage contract, valid IDs, proof of
address, deed of sales, etc.
33
What you will do...
Performance Task
Develop a family emergency preparedness plan to guide you and your family on
what to do before, during, and after a volcanic eruption. The output will be rated based on
the rubric to be prepared by the teacher.
Let us summarize…
1. Volcanoes produce a wide variety of hazards that can kill people and destroy property
nearby as well as hundreds of kilometers away.
2. A volcanic hazard refers to any potentially dangerous volcanic process.
3. Volcano-related hazards include widespread ash fall, very fast moving mixtures of hot
gases and volcanic rock, massive lahars, pyroclastic flow, ballistic projectile, and volcanic
gases.
4. Lava flow is a highly elongated mass of molten rock materials cascading down slope
from an erupting vent.
5. A pyroclastic flow is a concentrated avalanche of material, often from a collapse of a
lava dome or eruption column, which creates massive deposits that range in size from ash
to boulders. Pyroclastic flows are more likely to follow valleys and other depressions, and
their deposits infill a topography.
6. Lahars are a specific kind of mudflow made up of volcanic debris. They can form in a
number of situations: when small slope collapses gather water on their way down a
volcano, through rapid melting of snow and ice during an eruption, from heavy rainfall on
loose volcanic debris, when a volcano erupts through a crater lake, or when a crater lake
drains because of overflow or wall collapse.
7. Volcanic gases are probably the least showy part of a volcanic eruption, but they can be
one of an eruption's most deadly effects. Most of the gas released in an eruption is water
vapor (H2O), and relatively harmless, but volcanoes also produce
Carbon dioxide (CO2), sulfur dioxide (SO2), hydrogen sulfide (H2S), fluorine gas (F2),
Hydrogen fluoride (HF), and other gases.
8. Ash falls during volcanic eruption generally do not directly endanger life, although the
collapse of roof and houses under the ash load are not uncommon. Considerable damage
may be caused, however, for agriculture and industry even at distances up to tens of
kilometers from a vent.
34
8. Ballistic projectiles are rocks that an erupting volcano may hurl into the air. These
blocks and bombs travel like cannonballs and usually land within 2km of the vent (but can
travel as far as 5km, or even further, if the eruption is very explosive.)
What to do after (Posttest)...
I. MULTIPLE CHOICE
Directions. Read each item carefully. Choose the letter of the correct answer. Write the
letter of your choice on a separate sheet of paper.
1. The following are commonly observed signs that a volcano is about to erupt
EXCEPT____________.
(A) crater glow due to presence of magma at or near the crater
(B) decrease in the frequency of volcanic quakes with rumbling sounds; occurrence of
volcanic tremors
(C) noticeable increase in the extent of cooling up of vegetation around the volcano's
upper slopes
(D) increased steaming activity; change in color of steam emission from white to gray
due to entrained ash
2. Even when a volcano is not erupting, ____________ in the ground allow gases to reach
the surface through small openings.
(A) cracks
(C) faults
(B) crater
(C) volcano
3. The eruption of ____________ inject huge amounts of sulfur dioxide gas into the
stratosphere, where it combines with water to form an aerosol (mist) of sulfuric acid.
(A) Mt. Bulusan
(C) Mt. Pinatubo
(B) Mt. Mayon
(D) Taal
4. Most ____________can be easily avoided by a person on foot, since they do not move
much faster than walking speed, but usually cannot be stopped or diverted.
(A) ash fall
(C) lava flow
(B) ballistic projectile
(D) pyroclastic flow
5. It is the most active volcano in the Philippines.
(A) Hibok-Hibok
(C) Mt. Pinatubo
(B) Mt. Mayon
(D) Taal
II. IDENTIFICATION
Directions. Identify the name of the volcano being illustrated in the following pictures.
Choose your answers from the word bank below.
(A)
(B)
(C)
(D)
(E)
Hibok- Hibok in Camiguin
Mt. Calayo in Musuan, Bukidnon
Mt. Mayon in Albay
Mt. Pinatubo in Zambales, Pampanga, and Tarlac
Taal Volcano in Batangas
35
1. ______________________________
2. ______________________________
3. ______________________________
4. ______________________________
5. ______________________________
36
References
A. Books / Manuals / Other Printed Materials
Bornas, M. (2008). Understanding Volcanoes and Volcanic Hazards. Philippine
Institute of Volcanology & Seismology- Department of Science & Technology.
Bureau of Secondary Education. (2006). Project EASE Integrated Science I.
DOST-PHIVOLCS. (2014). Volcanoes. Cagayan de Oro Seismic Station.
Republic of the Philippines-Department of Education. (2008). Disaster Risk
Reduction Resource Manual.
B. Websites
Bombon, T. (2009) Mayon Volcano Eruptions Drone. Retrieved last
August 2015 from https://www.youtube.com/watch?v=YLUZYzGWbOw
British Movietone. (2015). Hibok-Hibok in Eruption. Retrieved last August
2015 from https://www.youtube.com/watch?v=cEnHEx3zjUM
Enchanted Learning. (2000). Volcano Craft. Retrieved last July
2015 from http://www.enchantedlearning.com/crafts/nature/volcano/
Government of United States of America. (1997). School house image. Retrieved
last August 2015 from http://pubs.usgs.gov/fs/1997/fs064-97/schoolhouse.jpg
Government of United States of America. (n.d.). Be a Hero, Build a Kit. Retrieved
last July 2015 from http://www.ready.gov/kids/games/data/bak-english/index.html
Jones, M. (2015). Fire Breathing Mountains: Interesting documentary on volcanoes
around the world. Retrieved last August 2015 from
https://www.youtube.com/watch?v=zlLkDLGBENU
Maxxhuey1. (2013). Live Video of Mayon Volcano Eruption - Day to Night Shots.
Retrieved last August 2015 from
https://www.youtube.com/watch?v=4aeXAqE--Vc
National Grid for Learning. (2010). Underwater Volcanoes. Retrieved last August
2015 from http://www.geographysite.co.uk/pages/physical/earth/volcanoes/underwater.html
National Oceanic and Atmospheric Administration. (2014). Do volcanoes occur in the
ocean? Retrieved last August
2015 from http://oceanservice.noaa.gov/facts/volcanoes.html
Oregon State University. (2015). What are the signs that a volcano is about to erupt?
37
Retrieved last August
2015 from http://volcano.oregonstate.edu/what-are-signs-volcano-about-erupt
Swiss NGO DRR Platform. (2014). Disaster Risk Reduction and Management
In The Philippines. Retrieved last August 2015 from
http://www.drrplatform.org/images/DocPub/RiskAssessment.pdf
Tamayo, K. (2012). The Eruption of Mount Pinatubo, Philippines. Retrieved last
August 2015 from https://www.youtube.com/watch?v=7X-qhkGcxr8
University of West Indies Seismic Research Centre. (2009). Volcanic Hazards. St.
Augustine Trinidad and Tobago. Retrieved last August 2015 from
http://www.uwiseismic.com/General.aspx?id=18
U.S. Geological Survey.(2008). What Are Volcano Hazards? Retrieved last August
2015 from http://pubs.usgs.gov/fs/fs002-97/
Weirdly Odd. (2015). 5 Most Devastating Underwater Volcanoes. Retrieved last
September 2015 from http://www.weirdlyodd.com/5-most-devastatingunderwater-volcanoes/
38
0
MODULE 6: RAIN-INDUCED LANDSLIDES
SINKHOLES
AND
What this module is about…
Hello, dear learners. It is nice to meet you again! Did you enjoy doing your class
activities on geological hazards? I hope you did. This time around, you are going to learn on
related topics to geological hazards such as the -‘Rain-induced landslides and
Sinkholes’. You will find it most important to understand why do we frequently experience
landslides all through-out the year.
This module includes four (4) lessons which were simplified and illustrations were
provided for you to enrich your learning. These include the following:
Lesson 1: Rain-induced landslides
Lesson 2: Sinkholes
Lesson 3: Interpreting Geological Maps
Lesson 4: Writing Family Emergency Preparedness Plan
What you are expected to learn…
After going through this module, you are expected to:
1.
2.
3.
4.
5.
determine other related geological hazards;
analyze the causes of geological hazards
recognize signs of impending geological hazards;
interpret geological maps;
apply mitigation strategies to your daily life’s activities including that of your family;
How to learn from this module…
To achieve the objectives of this module, you should get focus, be a life saver and
do the following:
1.
2.
3.
4.
Start by taking the pre-test.
Take your time to read the concepts given page by page.
Perform the activities and follow the instructions carefully.
Have fun doing them with your classmates and don’t forget to finish them on
time.
5. Take the posttest and bring home essential values on life-saving
preparedness plan.
1
What to do before (PRETEST) …
Let us begin our activities by determining your prior knowledge of the lessons you
are about to study. Directions: Read each item very well and choose the best answer. Write
your answers on your activity notebook.
1.
What factor allows the force of gravity to overcome the resistance of earth material to
landslide?
A)
Saturation by water
C) steepening of slopes by erosion
B)
Loosened stones
D) Both A and B
2.
Landslides are often associated with ____ ?
A)
El Niño
C) Periods of Humidity
B)
El Niña
D) Periods of Intense Rainfall
3.
Typhoon “Sendong” was known internationally as ____ ?
A)
Typhoon ‘Washi’
C) Typhoon ‘Haiyan’
B)
Typhoon ‘Bopha’
D) Typhoon ‘Yolanda’
4.
Minimization of risks – is a term which means?
A)
Geological Processes
C) Creation of TWG
B)
Hazard control
D) Create a small group
5.
It is important to know the following when reading the map.
A)
Symbols and Scale
C) Direction
B)
Distance
D) All of the above
6.
Geologic hazards includes earthquakes, volcanic eruptions and __?
A.
Sinkholes
C) Rain-induced landslides
B.
Wildfires
D) Both A and C
7.
A geological hazard that is characterized by caving in of the ground is called ?
A)
Sinkholes
C) Mudslides
B)
Earthquakes
D) Landslides
8.
Which item below is not included in preparing for an emergency?
A)Spare Batteries
C) Whistle
B)Medicine Kit
D) Ball
9.
How many typhoon in a year passes through the PAR?
A)
20
C) 30
B)
28
D) 38
10.
When you are caught in a landslide, you should ?
A)
Lay flat on the ground
C) rescue someone
B)
Move slowly away
D) Move out quickly from the debris path
2
Lesson 1: Rain-induced Landslides
When you read an article or hear a statement telling you about rain-induced
landslides, in most cases – several questions comes out of your mind asking about the
following: How could rain cause landslides? How do they (landslides) happen? What are
rain-induced landslides?
You are going to get your answers by reading carefully each page of this module. Let
us start with a simple recall on the country’s climate, topography and the different types of
landslides caused or triggered by water or intense rainfall.
What are the different geological hazards?
Geological hazards are a natural phenomena that causes devastating loss of life and
property all over the world. Equally disastrous geological hazards happen due to humaninduced activities like the expansion and development of cities of which are directly or
indirectly committed by humans. Other related geological hazards that commonly strike the
Philippines are rain-induced landslides and sinkholes.
According to PHILVOCS –
landslides frequently occur in the
country because of its geologic and
climatic factors.
On climatic factor, Philippines
has a ‘tropical rainforest climate’ all over
the country due to its strategic location
on the planet. Though some rainfall can
be expected in every month, rainfall
differs greatly throughout the year. From
June-October, heavy rains come that
which the people refer to as ‘ its raining
cats and dogs’ .
The influence of the southwest
monsoon (Habagat) is very clear. In the
period starting December – May there is no monsoon anymore. The wind, referred to as
‘trade wind’, is coming from the northeast and brings hardly rainfall. The monsoon is a very
rainy wind coming from the southwest. The wind ‘Amihan’ coming from the northeast, is
dominating in the period December-May. It’s rather ‘dry’ wind and brings hardly any rainfall.
Another factor that causes landslides is its Climatic condition.
3
PHILVOCS says that there are at least 20 tropical cyclones per year that enters PAR
(Philippine Area of Responsibility), numerous typhoons and extended rainy
seasons/periods, strong and shifting wave currents.
The Philippine climate has three characteristics: high temperature, high atmospheric
humidity, and typhoons. Both the high temperatures and humidity are present the whole
through. In theory, rainfall can be expected in every month of the year. The third
characteristic feature of the climate is the presence of strong typhoons.
The Philippines is frequented by typhoons every year. In the whole western pacific
typhoons occur in the period between June-November. PHILVOCS frequently pronounced
that an average of 20 typhoons enter into the Philippine Area of Responsibility per year.
Aside from climate, the other factor contributing to the frequency of landslide
incidents in the country is its geologic features. Philippines is a tropical country rich with
mountainous areas. Mountains, hills, mountain ranges, plateau, valleys, volcanoes,
plains/grasslands is seen everywhere. The presence of uneven slopes and the kind of soil
that we have adds to the susceptibility of an area for landslides when intense rainfall
happen.
Now, let us check some photos depicting rain-induced landslides occurrences in the
city of Cagayan de Oro.
Landslide in Zone 7, upper Villa
Candida, barangay Bulua, Cagayan de
Oro City on August 23, 2008,
completely damaged one house owned
by Ms. Charlene Lesio and partially
damaged another house structure
nearby.
A Landslide occurred on July 19, 2010
at Sacred Heart Village which is
located at zone 8, Sitio Zayas, Brgy.
Carmen, Cagayan de Oro City, which
brought
damages on one (1)
classroom. (Photo source: Geohazard
Bulletin –Jan. 27, 2011)
4
What is a landslide?
The word “landslides” describes a wide variety of processes that
result in the downward and outward movement of slope-forming
materials including rock, soil, artificial fill, or a combination of these. The
materials may move by falling, toppling, sliding, spreading or flowing.
The drawing below is a graphic illustration of a landslide, with commonly accepted
terminology describing its features.
ANATOMY OF A LANDSLIDE
A simple illustration of a rotational landslide that has
evolved into an earthflow. Image illustrates commonly used
labels for the parts of a landslide from Varnes,1978 (Image
source, C1325_508.Handbook.pdf)
Worldwide, landslides occur and cause thousands of
casualties and billions in monetary losses annually.
The information presented here provides an introductory
module on understanding basic scientific facts about
landslides-the different types of landslides, what are the
different mechanisms that triggers landslides to occur, and
some basic information about how they can begin to be
managed as a hazard.
5
And so, let us study further and discuss rain-induced landslides. What is a raininduced landslide?
Landslides are often triggered by rainfall, particularly in the tropical climate of
Southeast (SE) Asia which is characterized by very intense long duration rainy seasons.
Philippines is one of the many countries that is frequently experiencing landslides
phenomenon triggered by intense rainfall
Mass movements can be classified in many ways. There are many
factors used as criteria for identification and classification including:
1. Rate of movement: This ranges from very
slow creep (mm/year) to extremely rapid (metres/second).
2. Type of material: Landslides are composed of bedrock,
unconsolidated sediment and/or organic debris.
3. Nature of movement: The moving debris can slide,
slump, flow or fall.
On that note, let us take a glimpse on basic types of
landslides…
FALLS
A fall begins when soil, or rock, or both starts to
detach from a steep slope along a surface on which
little or no shear displacement has occurred. The
material then descends mainly by falling, bouncing, or
rolling downwards. Rockfalls are usually triggered by
earthquakes.
A Schematic illustration of a Rockfall
Image source c1325_508.Handbook.pdf
A rockfall/slide that occurred in Clear Creek Canyon, Colorado, USA, in 2005, closing the canyon to
traffic for a number of weeks. The photograph also shows an example of a rock curtain, a barrier commonly
applied over hazardous rock faces (right center of photograph, Photo source: Colorado Geological Survey).
6
TOPPLE
A topple or tumble is recognized as the forward rotation out of a slope of a mass of
soil or rock material around a point or axis below the center of gravity of the displaced
mass. Toppling is sometimes triggered by water (rainfall) in a displaced mass.
Photograph of block toppling at Forth
St. John, British Columbia,
Canada.(Photograph by G. Bianchi,
Fasani)
A Schematic illustration of a Topple.
Image source: c1325_508. Handbook.pdf,
2008
SLIDES
This is a landslide of which the head of the displaced material may move almost
vertically downward, and the upper surface of the displaced material may tilt backwards
toward the scarp. If the slide is rotational and has several parallel curved planes of
movement, it is called a slump
A Schematic Diagram of a Translational Slide.
Image source: c1325_508.handbook.pdf
A Schematic illustration of a Rotational slide
Image source: c1325_508.handbook.pdf
7
ROTATIONAL SLIDE
Hydraulic mining in the hills of Cagayan
de Oro sends down mud to Iponan River.
Copyright © Elson T. Elizaga. The 2009
Floods in Cagayan de Oro
Photograph of a rotational landslide
which occurred in New Zealand.).
(Photograph by Michael J. Crozier,
Encyclopedia of New Zealand, updated
September 21, 2007.)
TRANSLATIONAL SLIDE
Eroded by MINING – small scale miners
continue to operate on the unstable banks
of Iponan River in Cagayan de Oro City
despite the danger posed by possible
landslides due to liquefaction (Camcer
Ordonez Imam).
(Photo taken from
Manila Bulletin, July 15, 2015, retrieved
from http://www.mb.com.ph/small-scalemining-putting-thousands-at-risk-inSPREADS
cagayan-deoro/#X53T7IA4GEc0G6Bw.99
A translational landslide that occurred in
2001 in Beatton River Valley, British
Columbia, Canada (Photograph by
Rejean Couture, Canada Geological
Survey
Spreads may result from liquefaction or flow ( and extrusion) of the softer underlying
material.
A Schematic Illustration of
a Lateral Spread.
Image source:
c1325_508.Handbook.pdf
8
LATERAL SPREADS
The NDRRMC reported the flash flood and
land slide that happened at 2.a.m Saturday in
Balingasag, Claveria, Jasaan, Tagoloan and
Villanueva tows in the Misamis Oriental
province. In addition, NDRRMC reported a
landslide eroded a portion of the road in
Barangay Natubo in Jasaan which amounts to
P540,000 damages.
Photograph of lateral spread damage to a
roadway as a result of the 1989 Loma,
Prieta, California, USA, earthquake (Photo
by Steve Ellen, U.S. Geological Survey
FLOWS
A flow is a spatially continuous movement in which the surfaces of shear are shortlived, closely spaced, and usually not preserved. The component velocities in the displacing
mass of a flow resemble those in a viscous liquid. Often, there is a gradation of change
from slides to flows, depending on the water content, mobility, and evolution of the
movement.
DEBRIS FLOW
A Schematic illustration of a Debris
Flow, Image source
c1325_508.handbook.pdf
Wipeout. Rampaging watersfrom Cagayan de
Oro River swept away the entire community of
some 400 households in Sitio Kala-Kala,
Barangay Macasandig in Cagayan de Oro
City. Typhoon Sendong –December 17, 2011
(Photo source INQUIRER.net, Bobby Lagsa
Inquirer Mindanao:
http://news.info,inquirer.net/113597/deadlymix-for-disaster)
9
Debris Avalanche
Debris avalanches are essentially large, extremely rapid, often open-slope flows formed
when an unstable slope collapses and the resulting fragmented debris is rapidly transported
away from the slope. In some cases, snow and ice will contribute to the movement if
sufficient water is present, and the flow may become a debris flow and (or) a lahar
DEBRIS AVALANCHE
A Schematic illustration of a
Debris Avalanche, Image
source:c1325_508.Handbook.
pdf
A debris avalanche that buried the village of Guinsaugon, Southern Leyte, Philippines,
in February 2006. (Photograph by University of Tokyo Geotechnical Team
Earthflow
Earthflows can occur on gentle to moderate slopes, generally in fine-grained soil,
commonly clay or silt, but also in very weathered, clay-bearing bedrock. These type of
landslides can range from very slow (creep) to rapid and catastrophic. Triggers include
saturation of soil due to prolonged or intense rainfall, sudden lowering of adjacent water
surfaces causing rapid drawdown of the ground-water table, stream erosion at the bottom
of a slope, excavation and construction activities, excessive loading on a slope excavation
and construction activities, excessive loading on a slope, earthquakes, or human-induced
vibration.
10
EARTHFLOW
A Schematic illustration of an
Earthflow
Image source:
c1425_508.Handbook.pdf (US
Geological Survey handbook –
A Guide to understanding
Lanslides
Slow Earthflow (CREEP )
Creep is the informal name for a slow earthflow and consists of the imperceptibility slow,
steady downward movement of slope-forming soil or rock. Movement is caused by internal
shear stress sufficient to cause deformation but insufficient to cause failure.
Generally, the three types of creep are: 1) seasonal, where movement is within the
depth of soil affected by seasonal changes in soil moisture and temperature; 2) continuous,
where shear stress continuously exceeds the strength of the material; and 3) progressive,
where slopes are reaching the point of failure for other types of mass movements.
Creep sample at Manggahan, Barangay
Balulang, Cagayan de Oro City . The foot
of a Slope where informal settlers of more
than 150 households reside frequently
slides even in moderate rainfall.
Sometimes big boulders roll off the road
during intense rainfall occurrence. Photo
taken on August 30, 2015 by Corazon M.
Vios
11
CREEP
A Schematic
illustration of a Creep
Image source:
c1325_598.Handbook.pdf
This Photograph shows the effects of creep, in an area near East Sussex, United
Kingdom, called the chalk grasslands. Steep slopes of thin soil over marine chalk
deposits, develop a ribbed pattern of grass-covered horizontal steps that are 0.3
to 0.6 meter high. Although subsequently made more distinct by cattle and sheep
walking along them, these terraces were formed by the gradual, creeping
movement of soil downhill (Photograph by Ian Alexander.
What you will do…
Activity 1.1 Initiate, simulation!
Gredler (2004) believed in the positive response of schoolchildren and teachers alike
in doing a simulation activity in their classes. Simulation is an activity that allows the teacher
and the learners to interact with a physical model or abstract processes. Its elements that
makes it a powerful tool for learning includes:
6. The capacity to provide learners with experiences that imitate those that may
be too dangerous or expensive to engage in for educational purposes;
7. Providing learners the opportunity to have an active role in the simulation
activity;
8. Providing feedback embedded as changes in the condition of the simulated
environment.
12
Because simulations are particularly adept at providing
engaging, authentic experiences, NIU Outreach eLearning
Services design and develop custom digital simulations (from
very simple to quite complex) to address the specific needs of
the target audience. (Adapted from NIU Outreach eLearning
Services: http://elearning.niu.edu/simulations/Landslide.html)
Let us do this, Kids!
Instructional materials/supplies/equipment needed to be prepared by the teacher
shall include a Flash Player Software installed, a smart television set or a PC with LCD
Projector set, template for feedback session on electronic game-based learning.
Various conditions can affect the impact of a
landslide. The learners needed to be able to take a list of
conditions and anticipate how severe the impact might be
on a home or other building structures.
The illustration below is a picture card that presents a
landslide situation when certain topographical, climatic conditions including and human
activities are applied. It shall show you a simulation of these events.
Note: Do this on your laptop and make sure that you are connected to the internet or
that you have downloaded the software system before class started. Just follow
http://elearning.niu.edu/simulations/Landslide.html.
13
Take a look at the slide displayed on the PC monitor. Using your PC mouse direct
your cursor on the button of the section to select the condition you want.
Note: You may select a variety
of conditions and then witness
the results of a landslide that
occurs on a home under those
conditions.
Pairs discuss amongst themselves about their response to the activity as a whole
based on the given questions below. The responses shall be posted on the board for class
analysis after the feed-backing session.
1. What are landslides?
2. What causes them to occur?
3. How do we make a damage control?
Values Integration: Damage control should be practiced by every child – one tree per kid a
year until all barren areas/slopes be planted. Remember, PLANT A TREE TODAY and
when others follow your act – more trees will be planted. Hope starts from youth.
14
CARD A. Condition, loose soil, light rainfall, no barrier wall
CARD A. RESULT AFTER CONDITIONS ARE APPLIED
15
CARD B. Condition, loose soil, light rainfall, has barrier wall
CARD B. Result after conditions- loose soil, light rainfall, has barrier wall are
applied.
16
CARD C. Condition, planted soil, heavy rainfall, has barrier wall
CARD D. Condition, planted soil, heavy rainfall, no barrier wall
17
CARD D. Result after conditions-planted soil, heavy rainfall has no barrier wall
are applied..
CARD E. Condition, loose soil, heavy rainfall, no barrier wall.
18
CARD E. Result after conditions – loose soil, heavy rainfall, has no barrier wall
are applied..
CARD F. Condition, loose soil, heavy rainfall, has barrier wall.
19
CARD F. Result after conditions-loose soil, heavy rainfall, has barrier wall are
applied.
20
Did you enjoy the activity? That is great! And now, you shall get another type of
activity wherein your scientific skills are developed. This is about management of time,
decision-making, cooperation with team members, and most of all, this is about discovering
causes of landslides in close encounter.
Activity 2
EXPERIMENT AT WORK!
‘MAKING LANDSLIDES’
120 minutes Experiment
For this lesson, you will need:
1. Stream table or a container to act as a stream table (milk
carton with one side cut away;
2. Materials to line stream table: sand, soil, pebbles, clay, mixture
of material;
3. Watering can (soda bottle);
4. Plastic sheeting or newspaper to cover lab tables or floor;
5. Scale or balance to measure amount of material in landslide
(optional);
To the teacher
(Inform your learners ahead of the needed materials to use before activity
date to ensure continuity of your class)
As students conduct the experiment, have them record specific variables,
such as amount of water, material type, length of slide, amount of
material involved in the slide, and degree of slope. Encourage them to
use a timer to determine the number of seconds it takes for a landslide to
occur in different conditions. Once the experiment is complete, have
students combine their results and develop a way to show the class data
with a graph.
After reviewing the graphs, discuss which conditions most influenced the
occurrence of a landslide. Have each group share its results with the
class.
Begin Your
Experiment: Make
a Landslide
21
What you will do…
•
STEP 1
•
•
THE CLASS IS DIVIDED INTO 5 SMALL GROUPS; HAVE THEM
DESCRIBE HOW THEY WILL SIMULATE DIFFERENT TYPES OF
LANDSLIDES.
THEY SHOULD TEST ONLY ONE VARIABLE AT A TIME
THEY SHOULD CAREFULLY RECORD THE VARIABLE EACH TIME
FOR EXAMPLE, THE ANGLE OF THE SLOPE, THE AMOUNT OF EACH
MATERIAL ADDED, OR THE EXACT AMOUNT OF WATER ADDED).
STEP 2
•
THEY WILL NEED TO REPEAT THEIR EXPERIMENT THREE TIMES,
THEN AVERAGE THE RESULTS OF EACH TO OBTAIN MORE
ACCURATE DATA;
•
TO CONSTRUCT THEIR STREAM TABLES, STUDENTS SHOULD
•
•
•
STEP 3
•
BEGIN BY FILLING THEIR CONTAINER HALFWAY WITH MATERIAL
(SOIL, ROCKS, ETC;
TO VARY THE ANGLE OF THE SLOPE, HAVE STUDENTS RAISE ONE
END OF THEIR STREAM TABLE WITH A BOOK OR TWO. (THEY MAY
NEED TO PLACE ANOTHER BOOK AT THE OPPOSITE END OF THE
STREAM TABLE TO KEEP IT FROM SLIDING.)
STUDENTS SHOULD MEASURE THIS ANGLE USING A
PROTRACTOR;
NEXT, HAVE STUDENTS SLOWLY POUR A MEASURED AMOUNT OF
WATER ON THE HIGHER END OF THE STREAM TABLE UNTIL ALL
THE MATERIAL IS SOAKED;
THE WATER SHOULD BE ADDED GENTLY WITH A SPRINKLING CAN
OR SMALL RUBBER HOSE. HAVE LEARNERS OBSERVE AND
ILLUSTRATE THE PATTERNS FORMED IN THE STREAM TABLE;

ONCE THE MATERIAL HAS BEEN SOAKED WITH WATER—
WITHOUT THE MATERIAL MOVING—STUDENTS CAN CREATE A
"LANDSLIDE" IN THEIR STREAM TABLE. TO DO THIS, THEY NEED TO
SLOWLY ADD A MEASURED AMOUNT OF WATER OVER A PERIOD OF
TIME.
 LEARNERS SHOULD BE CAREFULLY MEASURING THE TOTAL
AMOUNT OF WATER THEY ADD TO THE STREAM TABLE—AND
OBSERVING THE EXACT AMOUNT THAT HAS BEEN ADDED TO
INSTIGATE THE LANDSLIDE.
STEP 4

ONCE THE LANDSLIDE HAS OCCURRED, THEY SHOULD MEASURE
THE AMOUNT OF MATERIAL INVOLVED IN THE SLIDE BY VOLUME OR
WEIGHT;
STEP 5

STUDENTS
SHOULD REPEAT THEIR EXPERIMENT TWICE AND
AVERAGE THEIR RESULTS BETWEEN THE THREE TRIALS. ENCOURAGE
THEM TO EXPERIMENT WITH INCREASED WATER AMOUNTS, MATERIALS,
OR SLOPE ANGLES;
22
Brainstorming Activity
1. Discuss possible causes of landslides. Provide some examples of areas that have
experienced either recent or frequent landslides.
2. Debate whether landslide areas should be developed. What should be done for
areas already developed that could help people survive a potential landslide?
3. Compare and contrast debris slides and rock slides. How should a community
respond to each potential slide?
4. Observe your community for evidence of landslides, rock slides, or debris slides. Is
this a threat to your area? Are there other natural disasters that pose more of a
threat?
5. Find the most recent news story about a landslide and explain its causes and effects.
Debate whether the community responded well. How were citizens informed ahead
of time?
Evaluation
Have students write an essay about their findings in the experience in a three
(3) paragraph form following this template: Part 1 Describe the activity conducted, Part 2 –
How is it related to your life- situation, 3 How are you going to advocate for emergency
preparedness.
Other suggested activities/Extensions:
Barricade Plans
Have students design barricade canyons for landslides. Vary their size, shape, and
structure. Test each barricade using a stream table to determine which design held the
most types of landslide debris.
Do you live in a landslide prone area?
Research to find areas near you that are prone to landslides. Determine some
characteristics that may affect landslide potential. Find your local Geological Survey map of
landslides or make a map of areas where the potential is great.
Be Prepared!
Design a public service radio announcement for area residents living in a potential
landslide area. How can a community prepare for a landslide? How will residents know
when a landslide is likely to occur? What should they do in the event of a landslide?
Values Integration:
Enhance tree planting projects with tree parenting programs as a geological hazard
(landslide) mitigation process.Be an advocate on family emergency preparedness program.
Sustain family drills at home and invite neighbors to participate.
23
Danger to every human life can be attributed to their own set of activities like
informal settlers practices that are usually located at landslide prone areas. Take a look at
some situations in Cagayan de Oro City.
INFORMAL HOUSING STRUCTURES located at sitio Macanhan in Barangay Carmen,,
Cagayan de Oro City.
‘Creep‘ landslides. Informal housing structures are erected above these loose soil/stones and
disrupted retaining walls made of stones and cement are seen along the slopes of sitio
Macanhan, in Barangay Carmen, Cagaayn de oro City. Strong rains that lasts in an hour or
more causes these materials to roll and can cause heavy traffic flow hence these are situated
along the main road of the sitio. These pathways frequently caused big volumes of masses
sliding from the slope towards the main roads every time it rains hard. (Photo source
Corazon S. Magan-Vios, September 1, 2015, sitio Macanhan, Barangay Carmen, Cagayan
de Oro City).
24
INFORMAL SETTLERS / HOUSING STRUCTURES
located at Landfill, Zayas, Barangay Carmen,
Cagayan de Oro City
25
CAGAYAN DE ORO CITY LANDFILL AREA
Original Dumping site for Garbage in all forms for the city
STEEP SLOPE GOING DOWNWARDS TO A HOUSE STRUCTURE
SEEN IN THE NEXT PICTURE
A single but extended house structure is found at the foothill of the very dangerous city landfill
where a family resides and conducts their daily livelihood as garbage scavengers. They are
located in the catch basin part of the area in case heavy rains do occur.
26
Lesson 2
SINKHOLES
Cambilan, Catigbian, Bohol.
SINKHOLES
A sinkhole is a depression or hole in the ground caused by some form of collapse of
the surface layer. The ground caves in all of a sudden, creating large holes in the ground
and sometimes devouring whole buildings.
This type of geologic feature,sinkholes are common where the rock below the land
surface is limestone, carbonate rock, salt beds, or rocks that can naturally be dissolved by
groundwater circulating through them. As the rock dissolves, spaces and caverns develop
underground backyard.
Worldwide appearance of sinkholes
Sinkhole in Guatemala City, June 2010: A 20 metre wide and 100 metre deep sinkhole
formed in an intersection in downtown Guatemala City swallowing a three-story factory building.
Sinkhole in Nagapattinam, India, 2004: A
sinkhole appeared suddenly in the middle of a
busy road.
Sinkhole in Toledo, Ohio, July 2013: The driver of this
car drove straight into a sinkhole that opened up right in
front of her eyes. She was able to climb up a ladder to
the surface, shaken but unharmed.
27
What about sinkholes that look beautiful?
Not all sinkholes look destructive like ones described above. Some sinkholes around the
world are sought after tourist-attractions where visitors come to swim or dive. Examples of
these sinkholes are:
Bimmah Sinkhole n OmanGreat Blue Hole near Ambergris Caye, Belize
Scientific reasons for the appearance of big holes or craters
Geologists have offered various theories for the natural
of sinkholes such as the type of soil / rock giving
rainwater and underground water. Other natural
submitted by experts include meteorite strikes, heavy
global warming, underground gas explosions, etc.
causes
way to
causes
rainfall,
Sinkholes can also be exacerbated by artificial means such as
mining activity. They can also occur from the over-pumping and
extraction of groundwater and subsurface fluids.
Types of sinkholes
Dissolution si nkholes
28
Dissolution of the limestone or dolomite is most intensive where the water first
contacts the rock surface. Aggressive dissolution also occurs where flow is focused in
preexisting openings in the rock, such as along joints, fractures, and bedding planes, and in
the zone of water-table fluctuation where groundwater is in contact with the atmosphere.
Cove r-subsidence si nk holes
Cover-subsidence sinkholes tend to develop gradually where the covering sediments
are permeable and contain sand. In areas where cover material is thicker or sediments
contain more clay, cover-subsidence sinkholes are relatively uncommon, are smaller, and
may go undetected for long periods.
Cove r-collapse sinkholes
Cover-collapse sinkholes may develop abruptly (over a period of hours) and cause
catastrophic damages. They occur where the covering sediments contain a significant
amount of clay. Over time,surface drainage, erosion, and deposition of sinkhole into a
shallower bowl-shaped depression.
Sinkhole Repair
29
A sinkhole is best repaired by excavating to rock and then building an aggregate filter in the
hole
Procedures:
Step 1: Excavate the sinkhole down to rock if possible.
Step 2: Put a layer of large stones in the hole (cabbage size).
Step 3: Put a layer of smaller stones on top (fist size).
Step 4: Put a layer of gravel on top of the small stones.
Step 5: Cover the gravel with a geotextile fabric. This prevents the next layer (sand)
from being lost through the gravel.
Step 6: Cover the geotextile fabric with a layer of coarse sand.
Step 7: Fill the remainder of the hole with soil. This can be layered to match the
existing soil profile.
Ideally each layer is six inches to two feet thick. When solid rock is encountered near
the surface, drop off the bottom layers (that is start with smaller stone size) or use thinner
layers. It is important that the bottom layer be larger than the solution channel opening in
the bedrock. The objective is to provide an open path for percolating water so that it can’t
carry away soil and cause another sinkhole. The repair, as described, also provides good
filtration of infiltrating water.
30
Lesson 3:
INTERPRETING GEOLOGIC MAPS
.
Geologic maps are not like other maps. While all other maps are designed to show
where things are or is known best to show the distribution of roads or rivers or boundaries,
a geologic map shows the distribution of geologic features, including different kinds of rocks
and faults. The geology is represented by colors, lines, and special symbols unique to
geologic maps.
What you will do…
Activity 3.1 Simple Recall
Your regular knowledge of a map is that it is simply a drawing or a picture of a
landscape or area of a country. It could be anything from a sketch map for a visitor to find
your school to a detailed map of a town centre or mountain range. Go for adventure and
read the citations below.
Features of a Geological Map
1. Color Scheme
The most striking features of geologic maps are its
colors. Each color represents a different geologic unit. A
geologic unit is a volume of a certain kind of rock of a
given age range
2. Letter Symbols
Usually the symbol is the combination of an initial capital
letter followed by one or more small letters. The capital
letter represents the age of the geologic unit. Geologists have
divided the history of the Earth into Eons (the largest division),
Eras, Periods, and Epochs , mostly based on the fossils found
in rocks.
3. Lines on the map
3.1 Contact lines
The place where two different geologic units are found next
to each other is called a contact, and that is represented by
different kinds of lines on the geologic map. The two main
types of contacts shown on most geologic maps are
depositional contacts and faults.
Lava from a volcano flows over the landscape, and when the lava hardens into rock, the place where
the lava-rock rests on the rocks underneath is a depositional contact. Contsct lines are shown on the
map as a thin line.
31
3.2 Faults
However, in geologically active areas, geologic units
tend to be broken up and moved along faults (it is fault
movements that cause earthquakes!). When different
geologic units have been moved next to one another after
they were formed, the contact is a fault contact, which is
shown on the map by a thick line (location 5).
Faults can cut through a single geologic unit. These faults are shown with the same thick line on the
map, but have the same geologic unit on both sides. Remember, just because the map shows a fault doesn’t
mean that fault is still active and is likely to cause an earthquake. Rocks can preserve records of faults that
have been inactive for many millions of years. But knowing where the faults are is the first step toward finding
the ones that can move.
4. Other lines
4.1 Folds
Another kind of line shown on most geologic maps is a fold
axis. In addition to being moved by faults, geologic units can also
be bent and warped by the same forces into rounded wavelike
shapes called folds. A line that follows the crest or trough of the
fold is called the fold axis. This is marked on a geologic map with
a line a little thicker than a depositional contact, but thinner than a fault (location 6).
4.2 Strikes and dips
Tilted beds are shown on a
geological map with a strike and
dip symbol (location 10). The
symbol consists of three parts: a
long line, a short line, and a
number. The long line is called the
strike line, and shows the direction
in the bed that is still horizontal.The
strike line shows that horizontal
direction in the beds. The short line
is called the dip line, and shows
which way the bed is tilted. The number is called the dip, and
shows how much the bed is tilted, in degrees, from flat. The higher the number, the steeper the tilting of the
bed, all the way up to 90 degrees if the bed is tilted all the way onto its side.
5.
Map Key
All geologic maps come with a table called a map key. In
the map key, all the colors and symbols are shown and
explained.
The map key usually starts with a list showing the color
and letter symbol of every geologic unit, starting with the
youngest or most recently formed units. Then, a short
description of the kinds of rocks in that unit and their age (in
the key, the age is described by Epochs, subdivisions of the
Periods shown in the letter symbol). After the list of geologic
units, all the different types of lines on the map are
explained, and then all the different strike and dip symbols.
SAM PLE M AP KEY REGULAR M AP
The map key will also include explanations of any other kinds of geologic symbols used on a map
(locations where fossils were found, locations of deposits of precious metals, location of faults known to be
active, and any other geologic feature that might be important in the area shown by the geologic map).
32
Because the geology in every area is different, the map
key is vital to understanding the geologic map. The sample
map key is given for clearer view only on how it looks
like.
What you will do…
Activity 3.2 Interpret A Geologic Map
Read me and be Safe.
33
34
To the Teacher,
What you will do…
Activity 3.3
You may include this activity for lesson
enhancement or leave it
Sketch A Map
Sketch a Map of your school. You design your own
map. Use pencil and a clean sheet of paper. You
may want to use a ruler or make a folded paper as
your ruler.
Why not try drawing your own map to show
a friend the route from your house to
school, showing buildings and landmarks
that you pass on the way?
What are all the different symbols? Which direction
am I going? How do grid references help me to find
places? What is scale? How are hills and mountains
shown on a map?
To the teacher:
Follow URL (http://Ordnancesurvey/20mapreadingmadeeasypeasy2.pdf)
to do this activity in class or download ahead PDF file for easy
access for all learners
35
Landslide Preparedness Scheme
What to do before…
1. Secure clearance from the Mines and Geosciences Bureau (MGB) on status
of possible landslides;
2. Prepare the students for evacuation upon the direction of the proper school
authorities;
3. Maintain a list of contact numbers during emergencies;
4. Plant grasses to cover slopes or build riprap to prevent soil erosion;
5. Reinforce the foundation and walls of the school buildings and other
structures when needed.
6. Conduct regular drills on evacuation procedures;
7. Recommend to proper authorities to enforce land use regulations geared at
mitigating landslide or mudflow hazards;
8. Promote public awareness and involvement on landslide mitigation.
What to do during…
1. Evacuate the school community immediately if warned of an impending
landslide or mudflow;
2. Advise students to stay away from the path of landslide debris, or seek refuge
behind a sturdy tree or boulder;
3. Get out of the school buildings as soon as possible when rumbling sounds are
heard from upstream or the trembling of the ground is felt, indicating a
possible mudflow. Run across a slope, not downwards;
What to do after…
1. Recommend to proper authorities to examine thoroughly the damaged
structures and utilities before re-occupying facilities;
2. Stay away from the landslide area. There may be danger of additional
landslides;
3. Check with caution injured and trapped persons within the landslide area.
Direct rescuers to their locations;
4. Listen to local radio or television stations for the latest emergency information;
5. Seek advice of a geotechnical expert for evaluating landslide hazards or
designing corrective techniques to reduce landslde risks
36
Lesson 4:
Writing Family Emergency preparedness Plan
T emplate 1
FAMILY EMERG ENCY PL AN
Make Famil y Prepa redness Eas y w ith O ne -Mi nute Drills
In an effort to help you and your family prepare now, here are some one-minute drills
that are short on time, but big on impact. Log on to this URL: http://goo.gl/pfXgSj
Drill
Drill
Drill
Drill
Drill
1 – Get a Kit
2 – Discuss Kit Rules
3 – Personalize Your Kit
4 – Make an Evacuation Plan
5 – Be Informed
T emplate 2
EMERG ENCY CO MMUNICAT ION PL AN
This page explains what an emergency communication plan is and why you should
make one. It also provides tips and templates on how to make a plan. Log on to this URL:
http://goo.gl/s3Clk
Why Make a Pla n
Your family may not be together if a disaster strikes, so it is important to think about
the following situations and plan just in case. Consider the following questions when making
a plan:
How will my family/household get emergency alerts and warnings?
How will my family/household get to safe locations for relevant emergencies?
How will my family/household get in touch if cell phone, internet, or landline doesn’t
work?
How will I let loved ones know I am safe?
How will family/household get to a meeting place after the emergency?
What you will do…
Activity 4.1 WRITING FOR FAMILY SAFETY
Make a Draft of your own Family’s Emergency Plan and work out some informal
drills schedule at home. Make a journal of your own and your family’s progress.
37
Let us summarize…
1. Rain-induced landslides are frequent incidents happening in the locality of Cagayan de
Oro and the rest of the country due to its climatic and geologic factors;
2. Mitigation can be applied if the people shall be firm in their want for safety. Action must
be dealt with now and not later; the office of the CDRRMC is available anytime for
queries through the CDRRMO unit;
3. Sinkholes, on the other hand, may be very dangerous and fatal but there are other types
of these that comes in shallow depths and are therefore manageable by man. Whether
incurred by humans or by natural causes, sinkholes are safe for most human especially
since they mostly happen in less populated areas. Those with devastating fatalities are
of an isolated case. A sample mitigation is provided in this module and any one for that
matter, at an adult age range, can understand how the process of filling-in the openwide hole with rock materials and soil to cover the loosened part of the hole
4. Geology of every area is different, all geologic maps have several features in common:
colored areas and letter symbols to represent the kind of rock unit at the surface in any
given area, lines to show the type and location of contacts and faults, and strike and dip
symbols to show which way layers are tilted.
5. Interpreting geological maps has always been relatively important in our survival
practically because of these factors: The geology of an area has a profound effect on
many things, from the likelihood of landslides, to the availability of groundwater in wells,
from the amount of shaking suffered in an earthquake, to the presence of desirable
minerals, from the way the landscape is shaped to the kinds of plants that grow best
there.
6. The need to know about map symbols, scale, direction and distance is very much
important in reading any kind of maps.
7. Family preparedness plan needs to be practiced in a real-home based scenario to
instigate awareness and security for every individual Filipino. Regardless of
age,employment or living status;
8. Schools are a revenue for young children to practice emergency drills but the adults
must be informed and taught too in order for them to properly guide their youngsters at
home.
38
POSTTEST
This is a test to determine the knowledge you gained from this module. Directions:
Read each item very well and choose the best answer. Write your answers on your activity
notebook. Time set for this activity is 10 minutes.
1. Landslides are often associated with ____ ?
A) El Niño
C) Periods of Humidity
B) El Niña
D) Periods of Intense Rainfall
2. All items below are kept for your emergency kit except one __?
A) Whistle
C) Spare Batteries
B)Medicine Kit
D) Ball
3. Minimization of risks – is a term which means?
A) Geological Processes
C) Creation of TWG
B) Hazard control
D) Create a small group
4. It is important to know the following when reading the map.
A) Symbols and Scale
C) Direction
B) Distance
D) All of the above
5. Typhoon “Sendong” was known internationally as ____ ?
A) Typhoon ‘Haiyan’
C) Typhoon ‘Yolanda’
B) Typhoon ‘Bopha’
D) Typhoon ‘Washi’
6. Geologic hazards includes earthquakes, volcanic eruptions and __?
9. Sinkholes
C) Rain-induced landslides
10. Wildfires
D) Both A and C
7. A geological phenomenon that leaves a big hole on the ground.
A) Sinkholes
C) Mudslides
B) Earthquakes
D) Landslides
8. How many typhoon in a year passes through the PAR?
A) 20
C) 30
B) 28
D) 38
9. Which of the factors below allows the force of gravity to overcome the resistance
of earth material to landslide?
A) Saturation by water
C) steepening of slopes by erosion
B) Loosened stones
D) Both A and B
10. When you are caught in a landslide, you should ?
A) Stay in place
C) Rescue someone
B) Lay on the ground
D) Move out from the path of the flow
39
References
Book
Disaster Readiness and Risk Reduction (2008), A Handbook Johnson, G. (1998).
Biology visualizing life. Austin, USA: Holt, Rinehart and Winston Co. Inc.
Electronic Sources
http://goo.gl/lEfN2d
http://goo.gl/lEfN2d
http://goo.gl/TxwoBY
http://goo.gl/oR6dSr
http://goo.gl/1425oH
http://goo.gl/7rrJAP
http://goo.gl/qQ965R
http://goo.gl/ACQzf0
http://goo.gl/AZr630
http://goo.gl/SWBrqT
http://goo.gl/rxqfBY
http://goo.gl/DVQNMo
http://goo.gl/lhu2qc
http://goo.gl/zQNQmC
http://goo.gl/Y8p1AU
http://goo.gl/lEfN2d
http://goo.gl/oR6dSr
http://goo.gl/1425oH
http://goo.gl/7rrJAP
http://goo.gl/pfXgSj
http://goo.gl/ACQzf0
http://goo.gl/AZr630
http://goo.gl/rxqfBY
http://goo.gl/DVQNMo
http://goo.gl/zQNQmC
http://goo.gl/Ht7YQk
http://goo.gl/5pkTDB
http://goo.gl/OqGZqf
40
What this module is about…
This module is all about the hydro-meteorological hazards that most of us are experiencing
nowadays. It is subdivided into five lessons namely:
 Lesson 1 - Hydro-meteorological Hazards and Its Impending Signs;
 Lesson 2- Appropriate Measures/Interventions Before, During and After Hydrometeorological Hazards;
 Lesson 3-Hydro-meteorological hazard Maps Interpretation; and
 Lesson 4 - Tools for Monitoring Hydro-meteorological Hazards.
What you are expected to learn…
After studying and working on all activities in this module, you will be able to:
distinguish and differentiate the different hydro-meteorological hazards;
recognize impending hydro-meteorological hazards;
apply appropriate measures/interventions before, during and after hydro-meteorological
hazards;
interpret different hydro-meteorological hazard maps; and
use available tools for monitoring hydro-meteorological hazards.
How to learn from this module…
To achieve the objectives of this module, do the following:
1. Do not write anything on this module as several students like you will be using it. Do
all your work in a separate sheet of paper, notebook or as required by your teacher.
Be sure to label your work with the correct module title and number so that it will
be easy for you to locate your output. Keep a separate notebook for your Reflective
Journal.
2. The module begins with a brief introduction or Overview followed by a list of
Objectives you are expected to learn.
3. Read each section carefully. If you have not read the first two sections, go over them
first. Do not proceed to the next section without reading the previous section.
4. Before working on the activities, answer the Pretest first in order to determine how
much you already know about the lessons in this module.
1
5.
6.
7.
8.
Check your answers against the given answer key at the end of this module.
Read each lesson and do activities that are provided for you.
Perform all the activities diligently to help and guide you in understanding the topic.
After doing the activity, write your reflection in your reflective journal following the
CERA format. CERA means Context (1st paragraph), Experience (2nd paragraph),
Reaction (3rd paragraph) and Application (4th paragraph).
In the Contexts, these are the concepts or topics discussed. You have to say
something about the topics. After your short discussion on the concepts, you write
your Experience/s about the concepts. If you don’t have any experience about it, ask
one of your classmates to share his experience/s to you so that you can relate it.
Next, you write your Reaction about the topic/s or about your/his experience/s and
relate it to real life situation. Finally, write on how, why and when to Apply the topics
or the lesson/s you have learned to your day-to-day activities and/or in real life
situation.
(Note to the teacher: You may let the students write their reflection in their reflective
journal at home. Make your own rubric to be used in assessing their output).
9. Limit your reflection in four (4) paragraphs only. One paragraph per letter of the
wordCERA. Be honest in writing your reflectionpaper otherwise you are just
fooling yourself. If you can do it 100%, that means you learned a lot from this
module.
10. Answer the post-test to measure how much you have learned.
So are you ready now? If so,
fasten your seatbelt and go
where the water flows.
Keep safe!
2
What to do before (Pretest)…
Direction: Read each question carefully and write the letter of the best answer in a separate
sheet of paper.
1. Why is it important for a community to be prepared in all hazards and calamities?
A. To extend support to all the victims
B. To save lives and prevent further damage to property.
C. To help ourselves from all the hazards brought about by any disaster.
D. To take the opportunity of receiving aid and support from the LGUs, NGOs
and other agencies.
2. What do you call the inundation of land areas which are not normally covered with
water?
A. Canal
C. Stream
B. Flood
D. Overflow
3. It is the first sign a flood or any calamities may occur, and when it is issued, you
should be aware of potential flood hazards.
A. NEWS
C. FORECAST
B. WATCH
D. WARNING
4. It indicates that a hazardous event is occurring or is imminent in about 30 minutes to
an hour.
A. NEWS
C. FORECAST
B. WATCH
D. WARNING
5. Flood-specific supplies should include the following:
I. Television
II. Disaster Supply kit
III. Evacuation Supply Kit
IV. Stockpile emergency building materials
A. I & III
B. I, II, & III
C. II, III & IV
D.I,II, &IV
6. What will you do if it has been raining hard for several hours, or steadily raining for
several days?
A. Stay calm and relax.
B. Prepare your emergency kit.
C. Be alert to the possibility of a flood.
D. Get your evacuation supply kit and evacuate immediately.
3
7. What should the persons in authority do for areas prone to flooding?
I. Publish evacuation routes.
II. Periodically inform the community of local public warning system.
III. Contact the local/national weather service office or emergency
management agency for information on local flood warning system.
A. I only
C. I & II only
B. II only
D. I, II & III
8. When you are in or along stream channels, you must be
A. calm and relaxed for you to enjoy your trip.
B. always bringing the emergency kit with you.
C. aware of distant events
D. go back home and prepare for evacuation
9. What should be done when a flood or flash flood WATCH is issued?
I. Pay attention to your neighbors.
II. Be alert to signs of flooding. Be ready to evacuate at a moment’s notice.
III. Everyone in a WATCH area should be ready to respond and act quickly.
IV. Listen continuously to a radio or television for updated
emergency information.
A. I, II, & IV
C. II, III & IV
B. I, III & IV
D. III & IV
10. What will you do if you are driving during a flood?
I. Just continue driving.
II. Avoid already flooded areas and areas subject to sudden flooding.
III. Turn around and find another route that will lead you to higher ground.
IV. Abandon your vehicle immediately and climb to higher ground if your
vehicle
becomes surrounded by water or the engine stalls.
A. I, II &III
C. II,III&IV
B. I,II,&IV
D. I, III & IV
4
LESSON 1: Hydro-Meteorological Phenomena
Hazards
Many organizations around the world have conducted several programs and
activities in place that deal with the study of natural hazards of hydro-meteorological
phenomena and how to mitigate their effects. Floods, tropical cyclones, drought and
desertification are among the hazards resulted from natural processes or phenomena of
atmospheric, hydrological or oceanographic in nature. These natural hazards are increasing
and continue to rise because of global climate change. So much more about climate
change, let me ask you this: “Are you familiar with the effects or hazards due to hydrometeorological phenomena? Can you identifyeach hazard from one another? Before we will
distinguish and differentiate the different hydro-meteorological hazards, let us review first
what meteorology and hydrology is.
Hydrology is the study of water on the surface of land, in soil and underlying rocks,
and in the atmosphere, particularly with respect to evaporation and precipitation.
Meteorology on the other is the study of the atmosphere and physical processes of
interaction with the Earth's crust, oceans and outer space. (Disaster Resource Manual,
2008)
Putting together the word meteorology and the word hydrology, a new word is
formed and that is hydrometeorology. Hydrometeorology is the study of atmospheric
water especially precipitation, as it affects agriculture, water supply, food control, power
generation, etc. It pertains to the occurrence, motion, and changes of state of atmospheric
water (Disaster Reduction Resource Manual, 2008).
Before you will proceed to the lessons of this module, perform the activity first. This
activity will help you understand on the topics that you are about to learn. Follow the
instructions properly as you explore the disastrous world of phenomena a disaster may
bring.
5
What will you do…
Activity 1.1:
A Gallery Walk: A KWL Activity
(Motivational Activity for at most 5-minute only)
Objective:
Activate prior knowledge students’ prior knowledge in connection to the
lessons.
To the teacher
General Instructions:
1. Tape a number of large sheets of chart paper to the walls of the room with a picture of
Hydro-meteorological hazards pasted on it. Space the chart pages so that learners
have to walk from one chart to another.
2. Label each chart with a question, statement, or issue related to the topic (You may
refer to the sample questions below or you can create your own).
Examples of the questions, statement, or issue related to the topic:
a. What can you say about the picture?
b. What kind of hazard is this?
c. I know exactly what to do in this kind of hazard.
d. Do you have the capacity to help reduce the impacts of this hazard?
e. Natural hazards can be prevented, true or false? Why?
3. While upbeat music plays (optional), learners walk around the room writing their
responses on the charts. You can assign a direction to move or they can move
randomly. They can do the activity as individuals or in small groups of two to four.
4. After they have written on all the charts, learners take a “gallery walk” or tour of the
room, reading the charts and jotting down their observations on a worksheet with
three columns each for what they already KNOW, what they WANT to know and the
last column for what they have LEARNED.
5. Now, let them
spend a short period of time in small groups discussing their
observations. Ask them to write in column the things they KNOW and the things
they WANT to know about the topic. Instruct them not to write the LEARNED column
for this will be used before the class ends.
6. Finally, you discuss the activity with the whole group.
Examples of whole group discussion questions are (You can make your
own
6
questions:







What interesting things did you notice as you look at the pictures on the charts?
What do you think these pictures are all about?
What are the most common things you have written in each chart?
What is one thing you want to learn in this lesson?
What is one fact you already know about this topic?
What is your strength (related to the topic)?
What topic-related question you want to ask?
7. Ask any volunteer from the group to present their output in front (This is to economize the
time).
Note: You may use a rubric or points system in giving scores to the students.
Cyclone or Typhoon
The most prevalent type of hydro-meteorological hazards in the country is typhoon and its
sequential effects of rain and windstorms, as well as floods. What is typhoon? Have you heard the
word cyclone? Are the terms cyclone and typhoon similar?
Aerial image of a Cyclone
A cyclone is an intense low pressure area which is characterized by strong spiral
winds towards the center, called the “Eye” in a counter-clockwise flow in the northern
hemisphere.
Like tornadoes, typhoons happen when warm air mixes with cold air, creating
intense wind, rain and flooding. Typhoons and hurricanes are the same type of storm, but
they happen in different places. Typhoons occur in the Pacific Ocean around Hawaii and
Asia. Hurricanes occur on the eastern seaboard along the United States and Central
America.
7
Study the table below. It shows the Modified Public Storm Warning Signals (PSWS)
in the Philippines. Familiarize it.
PSWS #
Wind
Speed
LEAD
TIME
(kph)
(hour)
1
30 - 60
36
2
61 - 120
24
3
121– 170
18
Impacts of
the Wind
No damage to
very light
damage
Light to
moderate
damage
Moderate to
heavy
damage
Sea condition
(Open Sea)
Level of Class
Suspension
Wave Height: 1.25-4.0
meters
Pre-school
Wave Height: 4.1-14.0
m
Storm surge possible
at coastal areas
Pre-school
Elementary
Wave Height: > 14.0
meters
Pre-school
Elementary
Storm surge possible
at coastal areas
Secondary
Secondary
Tertiary
4
171- 220
12
Heavy to very
heavy
damage
Wave Height: more than
14.0 meters
Storm surge2-3m
possible at coastal
areas
All levels of
classes are
suspended
5
More
than 220
12
Very heavy to
widespread
damage
Wave Height: more than
14.0 m
All levels of
classes are
suspended
Storm surge more
than 3 meters possible
at coastal areas
8
You must be aware of the PSWS for you to be prepared in times typhoon or strong
typhoon comes. Each PSWS has its corresponding wind speed, lead time and the impacts
it brings. It is also the basis for the suspension of classes in different levels. To the area
with no storm signal, it is then the discretion of the Local Government Units personnel to
suspend or not to suspend the class. Below is the automatic suspension guidelines
released by the Department of Education on the suspension of classes per reference to
DepEd Order No. 43 series of 2012, stipulated in Executive Order No 66 series of 2012.
Once the PSWS is issued, you should be aware on what are expected and
whatsteps are you going to go through. Constant listening to the latest weather update is
highly advised. Color coding is usually uttered by the weather specialist. For you to have a
clear understanding about the color-coded rainfall advisories, study the figure below.
Color-coded rainfall advisories
9
Every time a cyclone or typhoon hits an area, it is always associated with many
hazards. Are you familiar with these hazards? If not then it is time for you to know. Hazards
due to tropical cyclones are strong winds with heavy rainfall that can cause widespread
flooding/flashfloods, storm surges, landslides and mudflows. For you to understand what
impacts do these hazards bring, you have to continue reading and try to internalize its effect
by just looking at the pictures that will follow.
1. Strong wind
Damage brought about by the strong wind of Typhoon Pablo (Bopha) in New Bataan,
Compostela Valley Province,Eastern Mindanao in December 2012
The strong wind of Typhoon Bopha (known locally as Pablo) had brought damage and destruction to
crops in Eastern Mindanao, the most severely affected region of the Philippines. The farmers were deprived of
their livelihood because of the loss of these banana trees. Many people became homeless and many
properties were destroyed.
Home destruction due to strong winds of typhoon Pablo (Bopha) at Cateel, Davao Oriental on December 2012
10
Destructive winds produced by Typhoon Pablo caused widespread deforestation
at Cateel, Davao Oriental in November 2012
Devastating wind of Typhoon Yolanda (Haiyan) at Tacloban City in November 2013
Aftermath of Typhoon Yolanda (Haiyan) at Leyte in November 2013
11
2. Excessive Rainfall/Flood
Kinds of Flooding
Flooding can be categorized according to location and duration.
A. Location
Flooding depends on its location as well as the impact it brings to human and
properties.
A.1. River Flooding - This flood happens in the river floodplain areas. See
images below.
Cagayan de Oro River flooding on December 17, 2011
Isla de Oro of Cagayan de Oro City before (Left) and after (Right) December 2011 river flooding
12
Sitio Cala-cala Macasandig, Cagayan de Oro City before (Left)
and after (Right) river flooding in December 2011
A. 2. Coastal Flooding – This happens along the shorelines
Coastal flooding at Samar Island in November 2013
Tacloban City before (left) and after (right) coastal flooding
due to Typhoon Yolanda (Haiyan) in November 2013
13
A.3. Urban Flooding – This happens in the urban areas due to lack of drainage like
what happened to Cagayan de Oro City when there is heavy rain.
Urban flooding at Lapasan, Cagayan de Oro City when there is heavy rain.
Photo taken in December 2001
B. Duration
B.1. Flash Flooding – This is what we also called upstream floods
Flash flooding in Cagayan de Oro City particularly Macasandig, Cagayan de Oro City
in December 2011
B.2. Sheet flooding – This is downstream floods. Water in this kind of flood will stay
in the area for a couple of days. This usually happened in the flat, low land areas just
like what happened to some places in Metro manila.
Sheet flooding in Metro Manila for 4 days in August 2012
14
Do you know the safe ways to deal with a flood? Go somewhere else. Stay
somewhere else. And be absolutely safe when returning to a flood zone. Below are other
images of the aftermath of Typhoon Sendong. You must prepare yourself, increase your
capacity to lessen your vulnerability, and stay away from hazard-prone area so that
incidents like these will not happen (See images below).
Flood inundation (overwhelming accumulation) from Sitio Tibasak, Macasandig
down to Rodelsa Hall Cagayan De Oro City on December 17, 2011
The 3-storey house in Calacala (house with red color roof) saved hundreds of lives as survivors clung
to it duringTyphoon Sendong (Washi) in December 2011. Courtesy of ERWIN MASCARINAS
3. Storm surges in coastal areas
Storm surge in Tacloban City during Typhoon Yolanda (Haiyan) on November 2013
15
Storm surge at Leyte in November 2013
Storm surge in Hernani Eastern Samar aftermath of Typhoon Yolanda (Haiyan) in November 2013.
The 5-meter high storm surge that hit Tacloban City in November 2013
16
4. Landslide
Landslide at Sacred Heart Village Zayas, Carmen Cagayan de oro City on July 19, 2010
Courtesy of Marino B. Uncad and Osin A. Sinsuat, Jr.
A landslide in Barangay Natubo, Jasaan, Misamis Oriental in July 2014. Photo by @jeikcompo
Damaged rice fields (most of the brown part)due to landslide at Barangay Guinsaugon,Saint Bernard,
Southern Leyte in November 2013. Photo: AP
17
E. Thunderstorm
A thunderstorm is a weather
condition that produces lightning and
thunder, heavy rainfall from
cumulonimbus clouds and possibly a
tornado. It is a violent local atmospheric
disturbance accompanied by lightning,
thunder, and heavy rain and often by
strong gusts of wind, and sometimes by
The image of lightning
hail.
Suppose you are walking along the highway and it is raining so hard when suddenly
lightning strikes. How would you feel? What will you do? Do you know some safety
measures during thunderstorms? Like typhoon, thunderstorm also results to flooding if the
heavy rain takes a longer period of time and it is also dangerous if lightning and thunder is
very severe.
Lightning strikes trees.
La Nina and El Nino
La Niña is the abnormal cooling of sea surface temperatures that cause heavy
rainfall while El Niño refers to the abnormal warming of sea surface temperatures in the
Pacific, which causes droughts and below-normal rainfall. It has brought losses to
Philippine agriculture. Approximately, La Nina is the opposite of El Nino. Each El Nino or La
Nina episode usually lasts for several seasons (Disaster Reduction Resource Manual,
2008)
What events usually happened during the season of La Nina? How about El Nino?
Are you comfortable with these seasons? Why and why not? (Let the students answer
these questions orally. Follow up questions are also encouraged
18
What you will do…
Activity 1.2: How Much Have I Learned?
(Continuation of the first activity)
Objective: To assess students’ learning.
To the teacher
This time let your students answer the third column of their answer sheet (by
group). Separate rubric shall be used in assessing students’ performance and
output.
Note: The teacher may not require the Reflection Paper on the above activity.
Suggested Activity: The teacher may also let the students perform a Role Play
(to
play the role of the different agencies/ individuals concerned about disaster; LGU,
DepEd, CDRRMC, PAGASA, weather specialist and a family or community). You
can make a theme of your own to guide the students in planning out their activity.
19
LESSON 2: Preventive Measures/Interventions
Before, During and After
Hydro-meteorological Hazards
Prevention and mitigation are actions taken to make sure that the impact of a hazard
is lessen. Although we cannot stop natural hazards from happening but we can reduce its
impacts by instituting prevention and mitigation measures.
With the hazards discussed in lesson 1, do you know what to do before, during and
after when any of these hazards strikes your place? If you are not sure on what to do, here
are the tips:
TYPHOON
What to do Before…
To prepare for a Typhoon, you should take the following measures:
1. Prepare an emergency kit and make a family communications plan.
2. Know your surroundings.
3. Learn the elevation level of your property and whether the land is flood-prone.
4. Identify community evacuation routes and determine where you would go and how you
would get there if you needed to evacuate.Make plans to secure your property:
5. Cover all of your home’s windows
6. Install straps or additional clips to securely fasten your roof to the frame structure. This
will reduce roof damage.
7. Be sure trees around your home are well trimmed so they are more wind resistant.
8. Clear the clogged rain gutters and downspouts.
9. Bring inside all outdoor furniture, decorations, garbage cans and anything else that is not
tied down. In a strong typhoon, A LOOSE OBJECT IS A MISSILE!
10. Determine how and where to secure your boat (if living near the seashore and own a
boat).
11. If in a high-rise building, be prepared to take shelter below the 10th floor.
What to do During…
If a Typhoon is likely to occur in your area, you should:
1. Listen to the radio or TV for information.
2. Turn off utilities (electricity) if instructed to do so.
4. Turn off LPG tanks
5. Avoid using the phone, except for serious emergencies.
6. Check and prepare your Disaster Emergency Kit for evacuation (if advised to do so).
 If you are unable to evacuate, go to your wind-safe room. If you do not have
one, follow these guidelines:
1. Stay indoors during the Typhoon and away from windows and glass doors.
20
2. Close all interior doors – secure and brace external doors.
3. Keep curtains and blinds closed. Do not be fooled if there is a lull; it could be the eye of
the storm – winds will pick up again.
4. Take refuge in a small interior room, closet or hallway on the lowest level.
5. Lie on the floor under a table or another sturdy object.
6. Avoid using elevators.
What to do After…
After a typhoon you should:
1. Continue listening to the Radio or the local news for the latest updates.
2. Stay alert for extended rainfall and subsequent flooding even after the Typhoon or
tropical storm has ended.
3. If you have evacuated, return home only when officials say it is safe.
5. Drive only if necessary and avoid flooded roads and washed-out bridges.
6. Stay off the streets. If you must go out watch for fallen objects, downed electrical
wires, and weakened walls, bridges, roads, and sidewalks.
7. Keep away from loose or dangling power lines.
8. Walk carefully around your house and check for loose power lines, gas leaks and
structural damage before entering.
9. Inspect your home for damage. Take pictures of damage, both of the
building and its
contents, for insurance purposes. If you have any doubts about safety, have your
residence inspected by a qualified building inspector or structural engineer
before
entering.
11. Use battery-powered flashlights in the dark. Do NOT use candles.
Note: The flashlight should be turned on outside before entering may produce a spark that could ignite leaking gas, if present.
the battery
12. Watch out for wild animals, especially poisonous snakes. Use a stick to poke through
debris.
13. Avoid drinking or preparing food with tap water until you are sure it’s not contaminated.
Throw out foods contaminated with flood water.
14. Wear protective clothing and be cautious when cleaning up to avoid injury.
16. Use the telephone only for emergency calls.
17. NEVER turn on the electrical switches if these have been submerged with flood water.
FLOOD/ Heavy Rain/Storm Surge
What to do Before…
1. Listen to your radio/TV for flood bulletins. Ensure your portable radio has fresh/new
sbatteries;
2. Check your Emergency Kit. See to it that it has the following items:
a. first-aid supplies.
21
b. food and water that would last for 3 days
c. flashlight.
d. battery operated portable radio.
e. spare batteries for radio and flashlight.
f. mirror/whistle
g. extra shirts , cellphone
h. all purpose tool
I. umbrella
j. lighter
3. Secure - dangerous or damageable items, and important documents
4. Evacuate - by Authority or voluntarily.
What to do During…
1. Avoid driving in flooded areas.
2. Do not ignore flood warnings.
3. Avoid using electrical gadgets.
What to do After…
1. Clean/salvage- household items.
2. Avoid drinking or preparing food with tap water until you are sure it is not
contaminated with flood water. Throw out foods contaminated with flood water.
3. Do not use electrical appliances until they have been checked for safety.
3. LANDSLIDE
What to do Before…
The following are things you can do to protect yourself, your family and your property
from the effects of a landslide or debris flow:
1. Prepare an emergency kit and make a family communications plan.
2. Follow proper land use procedure:
22
 avoid building near steep slopes, close to mountain edges, near drainage ways or
along natural erosion valleys.
3. Become familiar with the land around you. Get a ground assessment of your
property.
4. Consult a professional for advice on appropriate preventive measures for your home or
business, such as flexible pipe fittings, which can better resist breakage.
5. Protect your property by planting ground cover on slopes and building retaining walls.
6. In mudflow areas, build channels or deflection walls to direct the flow
around
buildings. Be aware, however, if you build walls to divert debris flow and the flow lands
on a neighbours’ property, you may be liable for damages.
What to do During…
During a thunderstorm, you should:
1. Stay alert and awake.
2. Listen to local news stations on a battery-powered radio for warnings of heavy rainfall.
3. Listen for unusual sounds that might indicate moving debris, such as trees cracking or
boulders knocking together.
4. Move away from the path of a landslide or debris flow as quickly as possible.
5. Avoid river valleys and low-lying areas.
6. If you are near a stream or channel, be alert for any sudden increase or decrease in
water flow and notice whether the water changes from clear to muddy.
7. Curl into a tight ball and protect your head if escape is not possible.
What to do After…
After an event of landslide, you should:
1. Go to a designated public shelter if you have been told to evacuate or
remain in your home.
you feel it is to
2. Stay away from the slide area. There may be danger of additional slides.
3. Listen to local radio or television stations for the latest emergency information.
4. Check for injured and trapped persons near the slide, without entering the direct slide
area.
5. Look for and report broken utility lines to appropriate authorities. Reporting
potential
hazards will get the utilities turned off as quickly as possible, preventing further hazard
and injury.
23
THUNDERSTORM
When thunderstorms approach there are some steps you should take to lower your chance
of becoming a lightning strike statistic. These safety procedures are suggested by the National
Weather Service:
1. When a thunderstorm threatens, get inside a home or large building,
(not convertible) vehicle.
or inside an
all-metal
 Inside a home, avoid using the telephone, except for emergencies.
 If outside, with no time to reach a safe building or an automobile, follow these rules:
a. Do not stand underneath a natural lighting rod such as a tall, isolated tree.
b. Avoid projecting above the surrounding landscape as you would do if you were standing
on a hilltop, in an open field, on the beach, or fishing from a small boat.
c. Get out of and away from open water
d. Get away from tractors and other metal
farm equipment.
e. Get off of and away from motorcycles and bicycles.
f. Stay away from wire fences, clotheslines, metal pipes, rails and other metallic paths
which could carry lightning to you from some distance away.
g. Avoid standing in small isolated sheds or other small structures in open areas.
h. In the forest, seek shelter in a low area under a thick growth of small trees. In open
areas, go to a low place such as a ravine or a valley.
i. Be alert for flash floods.
j. If you're hopelessly isolated in a level field of prairie and you feel your hair
stand on
end - indicating that lightning is about to strike - drop to your
knees
and
bend
forward putting your hands on your knees as shown in the figure below. Do not lie
flat
on the ground.
Look at the picture below. This is what you will do when lightning is about to strike. Follow
the instructions carefully, keep this in mind, practice it and you will be safe.
24
Now since you have known the preventive measures on what to do before, during
and after hydro-meteorological hazards are you now ready to face the challenges that a
natural disaster might bring? Can you apply these knowledge into real life situation? To
measure the knowledge that have gained from our discussion, do the following activity.
What will you do…
Activity 2:
Apply and Do What You Know
(Simulation Activity)
To the teacher
Now since disaster preventive measures and safety were discussed, divide the
students into groups with 6-8 members per group.
1. Let them make a simulation activity applying all their knowledge for them to acquire skills
that would help them when a real scenario happens.
2. Call one representative in each group to pick a topic written in a rolled piece of paper
(draw by lots). Each rolled paper contains the word: PAGASA
Representative,
Weather Specialist, LGUs and a group of individual or a Family.
3. Their task is to present a 10-minute role play or simulation activity (according to
assigned task) on disaster preparedness.
the
4. They should have the same scenario and that is “the coming of a Super Typhoon”.
5. The theme of their presentation would be “Saving our lives and protecting our
properties through disaster preparedness”.
6. Floods, storm surge and landslides are the expected hazards of the scenario.
7. Let them present it on the following day.
8. The rubric should be given in advance for the students to know and to plan what to do.
9. Remind them that their grade will be based on the criteria of the rubric given.
Note: You may use the prepared rubric below adopted from K-12 Curriculum. After the
simulation activity, remind them to write in their reflective journal their Reflection
using CERA format.
25
Sample Rubric for Group Presentation
C
R
I
T
E
R
I
A
4 pts
3 pts
2 pts
1 pt
P
U
R
P
O
S
E
The presentation had a
clear topic, purpose and
theme.
All the parts of the
Presentation contributed
to the clear and
interesting presentation of
the topic, purpose, and
theme.
The presentation had a
topic, but its purpose and
theme were only
somewhat clear. All the
parts of the presentation
said something rather
important about the topic
and appropriate to the
topic, purpose and theme.
The presentation had a
topic, but its
purpose and theme were
not clearly conveyed. Most
of the parts of the
presentation said
something vaguely
important about the topic,
purpose, and theme.
The presentation’s topic
was not clear and its
theme and purpose were
not at all presented. Many
parts of the presentation
needed improvement
because they did not
contribute to the making
of a clear presentation.
C
R
E
A
T
I
V
I
T
Y
The presentation was
made up of unique,
imaginative and
surprising features and
components which
elicited a high degree of
interest and excitement
from the audience, and
loaded the presentation
with a lot of information.
The presentation included
some unique, imaginative
and surprising features
which elicited a degree of
interest and excitement
from the audience and
loaded the presentation
with just enough
information about the topic.
The presentation included
a few unique,
imaginativeand surprising
features which elicited a
degree of interest and
excitement from the
audience. However, these
features gave very little
information about the topic.
There was nothing
unique, imaginative or
surprising about the
presentation and did not
impart any clear
information about the
topic.
O
R
G
A
N
I
Z
A
T
I
O
N
The presentation
introduced the topic in an
interesting way,
built up the theme in a
logical manner, and
ended with a slide
presentation that left the
audience with a clear
purpose to think about
and act on it.
The presentation
introduced the topic in an
interesting way, but built
up the theme in a
somewhat confusing
manner, and ended with a
slide presentation
that left the audience with
a rather unclear purpose to
think and talk about.
The presentation simply
introduced the topic, did
not build up a clear theme,
and ended with a slide
presentation that did not
state the purpose of the
presentation for the
audience to think about.
The presentation
Inadequately introduced
the topic and was so
disorganized that the
audience did not
understand what was its
theme and purpose.
The reporter spoke
clearly, with the
right modulation and in an
engaging
manner.
The reporter spoke clearly,
with the right modulation
but not so in an engaging
manner.
The reporter sometimes
did not speak clearly and,
at times, too softly. He was
oftentimes looking up at
the ceiling or over the
audience’s head and did
not at all elicit the
audience’s interest.
The reporter did not
speak clearly and too
softly for the greater part
of the presentation.
Nothing of what
he/she said caught the
audience’s interest in the
least bit.
O
R
A
L
P
R
E
S
E
N
T
A
T
I
O
N
S
C
O
R
E
26
LESSON 3: Different Hydro-meteorological
Hazard Maps
Have you heard about hazard map? Have you seen one? If not, then it is time for
you to see and locate your place and try to check if you are located in a hazardous area or
not. Below is a map showing Cagayan de Oro River from Balulang down to Macasandig
and to Carmen vicinity and from Carmen down to Kauswagan and Consolacion respectively
.
Look at the image below. It shows the normal flow of the river (light blue) and the
areas inundated or flooded (light green) during Typhoon Sendong. This means that the said
area belongs to a flood plain and is highly susceptible to flooding.
Normal flow of the river (light blue) and the areas inundated
(overwhelming accumulated) by the river (light green)
27
The river inundated all riverside communities in Carmen from Acacia Street(across Paseo del Rio)
down to Pasil in Kauswagan and the vast Tamparong property beside the Puntod-Kauswagan Bridge.
Courtesy fro CDRRMC
A map shown on the next page is a Landslide and Flood Susceptibility Map of
Misamis Oriental where Cagayan de Oro is located and Bukidnon Province. Can you locate
Cagayan de Oro City? For you to understand the hazard map better, have it enlarged and
use the legend. Places highlighted with RED and VIOLET color means HIGH susceptibility
to landslide and flooding. GREEN is MODERATE susceptibility to landslide while YELLOW
and LIGHT ORANGE color is LOW susceptibility to landslide and flooding respectively.
28
Lanslide and Flood Susceptibility Map of Cagayan de Oro Quadrangle MisamisOriental
and Bukidnon Provinces.
Using the map above, can you locate the Barangay where your house is located? If
not, try to use the Geohazard Map on the next page. This is a map of Cagayan de Oro
alone and all its Barangays. Same legend is used. Now, what are you waiting for? Spot
your place!
29
Geohazard Map of Cagayan de oro City
The kind of soil also plays a big factor as to your location is susceptible to landslide or not. There is
still time to study your area. How? Look at the figure below and try to identify what kind of soil is the place
where your house is built. Use the legend below the map.
30
Below is the other half of the Soil Map of Cagayan de Oro for you to have a clear
picture of the Barangay you are located. Use the legend above.
Second half of the Soil Map of Cagayan de Oro City (Cropped from the original and is enlarged)
31
What will you do...
Activity 3:
Spot the “Hot” Places
(Map Reading)
Objectives:
1. To interpret the different Cagayan de Oro hazard maps and identify the following:
a. landslide-prone barangays;
b. flood-prone barangays; and
2. To group the barangays according to the kind of soil.
To the teacher
1. Using the map above (You may ask the students to have the map enlarged).
2. Ask the students to interpret the hazard maps of Cagayan de Oro City and:
a. locate the landslide prone and flood-prone barangays in Cagayan de Oro City;
&
b. list or group the barangays according to the kind of soil.
3. Let the students write their Reflection in their reflective journal.
Note: Same rubric may be used.
32
LESSON 4: Available Tools For Monitoring
Hydro-meteorological
Hazards
Natural hazards cannot be prevented but its impacts can be reduced and mitigated if
the capacity of the community is increased. One way of increasing the community’s
capacity is by constant monitoring. Hydro-meteorological monitoring can only be done if
there are experts who will do the monitoring and of course with the use of monitoring tools.
Now, what are the available tools used in monitoring hydro-meteorological hazards? That is
one of the roles of the local government that is the provision of the necessary tools needed
and if possible more advanced and updated tools. Here are the tools currently used by the
hydro-meteorological monitoring team of the CDRRMC of Cagayan de Oro City.
Flash Flood Early Warning System (EWS)
The following are the existing rain and stream gauges used by the City Disaster Risk
Reduction and Management Council (CDRRMC):
RAIN GAUGE
Automatic Rain Gauge is
an early warning device used in
monitoring hydro-meteorological
hazards. This device is currently
installed and used in the
following areas:
1. Baungon, Bukidnon;
2. Libona, Bukidnon;
3. Kinawe;
4. Pigsag-an;
5. Sto. Nino, Talakag, Bukidnon;
6.BfarKisolon, Sumilao,
Bukidnon;
7.Health Center, Poblacion,
Impasug-ong Bukidnon;
8. Dahilayan, ManoloFortich
Bukidnon;
and
9. San Juan, Impasug-ong,
bukidnon
Warning Post installed in City Hall, Bonbon,
Consolacion and Pagatpat in Cagayan de Oro City.
Courtesy of CDRRMC
33
STREAM GAUGE
Water level stream gauge
vhas been used and installed in
the following areas:
1. Kabula Bridge;
2. San Simon Bridge;
3. Bobonawan Bridge;
4. Kagay-an Bridge
5. IponanBridge; and
6 Puntod-Kauswagan
Newly installed automatic rainfall
warning system installed at Iponan Bridge,
Cagayan de Oro City. Courtesy of CDRRMC
Installation of the mini weather station. Courtesy
of CDRRMC
A stream gauge placed under the bridge. Courtesy
from CDRRMC
A new warning device (siren) is also installed in
strategic places in the city like Iponan.
Courtesy of ML Cajes
34
INTERNET ACCESS
Aside from these devices hydro-meteorological, mentioned monitoring can also be done
by surfing at the internet. Some of these are:
1. asti predict and
2. noah.dost.gov.ph
The above monitoring tools are the basis for the CDRRMC EVACUATION PROTOCOLS
together with the use of weather website. The next figures show the warning protocols, the
meaning of alert levels through color coding. Study each figure for you to be aware on
evacuation protocols. Once you internalize its meaning and application, there is no need for
you to ask somebody when the weather specialist or any authorized personnel mentions
these terms especially when there is a natural hazard.
After reading this module, it is expected that you can be an agent for information
dissemination campaign on disaster preparedness. Remember, you can only reduce
disaster risk by increasing your capacity and reducing vulnerability. Once you share, you
are increasing one’s capacity. Below is the warning protocols of CDRRMC.
P
HYDRO-MET HAZARD/RISK WARNING PROTOCOLS
R
E
SITUATION
P
-
PAGASA FFW Center issues a Weather Bulletin to CDRRMC-CDO
A
-
FFWS issues Flood Advisory to CDRRMC-CDO
R
A
T
O
R
Y
(Significant amount of rainfall observed in Cosina, Tikalaan, Imbatug and Kalilangan
Stations)
RELAY OF COMMUNICATION
-CDRRMC-CDO relays hazard/risk information to BDRRMCs
-CDRRMC-CDO relays Flood Advisory from PAGASA to concerned BDRRMCs
(through Hand-held radio; SMS;etc.)
MODE OF COMMUNICATION
Fax Machine FFW Center (El Salvador) and CDRRMC-CDO
P
REQUIRED ACTIONS
H
- DRRMC IMT is ACTIVATED.
A
- BDRRMCs on monitoring status.
S
- All activities along/in the river are SUSPENDED.
E
35
Alert levels through color coding have been used by the CDRRMC in giving
information to the public on the updates of the situation in times of hazards. This is to
standardize the system and procedures of alerting at the City Disaster Risk Reduction and
Management Council (CDRRMC) and the BDRRMC.
This is also to have unification on the systems and procedures in giving alert that can be
replicated at the level of BDRRMC as well as to resolve discrepancies in alerting
procedures. Study the Alert Levels below.
COLOR
CODE
MEANING OF FLOOD ALERT LEVELS
SITUATION
Y
WATER LEVEL : Tumalaong – 110.69m
Mambuaya – 108.58m
E
Basak – 457.61m
Taguanao – 15.23m
RAIN VOLUME : -Light to Moderate Rainfall (2.5-7.5mm/hr) Observed
L
for two (2) hours
-Moderate to heavy Signal Rainfall (7.5-15mm/hr)
L
expected and most likely to continue for the next
two (2) to three (3) hours
O
FLOODING
CONDITION
W
: Possible
: Public Storm Warning Signal No. 1 in Cagayan de Oro
City or Presence of Low Pressure Area with more
than one (1) week rain
REQUIRED ACTIONS
-Residents are on “READY” status
-Make people aware of the situation by SMS and announcement to
local media
-Heightened awareness
-Barangays conduct “RECORRIDA”
-PNP and BFP assist in the conduct of “RECORRIDA”
36
COLOR
CODE
MEANING OF FLOOD ALERT LEVELS
SITUATION
WATER LEVEL: Tumalaong – 111.14m
O
R
Basak– 459.45m
Kabula – 48m
Puntod – 4m
Mambuaya–109.63m
Taguanao–17.92m
Kagay-an Bridge-4m
San Simon-3.5m
A
N
RAIN VOLUME: Talakag, Bukidnon
G
Baungon, Bukidnon
Light to Moderate Rainfall
E
Libona, Bukidnon
(2.5-75 mm/hr) continues
FLOODING
: Threatening
REQUIRED ACTIONS
-Residents to be on “GET SET” status
-Vulnerable Sector (Elderly/Children/Pregnant and Lactating
Women/Persons with Disability
-Heightened awareness
-Barangays conduct “RECORRIDA”
-PNP and BFP assist in the conduct of “RECORRIDA”
37
COLOR
CODE
MEANING OF FLOOD ALERT LEVELS
SITUATION
WATER LEVEL:
Tumalaong – 110.69m
Mambuaya – 108.58m
R
Basak – 457.61m
Taguanao – 15.23m
E
D
RAIN VOLUME: - Light to Moderate Rainfall (2.5-7.5mm/hr)
Observed for two (2) hours
- Moderate to heavy Signal Rainfall (7.5-15mm/hr)
expected and most likely to continue for the next
two (2) to three (3) hours
FLOODING
: Possible
CONDITION
: Public StormWarning Signal No. 1 in Cagayan de
Oro City or Presence of Low Pressure Area with more
than one (1) week rain
REQUIRED ACTIONS
-Residents are on “READY” status
-Make people aware of the situation by SMS and announcement to
local media
-Heightened awareness
-Barangays conduct “RECORRIDA”
-PNP and BFP assist in the conduct of “RECORRIDA”
The color coded alert is very easy to memorize just like the traffic lights. When the
weather specialist will give the advisory that the alert level is YELLOW, it signifies that
residents should be on the ‘READY’ status. When the Orange alert level is issued, the
38
residents should be on the “Get Set” status. Residents should move when the RED alert
level is issued.
Other colors are also used by the CDRRMC for alert levels as signal for the public
and these are WHITE, BLUE and RED. For its corresponding meaning, refer to the table
below.
COLOR
CODE
MEANING OF ALERT LEVEL
a. Situation
W
H
I
T
E
 In normal Situation;
 No current/upcoming incident; or
 No upcoming planned event;
b. Required actions
 Daily monitoring;
 Routine activities; or
 Daily issuance of available advisories
a. Situation

B
L
U
E
Slow onset disaster (e.g. flood) is affecting two (2) or more
barangays; or
 Flooding requires implementation of evacuation protocol;
 “CODE ORANGE” ;
 Minor landslide affecting two (2) or more sites; and
 Conduct of planned high-density mass gathering event.
b. Required Actions
 Declare level 1 evacuation alert (for Hydro-met)
 Conduct “RECORRIDA” to disseminate disaster information in
order to heighten awareness
 Effect pre-emptive evacuation- level 2, as needed.
 Other rescue groups will be alerted and on standby/on call;
 Continue monitoring and issue advisories.
a. Situation
R
E
D
 PSWS # 1 in CDO or presence of LPA with more than 1 week rain;
or
 Heavy Rain (7.5-15mm/h) to Intense Rain (15-30mm.h) is
observed in 1 hr and expected to continue in the next 2 hours.
 In anticipation of an imminent emergency situation;
 Upon onset In anticipation of an imminent emergency situation
(e.g. Fire, massive landslide.
b. Required Actions
 Declare level 3 Evacuation alert (for Hydro-Met).
 All CDRRMC personnel will be re-called.
 Responders will be at Staging Area(s);
 Incident resources will be at Staging Area(s);
 IMT (member-offices) activated/ICP established;and
 “RECORRIDA” continues and intensified.
39
For more information about any updates and information on hydro-meteorological
hazards or have an emergency, the following contact numbers can be reached:
CDRRMC24/7
`Telephone
Office: 857- 4144
SMART: 0908-2344-552
GLOBE: 0917-5592-456
VHF Radio
145.00 Mhz
TELE-COM
E-mail add: cdrrmo16513@yahoo.com/ cdo.cdrrmo@gmail.com
Page: facebook.com/cdrrmo16513
For feedback, just type: cdrrmo <space> message the send to 700-2366
or 700-CDeO.
40
What you will do...
Activity 4: Apply and Do What You Know
(Simulation Activity)
To the teacher
1. Group the students into 4.
2. Let them do a role play applying all the concepts discussed in this lesson. Let
them make their own scenario.
3. The presentation should last for 3 minutes per presenter.
4. Use rubric in assessing their performance.
5. Time management must be included in the rubric
6. Give the rubric beforehand.
Suggestion: You can have a ballpen-paper assessment as well to measure their
knowledge.
41
Let us summarize…
1. Hydrology is the study of water on the surface of land, in soil and underlying rocks, and
in the atmosphere, particularly with respect to evaporation and precipitation.
2. Meteorology is the study of the atmosphere and physical processes of interaction with
the Earth's crust, oceans and outer space. (Disaster Resource Manual, 2008).
3. Hydrometeorology is the study of atmospheric water especially precipitation, as it
affects agriculture, water supply, food control, power generation, etc. It pertains to the
occurrence, motion, and changes of state of atmospheric water (Disaster Reduction
Resource Manual, 2008).
4. Cyclone is an intense low pressure area which is characterized by strong spiral winds
towards the center, called the “Eye” in a counter-clockwise flow in the northern hemisphere.
5. Like tornadoes, typhoons happen when warm air mixes with cold air, creating intense
wind, rain and flooding. Typhoons and hurricanes are the same type of storm, but they
happen in different places. Typhoons occur in the Pacific Ocean around Hawaii and Asia.
Hurricanes occur on the eastern seaboard along the United States and Central America.
6. Hazards associated with Tropical Cyclones:
1. Strong Wind
2. Excessive Rainfall/Flood
3. Storm surges in coastal areas
4. Landslide
5. Thunderstorm
7. La Niña is the abnormal cooling of sea surface temperatures that cause heavy rainfall
while El Niño refers to the abnormal warming of sea surface temperatures in the Pacific,
which causes droughts and below-normal rainfall. It has brought losses to Philippine
agriculture. Approximately, La Nina is the opposite of El Nino. Each El Nino or La Nina
episode usually lasts for several seasons (Disaster Reduction Resource Manual, 2008)
8. Natural hazards cannot be prevented but its impacts can be reduced and mitigated if the
capacity of the community is increased. One way of increasing the community’s capacity is
by constant monitoring. Hydro-meteorological monitoring can only be done if there are
experts who will do the monitoring and of course with the use of monitoring tools.
9. The following are the existing rain and stream gauges used by the City Disaster Risk
Reduction and Management Council (CDRRMC) in Cagayan de Oro City:
1. Rain Gauge
2. Stream Gauge
42
What to do after (Posttest)…
Direction: Read each question carefully and write the letter of the best answer in a
separate sheet of paper.
1. What do you call the inundation of land areas which are not normally
with water?
A. Canal
B. Flood
covered
C. Stream
D. Overflow
2. What will you do if it has been raining hard for several hours, or steadily
several days?
A. Stay calm and relax.
B. Prepare your emergency kit.
C. Be alert to the possibility of a flood.
D. Get your evacuation supply kit and evacuate immediately.
raining
for
3. When you are in or along stream channels, you must be
A. calm and relaxed for you to enjoy your trip.
B. always bringing the emergency kit with you.
C. aware of distant events
D. go back home and prepare for evacuation
4. It indicates that a hazardous event is occurring or is imminent in about 30 minutes to an
hour.
A. NEWS
B. WATCH
C. FORECAST
D. WARNING
5. What should the persons in authority do for areas prone to flooding?
I. Publish evacuation routes.
II. Periodically inform the community of local public warning system.
III. Contact the local/national weather service office or emergency management agency
for information on local flood warning system.
A. I only
C. I & II only
B. II only
D. I, II & III
6. Why is it important for a community to be prepared in all hazards and
A.
B.
C.
D.
calamities?
To extend support to all the victims
To save lives and prevent further damage to property.
To help ourselves from all the hazards brought about by any disaster.
To take the opportunity of receiving aid and support from the LGUs, NGOs and other
agencies.
43
7. What will you do if you are driving during a flood?
I. Just continue driving.
II. Avoid already flooded areas and areas subject to sudden flooding.
III. Turn around and find another route that will lead you to higher ground.
IV. Abandon your vehicle immediately and climb to higher ground if your vehicle
becomes surrounded by water or the engine stalls.
A. I, II &III
B. I,II,&IV
C. II,III&IV
D. I, III & IV
8. Flood-specific supplies should include the following:
I. Television
II. Disaster Supply kit
III. Evacuation Supply Kit
IV. Stockpile emergency building materials
A. I & III
B. I, II, & III
C. II, III & IV
D. I,II, &IV
9. It is the first sign a flood or any calamities may occur, and when it is issued, you should
be aware of potential flood hazards.
A. NEWS
B. WATCH
C. FORCAST
D. WARNING
10. What should be done when a flood or flash flood WATCH is issued?
I. Pay attention to your neighbors.
II. Be alert to signs of flooding. Be ready to evacuate at a moment’s notice.
III. Everyone in a WATCH area should be ready to respond and act quickly.
IV. Listen continuously to a radio or television for updated emergency information
.
A. I, II, & IV
B. I, III & IV
C. II, III & IV
D. III & IV
44
References
A. Books and Electronic Sources
ALJAZEERA. Typhoon Hagupit strikes Philippines. Retrieved from http://goo.gl/57Ccz5 on
September 2, 2015.
Business World. Landslide Retrieved from http://goo.gl/XTzbl2 on August 31, 2015.
City Disaster Risk Reduction and Management Office (CDRRMO) of Cagayan de Oro City.
Courtesy of Marino B. Uncad and Osin A. Sinsuat, Jr from Mines and Geosciences
Bureau. Retrieved from http://goo.gl/8ey1Hd on August 20, 2015.
Department of Education (DepEd) K-12 Learmer’s Material for Grade 9.
Disaster Reduction Resource Manual, 2008
Environmental Science for Social Change (ESSC). Geohazard maps. Retrieved from
http://goo.gl/KEFfwz on September 2, 2015.
INTERAKSYON. Interactive photos: Cagayan de Oro river before and after Sendong.
Retrieved from http://goo.gl/A7NJJO on September 2, 2015.
Interaksyon.com. Retrieved from http://goo.gl/Hnukhu on August 31, 2015.
MacKinnon, I. (2011). The Telegraph. Philippines landslides affect 1.6 million . Retrieved
from http://goo.gl/gzMq9x on August 31, 2015.
Mines and Geosciences Bureau. Retrieved fromhttp://goo.gl/ky9GPR on August 31, 2015.
Papa, A. Philippine Daily Inquirer. Retrieved from http://goo.gl/mdJHlh on August 31, 2015.
Philippine Atmospheric and Astronomical Services Administration (PAGASA). Retrieved
from http://goo.gl/2zcFms on August 31, 2015.
Rappler. Catastrophe by the numbers. Retrieved from http://goo.gl/2eRDlf on September 1,
2015.
ST. JOHN’S NEWFOUNDLAND AND LABRADOR CANADA. Emergency Preparedness.
Retrieved from http://goo.gl/OGFd81 on September 2, 2015.
The Essentialist. Archive for the ‘Emergency preparedness’ Category. Retrieved from
http://goo.gl/PCh7gj on September 2, 2015.
Ubalde, J. (2012). InterAksyon.com, December 5, 2012 5:10 PM. Retrieved from
http://goo.gl/R4KWqh on August 31, 2015.
Ubalde, J. (2012). Interaksyon.com. Retrieved from http://goo.gl/tjaxJw on August 31, 2015
Other Electronic Sources
http://goo.gl/zb2nU8
http://goo.gl/ZR38w8
http://goo.gl/nwsQey
http://goo.gl/YAs5jj
https://goo.gl/Vj5scl
45
CDRMMMod
lWhat this module is about…
This module is about fire hazards. Every year, more than 100 Filipinos
die in home fires. Thousand more suffer with the loss of houses and valuables
while hundreds are disfigured by fire.
If a fire occurs in your home, your chances of survival will depend on
how quickly and safely you are able to get out. This includes all types of live
flames, causes of sparks, hot objects, and chemicals that are potential for
ignition, or that can aggravate a fire to become large and uncontrolled. Fire
hazards also include all types of potential threats to fire prevention practices,
firefighting, built-in fire safety systems and situations that restrict the escape of
people from an affected building or area in the event of a fire.
As you go over this material, you will develop an emergency
preparedness plan to guide them on what to do before, during, and after a fire
incident. This further demonstrates understanding of fire hazards and related
concepts like Fire Triangle, Causes of Fires, and Phases of a Fire emergency.
This module consists of the following parts:
 Objectives, list of concepts that are expected to learn;
 Pre-test to evaluate how much do you know about fire hazards;
 Answer key to the pre-test:
 Learning activities, contains the detailed discussion of the lesson with
examples followed by exercises (try this out);
 Reflection, a part where you can reflect and think what you had
learned and identify the part of the lesson that you find difficult and
confusing;
 Post test, to assess how much did you learn ; and
 Answer key to the pre-test, posttest and exercises.
What you are expected to learn…
This module is designed for you to:
1. Recognize elements of the fire triangle in different situations;
2. Analyze the different causes of fires;
3. Observe precautionary measures and proper procedures
addressing a fire incident;
4. Apply basic response procedures during a fire incident; and
5. Follow the emergency and evacuation plan
in
1
Pretest…
A.
Identify each sentence as True or False. Write True if the statement is correct
and False if it is wrong.
1. For a fire fighter, it is very important to understand the different
classifications of fuel.
2. Every fire extinguisher works to all forms of fire.
B.
Multiple Choice. There are four choices given after each statement. Choose
the letter of the correct answer.
3. Which of the following served as components of fire?
A. Heat, Fuel & Water
C. Fuel, Oxygen & Extinguishers
B. Oxygen, Water & Fuel
D. Oxygen, Heat & Fuel
4.
A.
B.
C.
D.
Below are the common causes of fire except,
Electrical faults and misuse of wirings
Unattended cooking
Use of flashlights during brownouts
Unattended lighted candles
5. Practice stop, drop, and _______ in case your clothes catched on fire.
A. Call
C. ball
B. fall
D. roll
6.
A.
B.
C.
D.
Which one of the following statements doesnot help prevent fire?
Regularly check your electrical connections.
Keep matches and lighters away from reach of children.
Do not overload electrical circuits.
Unattended cooking.
7. One should determine and prepare on what to do in case fire starts in a
particular building, area or structure. What specific phase of fire is the
statement above?
A. Size – up
C. Rescue
B. Pre – planning
D. Salvage
8. A certain phase of fire which means putting out the main body of the fire.
A. Confinement
C. Overhaul
B. Ventilation
D. Extinguishment
9. This refers to a rapid oxidation of a material in the chemical process of
combustion, releasing heat, light and various reaction products.
A. Earthquake
C. Tsunami
B. Fire
D. Flood
10. Connections where several electrical appliances are connected to one outlet,
resulting in power overload and other electrical faults as the main cause of
fires.
A. Octopus Connections
C. Connections from fuse
B. Proper connections
D. Legal connections
2
Lesson 1: Fire Triangle
In order to understand how fire extinguishers work, you first need to know a
little bit about fire.
Elements of Fire
Enough oxygen to sustain combustion,
Enough heat to raise the material to its ignition temperature, and
Some sort of fuel or combustible materials
Take a look at the following diagram, called the "Fire Triangle"
OXYGEN SOURCE
Approx. 16% Required
HEAT SOURCES
To Reach Ignition Temperature
Normal air contains 21% of oxygen
Some Fuels contains its own
oxygen supply reaction,
Open Flame, the Sun,Hot Surface,
Sparks & Arcs, Friction, Chemical
Energy & Gas Compression.
Classification of Fuels
Not all fuels are the same, and if you use the wrong type of fire extinguisher
on the wrong type of fuel, you can, in fact, make matters worse. It is therefore
very important to understand the four different classifications of fuel.
Class A - Wood, paper, cloth, trash, plastics
Solid combustible materials that are not metals.
Class B - Flammable liquids: gasoline, oil, grease, acetone
Any non-metal in a liquid state, on fire.
Class C - Electrical: energized electrical equipment
As long as it's "plugged in," it would be considered a class C fire.
D
Class D - Metals: potassium, sodium, aluminum, magnesium
3
What you will do…
Activity 1.1 Who Is In?
Divide the class into 5 groups. Fill in the table below by listing down any objects
that would represent as fuel classifications A, B and C. An example per classification
has been given already.
Classification of Fuels
B
1. varnish
1. ceiling fan
2
2
3
3
4
4
5
5
6
6
7
7
8
8
9
9
10
10
A
1. curtain
2
3
4
5
6
7
8
9
10
C
FIRE EXTINGUISHERS
Next, we'll look at the different types of fire extinguishers and the class of fire
each is designed to extinguish.
Portable fire extinguisher is an appliance designated to be carried and operated
by hand containing an extinguisher medium which can be expelled by the action of
internal pressure and be directed on to a fire.
It is also important to know whether the said fire extinguisher is still functional or
not by noting its expiration date. It is found in the label of a tank.
Below is a tabular presentation on the different kinds of fire extinguishers, color,
compositions, designs and how it extinguish fires.
Kinds of Fire
Extinguisher
 Air Pressure
Water (APW)
 Carbon Dioxide
(CO2)
 Dry Chemical
(DC)
Color
Composition
Designed for
Extinguish by
silver
pressurized water with
normal air.
non-flammable carbon
dioxide gas under extreme
pressures.
fine yellow powder
class A
displacing
HEAT
displacing
OXYGEN
red
red
class B & C
class ABC
coating the
FUEL with a
thin layer dust,
separating the
fuel from the
Oxygen.
4
Sample images of the different kinds of fire extinguishers.
Rules for Fighting Fires
Fires can be very dangerous and you should always be certain that you will not
endanger yourself or others in attempting to put out a fire. For this reason, when a fire
is discovered:
Sound the alarm – If you discover or suspect a fire, sound the building
fire alarm. If there is no alarm in the building, warn the other
occupants by knocking on doors and shouting as you leave.
Leave the building – try to rescue others only if you can do so safely.
Move away from the building and out of the way of the fire
department. Don’t go back into the building until the fire department
says it is safe to do so.
 Call the City Fire Department – dial 0926 752 0623 or to CDRRMC
Hotline 857 – 4144 . Give as much information as possible to the
emergency dispatcher.
5
How to Use a Fire Extinguisher?
It's easy to remember how to use a fire extinguisher if you can remember the
acronym PASS, which stands for Pull, Aim, Squeeze, and Sweep.
Pull the pin.
This will allow you to discharge the extinguisher.
Aim at the base of the fire.
If you aim at the flames (which is frequently the temptation),
the extinguishing agent will fly right through and do no good.
You want to hit the fuel.
Squeeze the top handle or lever.
This depresses a button that releases the pressurized
extinguishing agent in the extinguisher.
Sweep from side to side until the fire is
completely out. Start using the extinguisher from a safe
distance
away, then move forward. Once the fire is out, keep an eye on
the
area in case it re-ignites.
Activity 1.2 Let us practice!
Coordinate with the fire department. Invite any personnel to give lecture and
demonstrate on the proper handling of fire extinguisher.
6
Lesson 2: Causes of Fires
Activity 2.1 Come, Let us Discuss!
Divide the class into 5 groups. For 10 minutes ask them to list 3 common
causes of fires, its prevention and the possible response to fight it. Have their group
outputs written in a manila paper for reporting.
Common causes of fire
How can you prevent
this?
How will you fight it?
After the activity, the class will go back to its big group and let each group
report their output.
7
Common Causes of Fires, its definition, tips to prevent fire and some suggested
remedies in case of fires.
Common Causes of
Fire
1. Electrical Fires
a) Overloading
Definition
Tips to Prevent Fire
Remedy if a Fire
Extinguisher in not
available
Use of one or more
electrical
appliances which
consume electrical
current beyond the
designed capacity
of the existing
electrical system.
Don’t overload
sockets or
extension blocks
If there is still
chance and you are
safe, turn off the
safety switch or the
power source.
Loose-fitting plugs,
loose connections
which can over
heat and lead to
fire.
Regularly check
plugs for sign of
burning or loose
connections.
If there is still
chance and you are
safe, turn off the
safety switch or the
power source.
.
Result from faulty
electrical outlets
and old wirings
Make sure any
wiring is out of
harm's way
If there is still
chance and you are
safe, turn off the
safety switch or the
power source.
Cooking while
doing other
household chores
at the same time or
leaving cooking
unattended.
.
The use of lighted
candle with less
precautionary
measures.
Never leave the
cooking unattended
Cover the pan with
its lid or use wet
cloth to suppress
the fire
Place the candle
away from curtain
and put it off when
not in use
If there is still
chance and you are
safe, use water to
extinguish fire
b. Over heating
c. Electrical
Wiring
2. Unattended
Cooking
3. Unattended
lighted candles
8
TO SURVIVE A BUILDING/HOUSE FIRE…
Here are some tips in case you are in a fire situation. Instead of panicking, have
the presence of mind in order to save you and others if possible;
 If the fire start in your home, yell “FIRE!” several times and go outside right
away
 Get out as safely and quickly as you can.
 If your escape route is filled with smoke, use your second way out.
 Practice crawling low if you must escape through smoke.
 If you are escaping in a closed door, feel the door, cracks and doorknob with
the back of your hand.
 Close door behind you as you escape to delay the spread of fire.
 Practice stop, drop and roll in case your clothes catch on fire.
 Once you are outside go to your meeting place and send one person to call the
fire department.
 Once you are out, stay out , do not go back to the fire scene.
“TODAY IS YOUR REWARD
FOR YESTERDAY’S SAFETY”
 It takes only one minute to write a safety rule,
 It takes one hour to hold a safety meeting,
 It takes one week to plan programs,
 It takes one month to put into practice,
 It takes one year to win a safety award,
It takes a whole life to have safety worker,
REMEMBER THIS
IT TAKES ONLY A SECOND TO DESTROY EVERYTHING BECAUSE OF
ONE ACCIDENT. (http://www.tiny.ca/Pages/Fire-Safety-Tips.aspx)
9
Lesson 3: Phases of a Fire Emergency
Activity 3.1 Form Me Please?
Find the words below and encircle them. You may encircle them horizontally,
vertically, diagonally and backwardly. Be guided by the words in the word box.
C
L
N
O
I
T
A
L
I
T
N
E
V
Z
Q
E
O
Q
G
R
O
U
N
D
E
D
X
Y
Z
W
R
V
N
P
G
L
E
0
0
W
D
T
E
Q
S
T
E
P
F
N
M
U
K
D
A
A
I
T
M
I
I
R
I
B
I
M
C
Y
I
E
N
N
A
A
Z
F
H
C
M
N
N
S
U
V
R
G
G
N
N
E
I
A
A
S
N
Y
E
A
I
A
E
U
A
A
U
C
U
R
W
A
Y
R
M
N
S
L
I
L
G
P
A
L
S
A
L
V
A
G
E
S
O
S
Y
E
H
T
S
W
Q
P
A
L
Y
C
N
R
H
S
M
M
E
Z
P
T
E
Q
X
S
Q
R
T
M
I
E
I
R
W
L
P
R
O
P
E
R
T
I
E
S
N
T
S
F
M
R
P
W
T
H
V
O
O
N
P
T
C
P
O
S
T
F
I
R
E
Y
Y
O
T
P
S
I
O
S
B
E
X
T
I
N
G
U
I
S
H
H
V
EXTINGUISHMENTS, EXTINGUISH, CONFINEMENT, RESCUE, SALVAGE,
VENTILATION, SIZE UP, PRE PLANNING, OVERHAUL, POST FIRE,
ANALYSIS, VICTIM, PROPERTIES, GROUND, AREA
Disaster preparedness played a great role in preventing from any hazards
especially fire, may it be man-made or not. Each family nowadays is encouraged to
educate every member in case of fire and that everyone must know what to do even
in the middle of fire.
10
Phases of Fire
1. PRE-PLANNING- Know and prepare on what to do in case fire starts in a
particular building, structure or area.
2. SIZE-UP- Estimate the situation at the fire ground
3. COVER EXPOSURE- Prevent the fire from extending to other uninvolved and
exposed building./structure.
4. CONFINEMENT - Prevent the fire from extending to other uninvolved and exposed
portions of the burning building orstructure.
5. RESCUE- Remove the victims from endangered area and bringing them to a safety
place.
6. VENTILATION- Displace smoke, hot vapors, toxic and poisonous gases from a
contaminated area & replace them with fresh air from outside
7. EXTINGUISHMENT- Put out the main body of the fire
8. SALVAGE- Protect properties of value from preventable damages due to sources
other than the fire, like water.
9. OVERHAUL- Prevent the fire from rekindling
10. POST FIRE ANALYSIS- Critique the operations done at the fire grounds.
Activity 3.2 Be an Architect
The teacher will divide the class into 5 groups. Each group should sketch a fire
safety plan based on the following:
Group 1
Group 2
Group 3
Group 4
Group 5
-
School Building
House
Hospital
Mall
Office in the 3rd floor
 Output will be drawn in a manila paper and will be reported before the class.
11
Let us summarize…
1. ) In order to understand how fire extinguishers work, one must need to know
first the elements of fire. These are oxygen, heat and fuel, and be aware
further that with the absence of any of these elements, fire is already
considered under control.
It has been learned that fuels were classified as follows: class A (wood,
paper, cloth, trash, plastics and any solid combustible materials that are not
metals); class B (flammable liquids, gasoline, oil, grease, acetone and any
non-metal in a liquid state on fire); class C (electrical, energized electrical
equipment and any plugged in equipment); and class D (metals, potassium,
sodium, aluminum and magnesium).
Portable fire extinguisher is an appliance designated to be carried and
operated by hand containing an extinguisher medium and is designed as
follows: air pressured water is for class A; carbon dioxide is for classes A and
B; and dry chemical is for classes A, B and C. Among the three kinds of fire
extinguishers mentioned above, dry chemical fire extinguisher is widely used
and is visible in most places. The word PASS served as the acronym in using
a fire extinguisher. This means, Pull, Aim, Squeeze and Sweep.
2. ) Common causes of fires include electrical fire (overloading, over heating
and electrical wiring), unattended cooking and unattended lighted candles.
Definitions, tips to prevent fire and remedies were presented in tabular
manner. The very best thing to do when fire is detected is to yell “fire” so that
everyone would know. In the event that you are in a fire scenario, do not
panic instead keep your mind alert, know the way out as much and as safe
as possible. Once you are out, do not go back inside the building or a house
until the firemen told you to do so.
3.) The phases of fire operations are pre-planning, size-up, cover exposure,
confinement, rescue, ventilation, extinguishment, salvage, overhaul and post
fire analysis. Every step of the phases brings enough information and
awareness to our learners. Also, in this lesson, the learners were given the
chance to design their own fire safety given the different scenario.
12
Posttest …
Matching Type
Match Column A with Column Band write the letters of the correct answer.
Column A
1.
2.
3.
4.
5.
Oxygen, Heat & Fuel
Primary cause of fire
Tips when dress in fire
Last phase of a fire operation
One way to prevent fire
Column B
A. Keep cooking area clean
B. Fire extinguisher
C. Fire triangle
D. Post Fire Analysis
E. Stop, Drop and Roll
F. Electrical fire
Multiple Choice
Read each statement carefully and choose the letter of the correct answer.
6. In a fire accident while the firemen tried so hard to control the fire, one of
them noticed an unconscious child lying on the floor. That fireman quickly
brought the child to an open field where first aid staff positioned themselves.
The fireman’s act was an example of what phase?
A. rescue
B. size-up
C. extinguishment
D. pre-planning
7. Our neighbor’s house has been burned so badly one afternoon. To our
surprise, an unburned house next to it has been sprinkled with water by
firemen instead of that burning house. What specific phase of fire is this?
A. pre-planning
C. salvage
B. size-up
D. cover exposure
8. Which practice is best when you are escaping through smoke?
A. crawling low and fast
B. walking low and fast
9.
I.
II.
III.
IV.
C. crawling slow and fast
D. walking slow and fast
Which of the following are ideal ways in order to survive from a fire?
Get out as safely and quickly as you can.
If a fire starts at your house, yell “fire” to alarm everyone.
If your escape route is filled with smoke, use your second way out.
After going out from fire, you must go back to save more lives.
A. I, II & III only
B. I & IV only
C. II & III only
D. I, II & IV only
10. Air pressurized water extinguish fire by taking away the ________.
A. heat
C. oxygen
B. fuel
D. all of these
13
References
Republic Act No. 9514 (Approved by PGMA on December 19, 2008)
An act establishing a comprehensive Fire Code of the
Philippines, repealing Presidential Decree No. 1185 and for other
purposes.
Republic Act 6975 Responsible for the Prevention and Suppression of all
destructive fires.
Republic Act No. 10121 Philippine Disaster Risk Reduction and Management
Act, 2010
e- Library sources:
http://goo.gl/gk1WKc
http://goo.gl/WtZZYB
http://goo.gl/sGePzs
http://goo.gl/1Qd2KM
https://goo.gl/Y3GNjr
https://goo.gl/zNQBJ9
http://goo.gl/gk1WKc
http://goo.gl/HLD66a
https://goo.gl/JXmBjN
http://goo.gl/9F6Tkk
http://goo.gl/ovRH48
http://goo.gl/kGZLR
http://goo.gl/BqI43A
http://goo.gl/4qtAeU
http://goo.gl/xqQZ3V
http://goo.gl/ovRH48
http://goo.gl/9F6Tkk
http://goo.gl/gYooRp
14
[Pick the date]
Authored by: user
CONCEPT OF DISASTER RISK REDUCTION (DRR) AND
DISASTER RISK REDUCTION AND MANAGEMENT (DRRM)
What this module is about…
This module will help you to comprehend the concept of DRR, importance of DRR,
key principles, emergency plan, early warning systems, survival kits and materials.
 Lesson 1 - Disaster Risk Reduction:
Concept of DRR, Importance of DRR, and key principles.
 Lesson 2 - Community-based disaster risk reduction and management
for preparedness:Emergency Plan, Early warning systems and
Survival kits and materials.
What you are expected to learn…
After going through this module you should be able to:
1. discuss the concepts, key principles, and elements of DRR;
2. recognize the importance of DRR on one’s life;
3. discuss different community-based practices for managing disaster risk to specific
hazards;
4. develop a community preparedness plan;
5. prepare survival kits and materials for one’s family and for public information and
advocacy.
How to learn from this module…
I know you are excited to start the adventure just as I am but remember to do the
following tips to successfully achieve the objectives of this self-learning kit.
1. Read and follow instructions carefully.
2. Answer the pretest before you start the lesson.
4. Observe the time limit to finish the module.
5. Take note and record points for clarifications.
6. Try to achieve at least 75% level of proficiency in the tests.
7. Work diligently and honestly.
8. Answer the posttest honestly.
1
PRETEST
Direction: Choose the letter of your correct answer and write it on separate sheet of
paper.
____ 1. DRR stands for________________.
A. Disaster Risk Reduction
B. Duster Risk Reduction
For numbers 2-5.
C. Disaster Rest Reduction
D. Disaster Risk Deduction
A. Building Understanding and Awareness
B. Knowing the Risks and Taking Actions
C. Making Disaster Risk Reduction a Priority
D. Reducing Risk
____ 2. Means to reduce the underlying risk factors.
____ 3. Ensures that disaster risk reduction is a national and local priority with a
strong institutional basis for implementation.
____ 4. Uses knowledge, innovation and education to build a culture of safety
and resilience at all levels.
____ 5. Identifies, assesses and monitors disaster risks and enhances early
warning.
____ 6. It measures undertaken to restore affected communities/areas to their
proper or normal level of functioning and development with reduced
vulnerability and increased sustainability.
A. Response
C. Mitigation
B. Rehabilitation
D. Preparedness
____ 7. It measures taken in advance of a hazard impact aimed at reducing its impact
on society and environment.
A. Response
C. Mitigation
B. Rehabilitation
D. Preparedness
____ 8. Which of the following is a flash flood alert instrument/device?
A.
C.
B.
D.
____ 9. A package of basic tools and supplies prepared in advance as an aid to survival.
B. Medicine kit
C. Make-up kit
C. Survival kit
D. Bag
____ 10. It is useful if you are submerged in flood waters and need to go some place safer.
A. Money
C. Extra shirt
B. Food
D. Lifesaver or salbabida
2
Lesson 1:
DISASTER RISK REDUCTION: CONCEPT OF
DRR, IMPORTANCEOF DRR, AND KEY
PRINCIPLES
What does DRR mean?
DRR stands for Disaster Risk Reduction. It is about supporting local civil society,
communities, households and individuals to become less vulnerable and strengthen their
capacity to anticipate, resist, cope with and recover from natural hazards.
Why is DRR important?
DRR is vital for building a more equitable and sustainable future. Making
investments in prevention and preparedness, including civil defence exercises. It is a
necessary part of systematic efforts to increase resilience to disaster.
CONCEPTS OF DRR
1. Ensure that disaster risk reduction is a national and a local priority.
2. Identify, assess, and monitor disaster risks and enhance early warning
systems
3. Use knowledge, innovation, and education to build a culture of safety and
resilience at all levels.
4. Reduce the underlying risk factors.
5. Strengthen disaster preparedness for effective response for effective and
recovery at all levels, from the local to the national.
A. MAKING DISASTER RISK REDUCTION A PRIORITY
Ensures that disaster risk reduction is a national and local priority with a strong
institutional basis for implementation. This principle emphasizes that collaboration is key.
In implementing the Hyogo Framework for Action (HFA), countries must develop or
modify policies, laws, and organizational arrangements, as well as plans, programs,
projects to integrate risk reduction and allocate sufficient resources to support and
maintain the program.
B. KNOWING THE RISKS AND TAKING ACTIONS
Identifies, assesses and monitors disaster risks and enhances early warning. This
principle believes that early warning saves lives. Early warning is to relay to individuals,
groups or populations messages which provide them with information about: the
existence of danger, what can be done to prevent, and avoid or minimize the danger.
Warnings issued by the Philippine Atmospheric, Geophysical, Astronomical Services
Administration (PAGASA), Philippine Institute on Volcanology and Seismology
(PHIVOLCS), Operations Center, National Disaster Risk Reduction and Management
Council (NDRRMC) are being communicated to the general public followed by actions
like the suspension of classes during inclement weather and emergency situations.
3
C. BUILDING UNDERSTANDING AND AWARENESS
Uses knowledge, innovation and education to build a culture of safety and resilience
at all levels. The principle is based on the premise that local knowledge is important for
disaster reduction. Information dissemination campaigns on basic concepts for all
hazards, their causes, preventive measures, and consequences shall be used as one of
the strategies in providing awareness and knowledge to the public.
OTHER STRATEGIES INCLUDE THE FOLLOWING:
• Providing relevant information on disaster risks and means of protection, especially
in hazard prone areas;
• Strengthening networks and promoting dialogue and cooperation among disaster
experts, technical and scientific specialists, planners and other stakeholders;
• Conducting capability training for teachers, non-teaching personnel, community
members, parents, and children;
• Developing or strengthening community based disaster risk management
programs; and
• Working with the media in disaster risk reduction awareness activities.
D. REDUCING RISK
Means to reduce the underlying risk factors. One of the ways to reduce risks is by
building local resilience in order to protect school communities. The Department can build
resilience to disasters by investing in simple, well-known measures to reduce risk and
vulnerability.
For example:
• Locating / relocating schools and communities away from hazard-prone areas,
such as flood plains, shorelines, earthquake fault lines, etc;
• Building schools and facilities strong enough to withstand the impacts of all
hazards;
• Encouraging reforestation and protection of wetlands;
• Implementing the provisions of Clean Air Act RA 8749 ,Waste Segregation
Scheme
RA 9003, Presidential Decree No. 856, Code on Sanitation of the
Philippines,
Presidential Decree No. 1185, Fire Code of the Philippines; and Presidential
Decree No. 1096, Building Code of the Philippines.
• Encouraging participation in the National Schools Maintenance Week or “Brigada
Eskwela” wherein parents and local volunteers come together for one week in May
before the start of the school year in order to do minor repair and maintenance of
school facilities to get the schools ready and safe for the children to use.
E. BEING PREPARED AND READY TO ACT
Strengthen disaster preparedness for effective response at all levels. This
principle believes that disaster preparedness needs practice. Being prepared, including
conducting risk assessments, before investing in development to become more resilient
to natural hazards.
PREPAREDNESS ACTIVITIES:
• Development and regular testing of contingency plans;
• Appropriation of the calamity fund to support preparedness in response and
rehabilitation activities through the Local Disaster Risk Reduction Management
4
Fund (LDRRMF).
• Development of coordinated Regional, Division, District and school approaches
for effective disaster response;
• Regular dialogue between response agencies, planners and policy-makers, and
development organizations such as Civil Societies Organization (CSO), NonGovernmental Organization (NGO) , International Non-Governmental
Organization (INGO);
• Coordination with Local Disaster Coordinating Councils for better collaboration ,
synchronization, and convergence of assistance;
• Establishment and maintenance of bilateral coordination among cluster
members,partners and stakeholders for timely and effective humanitarian
response;
• Conduct quarterly drills in school like earthquake, fire and evacuation drills.
KEY PRINCIPLES
Guided by the above-stated principles, disaster risk management involves the
following phases:
PRE-EVENT
measures taken in advance of a hazard impact aimed
at reducing its impact on society and environment
MITIGATION
Mitigation activities include:
a. Hazard/ Risk Identification
and Assessment
d. Developing early warning
systems
- develop, update and disseminate hazard maps and
related information to decision makers, general public
and communities at risk
- land-use and building and fire codes
- in infrastructure, the education sector, local
governance (comprehensive
land
use
and
development plans, construction permits, design
approvals), climate change adaptation, flood mitigation
master plan, etc.
- that are people-centered timely and
understandable to those at risk
PREPAREDNESS
measures undertaken to prepare people to react
appropriately during and following such emergencies
b. Enforcement of zoning
c. Integrating/mainstreaming
disaster risk management
It involves the following activities:
a. Planning
- disaster management plans, contingency plans,
Standard Operation Procedure (SOP’s), Incident
Command System (ICS), mutual aid arrangements
b. Advocacy
- information dissemination through mass media,
enhancing people’s awareness through conduct of
disaster management fora /briefing, observance of
disaster consciousness month, etc.
c. Education and Training
- of local officials, deputized coordinators, auxiliaries,
volunteers, conduct of drills and exercises, community
based disaster risk management trainings; add
accredited Civilian Disaster Volunteers (ACDV)
- manpower, materials, methods, machines and money
d. Resources – 5 M’s
5
POST EVENT
Post event refers to activities after the emergency which includes the following:
- measures undertaken immediately following an
emergency. Such measures are directed towards
RESPONSE
saving life, protecting property, and dealing with
the immediate damage caused by the disaster
Below are activities associated with response:
- timely and rapid dissemination of warnings to
a. Early Warning
threatened communities/ population; Notification –
mobilization of response teams, activation of
SOPs, DOCs and ICS
- “the time within which most lives could be saved
b. The “Golden Hour” Principle
and injuries minimized”
- on scene management of disaster operations
c. Incident Command System
activities
- measures undertaken to restore affected
REHABILITATION
communities/areas to their proper or normal level
of functioning and development with reduced
vulnerability and increased sustainability
This can be categorized into:
– restoring necessary lifeline systems (e.g. power,
a. Short Term
communications, water
and sewerage, transportation, etc.), providing for
basic human needs (food, clothing, shelter) and
monitoring law and order providing CISD, etc.
– restoring economic activity and development,
b. Long Term
rebuilding community facilities and housing,
healing, repair and reconstruction in a way that is
less vulnerable to future hazard impacts.
6
What you will do…
Activity 1: Question and Answer
Direction: Answer the following questions.
1. Is DRR important ? Yes or No? If your answer is yes, why? and if your answer is no,
why?
Write your answer on a separate sheet.
2. What are the principles of Disaster Risk Reduction or DRR?
Write your answer on a separate sheet.
7
What you will do…
Activity 2: Learning and Reflecting
Direction: Write your reflection about the topic discussed in your reflective journal.
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_________________________________
8
Lesson 2:
COMMUNITY-BASED DISASTER RISK REDUCTION
AND MANAGEMENT FOR PREPAREDNESS:
EMERGENCY PLAN, EARLY WARNING SYSTEMS
AND SURVIVAL KITS AND MATERIALS
EMERGENCY PLAN
MUST DO!!!
Find out what you should do in case a disaster strikes.
The organization above will likely be able to to advise you what to do in an emergency.
They may able to to provide you with evacuation and information about local warning
systems and emergency plan. If you cannot get all the information you need from officials,
research local hazards on your own. Figure out, for example, what preparations you should
make for food or earthquake and how to survive if your caught in a one.
(source: CDRRMC Manual , Cagayan de Oro)
KNOW WHAT TO DO IN CASE OF EMERGENCY
It is important that the whole family is prepared and informed in the event
of a disaster or emergency. You may not always be together when these events occur
and should have plans for making sure you are able to contact and find another,
BASIC STEPS TO MAKE SURE YOU REMAIN SAFE
1. Meet with your family or household members.
2. Discuss how to prepare and respond to emergencies that are most likely to
happen
where you live, learn, work and play.
3. Identify responsibilities for each member of your household and plan to work
together as a team.
PLAN WHAT TO DO IN CASE YOU ARE SEPARATED DURING AN EMERGENCY
Choose two places to meet:
1. Right outside your home in case of a sudden emergency, such as fire
2. Outside your neighborhood. In case you cannot return home or are asked to
evacuate:
* Choose an out-of- area emergency contact person. It may be easier to text or call
long distance. If local phone lines are overloaded or out of service, everyone
should have emergency contact information in writing or saved on their cell phones.
9
KNOW YOUR EVACUATION PLAN
1. Decide where you would to go and what route you would take to get there. You
may choose to go to a hotel/motel, stay with friends or relatives in a safe
location or go to an evacuation shelter if necessary.
2. Practice evacuating your home twice a year. Drive your planned evacuation route
and plot alternate routes on your map in case roads are impassable.
3. Quarterly practice/drill for the family.
LET YOUR FAMILY KNOW YOU ARE SAFE!!!
DIFFERENT COMMUNITY-BASED PRACTICES
EARTHQUAKE DRILL
* Be familiar with the dangerous spot inside offices/rooms.
* Be careful with things which may harm people during earthquake. It is better to fix
as early as possible the faulty electrical wiring, leaky gas connection, and fasten
shelves.
Before
* Identify safe places indoors and outdoors.
* Educate everyone about emergency contacts.
* Prepare a stock of emergency supplies. A stock of food, water, medicines,
flashlights, and batteries can help you to survive the tremor.
* Make an evacuation and reunion plan. It is possible that everyone may be
separated from each other during an earthquake so it is advisable to have a
reuniting plan like meeting in a certain place after the disaster.
* During the quakes, duck or drop to the ground.
* Take cover. You may hide under a sturdy table or piece of furniture for protection
from falling debris.
* Hold that position and stay wherever you are until the shaking stops and you cannot
feel anymore ground movement.
During
* Do not immediately proceed to the door, some doors will swings which can even
cause injury.
10
* Once the earthquake is over, listen to battery-operated radio or television for
updates of aftershock.
After
* Stay away from damaged area.
* Stay away from the beach if living in a coastal area.
* Be aware of possible tsunamis.
* landslides are also possible for mountainous areas as well as the ground rapture for
areas along active fault lines which causes the ground break.
* If outdoors, move away from building and streetlights.
* Immediately proceed to open area.
Outside
during an
Earthquake
* Once in the open, stay there and do not go near buildings and tall infrastructures to
avoid falling debris.
* If in a moving vehicle, stop as quickly as safety permits.
* Avoid stopping near buildings, overpasses, bridges or ramps which may have been
damaged by the earthquake.
* If you’re on a sidewalk near buildings, duck into a doorway to protect yourself from
falling breaks, glass, plaster, and other debris.
* If you’re in a crowded store or other public place, do not rush for exits. Move away
Inside /
from display shelves containing object that could fall.
trapped in an
establishment * If trapped under debris, cover your mouth with handkerchief.
during an
Earthquake * Create noises by tapping pipes or walls for rescuers to locate you. Do not shout. It
is just a last option because it may cause you to inhale dangerous amount of dust.
11
FIRE DRILL
* In an orderly fashion, exit the building, staying low to avoid smoke inhalation.
* If the fire alarm has been activated, pull the closest fire alarm when exiting the
building. (If the fire alarm has already been activated, there is no need to pull a
second alarm.)
During and After
the fire
* Familiarize yourself with the layout of the building. Escape routes are posted
throughout buildings in areas easily accessible to everyone.
* If you are the last person to exit a classroom or office close the door, reducing
the fire’s spread and damage.
* After exiting, meet in designated areas to be accounted for. Under no
circumstances should you reenter a burning building!
* To prevent personal endangerment and obstruction of emergency responders
and equipment, do not leave the assigned areas until cleared to do so by your
Area Leader.
Consolacion Elementary School Teaching and Non-Teaching Staff participated fire drill every year.
CLEAN - UP DRIVE
rd
Parents, Teachers, Pupils and Barangay Officials participated Clean-up Drive every 3 week of the month.
12
TREE PLANTING
Tree Planting is an environmental activity that helps in saving our mother earth by removing harmful
chemicals from the soil and to reduce greenhouses leading to global warming.
SEMINAR -WORKSHOP ON DISASTER RISK REDUCTION
AND FIRST-AID
Photo source: Royderico M. Elorde
Consolacion Elementary School Teacher , Pupils and Parents
participated in seminar-workshop on DR and First Aid.
13
EARLY WARNING SYSTEMS
The set of capacities needed to generate and disseminate timely and meaningful
learning information to enable individuals, communities and organizations threatened by a
hazard to prepare and to act appropriately and in sufficient time to reduce the possibility of
harm or loss.
THE FOUR ELEMENTS OF PEOPLE-CENTERED EARLY WARNING SYSTEMS
1. Risk Knowledge
Risks arises from both the hazards and the vulnerabilities that
are present. Risk assessment and mapping will help to set
priorities among early warning system needs and to guide
preparations for response and disaster prevention activities. It
is based on historic experience and human, social economic
and environmental vulnerabilities.
2. Warning Service
A sound scientific basis for predicting potentially catastrophic
events is required. Constant monitoring of possible disaster
precursors is necessary to generate accurate warnings on
time. Approaches that address many hazards and involve
various monitoring agencies and most effective.
3. Communication
and Dissemination
Clear understandable warnings must reach those of risk. For
people to understand the warnings they must contain clear,
useful information that enables proper responses. Regional,
national and community level communication channels must be
identified in advance and one authoritative voice established.
4. Response
Capability
It is essential that communities understand their risks; they
must respect the warning service and should know how to
react. Building up a prepared community requires the
participation of formal and informal education sectors,
addressing the broader concept of risk and vulnerability.
14
EMERGENCY/EARLY WARNING DEVICES
Hazard
Early Warning Device
Purpose
Two-way radio
- Use to inform the community
if there is a possibility of
flooding.
Flood
Megaphone
Flash flood alert device
Whistle
Fire Alarm/Bell
Fire
Two-way radio
- Inform the people in the
barangay when there is fire.
Megaphone
15
Fire Truck
Hazard
Emergency Device
(for drill purposes only)
Purpose
Earthquake
Alarm/bell
- Inform the people in a
community when there is
earthquake occurs.
Whistle
SURVIVAL KITS AND MATERIALS
Being prepared means being equipped with the proper supplies you may need in the
event of an emergency or disaster. Keep your supplies in an easy-to-carry emergency
preparedness kit that you can use at home or take with you in case you must evacuate.
Survival Kit - is a package of basic tools and supplies prepared in advance as an aid to
survival in an emergency.
16
CONTENTS OF AN EMERGENCY BALDE OR E-BALDE
ITEMS
Water
Food
Medicine and First aid Kit
Cellphone Kit
Transistor Radio
PURPOSE/EXPLANATION
You don’t know if there will be water supply interruption so bring
along a liter of drinking water in PET bottle that can fit inside your ebalde.
Include crackers or trail mix, which are lightweight and easy to store.
Do not store food that needs cooking or those that are easily
perishable. If there’s a baby in the family or someone with special
nutritional needs, include as well in the supply.
Prepare an emergency first aid kit that has two or three of medicines
for normal ailments such as LBM, stomachache or headache,
muscle pains or cough and colds; alcohol, cotton, antiseptic, bandaid, gauze and bandages. For those taking maintenance drugs, it is
wise to have a week’s worth of supply in your kit. Check for dates of
expiry.
It never hurts to have an extra mobile phone for use during
emergencies especially when your cellphone is already low-batt.
Make sure the battery is fully charged, has a spare battery and has
load. Put the phone and batteries in a waterproof pouch.
These can come in handy if there’s no power or Internet connection.
A battery-operated or crank radio would really be helpful in
monitoring the latest weather updates or even announcement of
rescue operations in your area.
Flashlight and Lighter
A lightweight flashlight or lighter can come in handy. In case power
is down and if you need to signal rescuers particularly at night.
Space Batteries
Make sure your flashlight and radio use the same size of batteries
so you only need one set of spares.
Important Documents
Place important documents in a waterproof pouch. It will save you
the trouble of getting replacements afterwards.
Emergency Information
Card
It should contain the numbers of all family members and of
government agencies and other institutions that can help during
disasters. It must also include the blood type, allergies and illnesses
of each family member. This information would be helpful in cases
when medical intervention is needed.
Compact Mirror
It is not for the usual grooming reasons but more like to signal and
alert choppers or others who are at a distance from where you are of
your presence.
Extra shirt
When you are all wet and cold and it stops raining, having
something dry to change into would be very nice. Choose one that is
bright-colored. This will make you easy to spot for rescuers.
Lifesaver or Salbabida/
Flotation Device
This will be very useful if you are submerged in flood waters and
need to go someplace safer. Inflate the salbabida, put the e-balde
inside and then hold on to the flotation device.
Money
You never know when some extra cash would come in handy wrap
money in a water proof pouch.
Whistle
You will be able to produce sound to call or ask for help.
17
RECOMMENDED FOOD AND DRINKS FOR EMERGENCIES
Food
Tuna
Ready-to-eat soup
Beans
Canned vegetables
Canned fruits
Nuts
Bread
Canned chicken
Peanut butter / Peanut
Crackers
Chocolate
Drinks
Honey
Granola bars
Cereal
Extra formula
Baby food
Energy bars
Crackers
Jelly
Mongo
Hard Candies
Bottled water
Frozen water bottles
Gatorade
Canned juice
Canned/powdered milk
Instant coffee
OTHER LIST OF ITEMS FOR EMERGENCIES
Clothing
Bedding
Communication
*Cotton
* Wool
* Underwear
* Footwear
* Blankets
* Emergency blankets
* Sleeping bag
* Optional- Mosquito net
* Improvised- Newspapers and
card board
* Lifeline- CP call and SMS/text
* Contact list
* Radio’s -Handheld
* GPS
* Satellite phone
* SPOT tracker
(Source: CDRRMC- Cagayan de Oro City)
18
What you will do…
Activity 1: Emergency Plan
Direction: Answer the following questions.
1.
What will you do if you and your family members separated during the
emergency?
19
What you will do…
Activity 2: Survival Kit and Materials
Direction: Make an improvised Lifesaver or salbabida out of indigenous materials.
Materials:
Empty plastic bottle - 1.5 L. or 2L ( 6-7 pcs.)
Old/used cloth
Procedure:
1.
Prepare all the materials.
2.
Cut the old cloth into strips -4 inch.
3.
Tied up the strips (cloth) use as a belt.
4.
Wrap around the strips on the plastic bottle.
5. Place the improvised lifesaver or salbabida around your stomach.
20
Let us summarize…
1. DRR stands for Disaster Risk Reduction. It is about supporting local civil society,
communities, households, and individuals to become less vulnerable and strengthen
their capacity to anticipate, resist, cope with and recover from natural hazards.
2. Concepts of DRR are the following:
a. Ensure that disaster risk reduction is a national and a local priority.
b. Identify, assess, and monitor disaster risks and enhance early warning systems.
c. Uses knowledge, innovation, and education to build a culture of safety and
resilience at all levels.
d. Reduce the underlying risk factors.
e. Strengthen disaster preparedness for effective response for effective and
recovery at all levels, from the local to the national.
3. Key Principles of DRR
a. Mitigation- measures taken in advance of a hazard impact aimed at reducing its
impact on society and environment.
b. Preparedness- measures undertaken to prepare people to react appropriately
during and following such emergencies.
c. Response- measures undertaken immediately following an emergency. Such
measures are directed towards saving life, protecting property, and dealing with
the immediate damage caused by the disaster.
d. Rehabilitation- measures undertaken to restore affected communities/areas to
their proper or normal level of functioning and development with reduced
vulnerability and increased sustainability.
4. Emergency Plan:
a. Know what to do in case of emergency.
b. Basic Steps to make sure you remain safe.
c. Plan to do in case you are separated during an emergency.
d. Know your evacuation Plan.
e. Let your family know you’re safe.
5. Different Community-Based practices:
f. Earthquake drill
g. Fire drill
h. Clean-up drive
i. Tree Planting
j. Seminar-Workshop on DRR and First-aid
6. Early warning Systems- set of capacities needed to generate and disseminate timely
and meaningful learning information to enable the individuals, communities and
organizations threatened by a hazard to prepare and to act appropriately and in sufficient
time to reduce the possibility of harm or loss.
21
Four Elements of People-Centered Early warning systems
1.
2.
3.
4.
Risk knowledge
Warning service
Communication and Dissemination
Response Capability
Hazard
Flood
Fire
Earthquake
Emergency/Early Warning Devices
Early waring device
Purpose
* Two-way radio
- use to inform the
* Megaphone
community if there is a
* Flash flood alert device
possibility of flooding
* Whistle
* Fire alarm/bell
- inform the people in the
* Two-way radio
barangay when there is fire
* Megaphone
* fire truck
(for drill purposes only)
- inform the people in a
* Alarm/bell
community when there is
* Whistle
earthquake occurs.
7. Survival Kits and Materials
Survival kit- is a package of basic tools and supplies prepared in advance as an
aid to survival in an emergency.
Contents of an Emergency Balde or E-Balde
5. Water
6. Food
7. Medicine and First-aid kit
8. Cellphone kit
9. Transistor radio
10. Flashlight and lighter
11. Space batteries
12. Important documents
13. Emergency information card
14. Compact mirror
15. Extra shirt
16. Lifesaver or salbabida/floatation device
17. Money
18. Whistle
22
POSTTEST
Direction: Choose the letter of your correct answer and write it on separate sheet of paper.
For numbers 1-4.
A. Making Disaster Risk Reduction a Priority
B. Reducing Risk
C. Knowing the Risks and Taking Actions
D. Building Understanding and Awareness
____ 1. Identifies, assesses and monitors disaster risks and enhances early warning.
____2. Uses knowledge, innovation and education to build a culture of safety and
resilience at all levels.
____ 3. Means to reduce the underlying risk factors.
____ 4. Ensures that disaster risk reduction is a national and local priority with a strong
institutional basis for implementation.
____ 5. Which of the following is a flash flood alert instrument?
A.
C.
B.
D.
____ 6. DRR stands for________________.
A. Disaster Risk Reduction
B. Duster Risk Reduction
C. Disaster Rest Reduction
D. Disaster Risk Deduction
____ 7. A package of basic tools and supplies prepared in advance as an aid to survival.
A. Medicine kit
C. Make-up kit
B. Survival kit
D. Bag
____ 8. It measures taken in advance of a hazard impact aimed at reducing its impact on
society and environment.
A. Response
C. Mitigation
B. Rehabilitation
D. Preparedness
____ 9. It is useful if you are submerged in flood waters and need to go some plac safer.
A. Money
C. Extra shirt
B. Food
D. Lifesaver or salbabida
____10. It measures undertaken to restore affected communities/areas to their proper or
normal level of functioning and development with reduced vulnerability and
increased sustainability.
A. Response
C. Mitigation
B. Rehabilitation
D. Preparedness
23
References
Alanguilan, E. ( 2013). Preparing for disasters. Retrieved August 31, 2015 from
http://manilastandardtoday.com/mobile/2013/11/16/preparing-for-disasters
American Red Cross. Retrieved August 24, 2015
fromhttp://www.redcross.org/prepare/location/home-family/plan
Building resilience: The Importance of Disaster Risk Reduction, (2012).Retrieved
August 24, 2015 from
http://www.undp.org/content/undp/en/home/ourperspective/ourperspectivearticles
/2012/08/15/building-resilience-the-importance-of-disaster-risk-reduction.html
De Leon, JC and Bagardi, J. ,(2006). Early Warning Systems in the context of Disaster
Risk Management. Retrieved August 26, 2015 from
http://www.unisdr.org/2006/ppew/info-resources/docs/ELR_dt_23-25.pdf
Disaster Risk Reduction Resource Manual, (2008). Retrieved August 29, 2015 from
http://www.deped.gov.ph/sites/default/files/Disaster%20Risk%20Reduction%20
Resource%20Manual.pdf
24
12
What you are expected to learn…
After going through this part of the module, you are expected to:
1. Explain DRR-related laws and policies (RA 10121)
2. Give details of the implementing rules and regulations of RA 10121
How to learn from this module…
Here are simple guide for you in going about the module.
1. Read and follow the instructions very carefully.
2. Take the pre-test. A simple multiple-choice test provided at the start to determine how
much you know about the content of this module.
3. Check your answers against the correct answers provided at the last page of the
module.
4. Be very honest in taking the test so you know how much knowledge you already have
about the topic.
5. Read the different lessons about RA 10121 and other DRR related laws and policies
and the various DRR-related services, programs and projects in the Philippines.
6. Perform all the activities, as these will help you have a better understanding of the
topic.
7. Take the self-tests at the end of each lesson to determine how much you remember
about the lesson.
8. Finally, take the post-test at the end of this module.
What to do before (Pretest)…
Direction: Choose the letter of the correct answer. Write your answer on a separate sheet of
paper.
1. According to RA 10121, the National Disaster Risk Reduction and Management
Council should be headed by which of the following?
A. Secretary of the Department of the National Defense
B. Secretary of the Department of Interior and Local Government
C. President of the Philippines
D. Vice President of the Philippines
2. Which of the following government agencies is not a part of the NDRRMC?
A. Department of Health
B. Department of Education
C. Department of Social Welfare and Development
D. Civil Service Commission
3. Pursuant to Section 9 of RA 10121, the NDRMMC Training Institutes shall be
established for the following purposes EXCEPT
A. Train public and private individuals, both local and national in such subject as
disaster risk reduction and management, including emergency response.
B. Consolidate and prepare training materials and publications of disaster risk
reduction and management books and manuals to assist disaster risk reduction
1
and management workers in the planning and implementation of the programs
and projects.
C. Conduct benefit shows and solicit relief goods and other donations for the victims
of disasters.
D. Conduct research programs to upgrade knowledge and skills and document best
practices on disaster risk reduction and management.
4. The NDRRMC shall take the lead in preparing for, responding to, and recovering
from the effects of disaster if:
A. 2 or more barangays are affected
B. 2 or more cities or municipalities are affected
A.
C. 2 or more provinces are affected
B.
D. 2 or more regions are affected
5. How many percent of the NDRRMC fund shall be allocated as Quick Response Fund?
A. 10%
B. 30%
C. 50%
D. 75%
6. How much was given to the Office of the Civil Defense (OCD) as their revolving fund
starting from the effectivity of RA 10121?
A. 1 million pesos
B. 10 million pesos
C. 100 million pesos
D. 1 billion pesos
7. Where is the National Disaster Risk Reduction and Management Operations Center
located?
A. Camp General Emilio Aguinaldo
B. Camp General Rafael Crame
C. Malacañang Palace
D. House of Congress
E.
8. What year was Republic Act 10121 enacted?
A. 2000
B. 2005
C. 2010
D. 2015
9. The NDRRMC is mainly responsible for
A. Ensuring the protection and welfare of the people during disasters or emergencies.
B. Training people for disaster preparedness
C. Conducting rescue operations during typhoons
D. Communicating with other countries for aids during disasters.
10. Which among the following is not covered in the framework of the NDRRMC?
A. Disaster Preparedness
B. Prevention and Mitigation
C. Rehabilitation and Recovery
D. Research
2
Lesson 1: Policies of DRRM – The Philippine DRRM Law RA
10121 and Its Implementing Rules and Regulations
Background Information
What is the DRRM Act?
Republic Act No. 10121 or the Philippine Disaster Risk Reduction and Management
Act of 2010 (DRRM) is a new law which transforms the Philippines’ disaster management
system from disaster relief and response towards disaster risk reduction (DRR). It was
approved on May 27, 2010. It repealed Presidential Decree No. 1566 which was enacted way
back in 1978.
Why do we need to have a new law?
Under the old law (P.D. 1566), disaster management centred only on the hazard and
the impacts of a disaster. It assumed that disasters cannot be avoided. Most of the plans were
on the provision of relief goods and infrastructures like dikes and flood control systems. The
government’s response to disaster was focused on disaster response. The national and local
governments were reactive to disasters.
The DRRM Act provides a responsive and proactive manner of addressing disasters
through a framework that:
• Prioritizes on community level DRRM focusing on the most vulnerable sectors (i.e., the poor,
the sick, people with disabilities, the elderly, women and children)
• Recognizes the important role and strengthens capacities of local communities
• Ensures broad‐based and greater participation from Civil Society
• Addresses root causes of disaster risks
What is the basis of the DRRM Act?
The DRRM Act adopts and adheres to principles & strategies consistent with the
international standards set by the Hyogo Framework for Action (HFA). The HFA is a
comprehensive, action‐oriented response to international concern about the growing impacts
of disasters on individuals, communities & national development.
The HFA was formulated and adopted by 168 governments at the World Conference
on Disaster Reduction held in Kobe, Hyogo Prefecture, Japan in 2005. It is aimed at building
the resilience of nations and communities to disasters, and reducing vulnerabilities and risks
to hazards. On September 14, 2009, the Philippine Senate ratified the ASEAN Agreement on
Disaster Management and Emergency Response (AADMER) which is ASEAN’s affirmation of
its commitment to the HFA.
3
What are the salient features of the DRRM Act?
 Coherence with international framework
• Adherence to universal norms, principles, and standards of humanitarian assistance
• Good governance through transparency and accountability
• Strengthened institutional mechanism for DRRM
•Integrated, coordinated, multi‐sectoral, inter‐agency, and community‐based approach to
disaster risk reduction

Empowerment of local government units (LGUs) and civil society organizations (CSOs) as
key partners in disaster risk reduction
• Integration of the DRRM into the educational system
• Establishment of the DRRM Fund (DRRMF) at the national and local levels
• Providing for provisions on the declaration of a state of calamity, remedial measures,
prohibited acts and penalties
Who are involved in DRRM as mandated in the DRRM Act?




National government
Local government units (LGU)
Civil society organizations (CSO)
Communities.
How has the DRRM structure changed?
NDCC
OCD
(Secretariat)
RDCC
PDCC
CDCC
MDCC
BDCC
Overseeing
NDRRMC
RDRRMC
PDRRMC
CDRRMC
MDRRMC
BDC
Implementing
OCD
OCD Region
PDRRMO
CDRRMO
MDRRMO
BDRRMC
What is the difference between the DRRM Fund and the previous Calamity Fund?




A declaration of a state of calamity is no longer necessary to access and utilize the DRRM
Fund.
The Local DRRM Fund shall be sourced from not less than 5% of the estimated revenue
from regular sources (Sec. 21 par. 1).
The DRRM Fund can be used for DRRM. It can be used to implement the DRRM Plan.
Thirty percent (30%) of the fund shall be set aside as a Quick Response Fund (QRF) for
relief and recovery programs. (Sec. 21 par 1; Sec. 22.a & c )
Unexpended LDRRMF goes to a trust fund which will be used solely for DRRM activities of
the LDRRMC within the next five (5) years. Funds which are still not fully utilized after five
4

(5) years shall go back to the general fund and will be available for other social services to
be identified by the local sanggunian. (Sec. 21 par. 3)
The LDRRMC may transfer the DRRM Fund to support disaster risk reduction work of
other LDRRMCs which are declared under a state of calamity (Sec. 21 par.1)
Who can declare a State of Calamity?
The President can declare a state of calamity upon the recommendation of the
NDRRMC. The local sanggunian may now also declare and lift the state of calamity within
their locality. This is upon the recommendation of the LDRRMC based on the results of the
damage assessment and needs analysis (Sec. 16).
What are remedial measures?
Remedial measures are the mandatory courses of action which shall immediately be
undertaken during the declaration of a state of calamity (Sec. 17). These are as follows:
1. Imposition of a price ceiling on basic necessities and prime commodities
2. Prevention of overpricing/profiteering and hoarding of prime commodities, medicines
and petroleum products
3. Programming/reprogramming of funds for the repair and upgrading of public
infrastructure
4. Granting of no‐interest loans by government financing institutions to the most
affected population
How will DRRMCs coordinate during a disaster?
The LDRRMCs take the lead in preparing for, responding to, and recovering from the
effects of any disaster based on the following criteria (Sec. 15):





The Barangay Development Council– One (1) barangay is affected
The City/Municipal DRRMCs— Two (2) or more barangays are affected
The Provincial DRRMC ‐ two (2) or more cities/municipalities are affected
The Regional DRRMC—Two (2) or more provinces are affected
The NDRRMC— Two (2)or more regions are affected
What are the prohibitions?
1. Dereliction of duties which leads to destruction, loss of lives, critical damage of facilities
and misuse of funds
2. Preventing the entry and distribution of relief goods in disaster‐stricken areas, including
appropriate technology, tools, equipment, accessories, disaster teams/experts
3. Buying, for consumption or resale, from disaster relief agencies any relief goods,
equipment or other aid commodities which are intended for distribution to disaster
affected communities
4. Buying, for consumption or resale, from the disaster affected recipient any relief goods,
equipment or other aid commodities received by them.
5. Selling of relief goods, equipment or other aid commodities which are intended for
distribution to disaster victim
6. Forcibly seizing relief goods, equipment or other aid commodities intended for or
consigned to a specific group of victims or relief agency
5
7. Diverting or mis-delivery of relief goods, equipment or other aid commodities to
persons other than the rightful recipient or consignee
8. Accepting, possessing, using or disposing relief goods, equipment or other aid
commodities not intended for nor consigned to him/her
9. Substituting or replacing relief goods, equipment or other aid commodities with the
same items or inferior/cheaper quality
10. Misrepresenting the source of relief goods, equipment or other aid commodities by:
a. Either covering, replacing or defacing the labels of the containers to make it
appear that the goods, equipment or other aid commodities came from another
agency or persons
b. Repacking the goods, equipment or other aid commodities into containers with
different markings to make it appear that the goods, came from another agency
or persons or was released upon the instance of a particular agency or persons
c. Making false verbal claim that the goods, equipment or other aid commodity in its
un-tampered original containers actually came from another agency or persons
or was released upon the instance or a particular agency or persons
11. Illegal solicitations by persons or organizations representing others as defined in
the standards and guidelines set by the NDRRMC
12. Deliberate use of false or inflated data in support of the request for funding, relief
goods, equipment or other aid commodities for emergency assistance or livelihood
projects
13. Tampering with or stealing hazard monitoring and disaster preparedness equipment
and paraphernalia.
What are the penalties for committing the prohibited acts?
Section 20 of the DRRM Act imposes the penalty of
1. Fine between P50,000to P500,000
2. Imprisonment between six months to one year
3. Both fine and imprisonment
4. Confiscation or forfeiture of the objects and instrumentalities used
 For government officials, he/she shall be perpetually disqualified from public
office in addition to the fine, imprisonment and confiscation.
 For a corporation, partnership or association, or other groups, the penalty shall
be imposed upon the officers. Their licenses or accreditation can also be
cancelled or revoked.
6
What you will do…
Activity No. 1
After Reading the
basic concepts of
DRRMC, it is time
for you to answer
the questions
given below.
Direction: Answer the questions briefly. Write your answers in a separate sheet of paper.
1. What is the DRRM Act?
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________
2. Why do we need to have a new law?
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________
3. What is the basis of the DRRM Act?
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________
4. Who are involved in DRRM as mandated in the DRRM Act?
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________
7
5. What is the difference between the DRRM Fund and the previous Calamity Fund?
_____________________________________________________________________
_____________________________________________________________________
___________________________________________________________
6. Who can declare a State of Calamity?
_____________________________________________________________________
_____________________________________________________________________
___________________________________________________________
7. How will DRRMCs coordinate during a disaster?
_____________________________________________________________________
_____________________________________________________________________
___________________________________________________________
8. What are the penalties for committing the prohibited acts?
_____________________________________________________________________
_____________________________________________________________________
___________________________________________________________
8
What you will do…
Activity No. 2
The Solution Tree
What do we need?
- Sheets of Bond paper
- Markers
- Coloured cards
- Crayons
What you will do…
1. Identify the existing problem/s in your community or school.
2. On pieces of paper write your individual ideas of the different activities and actions
that you believe can contribute to solving your problems. Also write the positive
results that you hope for your community.
3. Stick these pieces of paper on the wall.
4. Identify all those that are similar or are related and group them together.
5. Construct a new tree of solutions where:
… the core problem is placed in the trunk
… the solutions of the problem is represented in the branches
… the actions to reach these solutions are in the roots.
… the positive consequences you wish for your community are in the leaves.
Below is an illustration of a problem tree:
9
What you will do…
Direction: Fill in the solution tree below and answer the questions that follow. Copy this and
write your answers in a separate sheet of paper.
a. Place the core problem in the trunk
b. Solutions of the problem should be placed in the branches
c. The actions to reach these solutions are in the roots.
d. The positive consequences you wish for your community are placed in the
leaves.
10
Questions to be answered in a separate sheet of paper:
1. How did you feel during this activity?
2. Do you believe that the solutions are attainable?
Recommended Activities:
1. Conduct a class symposium about Republic Act 10121. Invite speakers from the
Local DRRMC.

As an output of the symposium, make a reflection/reaction paper on the topic
presented and discussed by the speaker.
2. Role Playing Method
Using your experiences on calamities and disasters in your community, demonstrate
disaster management and preparedness through a role playing method. Each group will
be given 3-5 min. to perform the role play.
3. THE ON-THE-SPOT essay writing and POSTER-SLOGAN-making contest.
This is to promote awareness on disaster and to motivate the active participation of
young people in the government program on disaster risk reduction and management
towards safe and resilient communities.
Note to the teacher…

See attached rubrics for the suggested activities on the last
page
11
Lesson 2: Information and Resources from the Government
(Projects and Programs)
Four Thematic Areas of Disaster Management
Disaster
Preparedness
Disaster
Response
Establish and
strengthen
capacities of
communities to
anticipate, cope
and recover
from the
negative
impacts of
emergency
occurrences and
disaster.
Provide life
preservation and
meet the basic
subsistence
needs of
affected
populations
based on
acceptable
standards during
or immediately
after a disaster.
Disaster
Prevention and
Mitigation
Safer
Adaptive and
disaster
resilient
Filipino
communities
towards
sustainable
development
Disaster
Rehabilitation
and Recovery
Avoid hazards &
mitigate their
Restore and
Activity
Disaster Prevention and Mitigation
potential No. 1:
improve facilities,
impacts by
livelihood and
reducing
living conditions
Objective:
vulnerabilities
and organizational
and exposure
To illustrate different options for disaster prevention and emergency management.
capacities of
and enhancing
affected
of
Keycapacities
Concept:
communities and
communities.
What is Disaster Prevention and Mitigation?
reduced disaster
risks in
Prevention and mitigation are all those actions we can take to make sure that a
accordance with
disaster doesn't happen or, if it does happen, that it doesn't cause as much harm as it
the “building back
could. We can't stop most natural phenomena happening but we can reduce the damage
better” principle.
caused by an earthquake for example, if we build stronger
houses and on solid ground. What is prevention? Taking
measures in order to avoid an event turning into a disaster.
Planting trees, for example, prevents erosion and
12
landslides. It can also prevent drought. What is mitigation? Measures that reduce
vulnerability to certain hazards. For instance, there are building techniques that ensure that
our houses, schools or hospitals will not be knocked down by an earthquake a typhoon.
Prevention and mitigation begin with:
Knowing which hazards and risks we are exposed to in our community.
 Getting together with our family and our neighbors and making plans to reduce those
hazards and risks and to avoid them harming us.
 Actually doing what we planned to do in order to reduce our vulnerability.
Taking action, not just talking
What you will do…
Worksheet No. 1
Raise awareness in your community!
You too have an active and important role to play in making your community
aware of the need for disaster prevention. Here are some examples of what you can
do to reduce the impact of disasters on your community. Discuss these examples in
class with your teacher:
Spot dangerous places…
Do you know which places in your community high-risk,
places that are dangerous to live in?
Directions: Read each questions carefully and answer the questions briefly in a separate
sheet of paper.
1. Look up in books or in old papers, or ask elders in your community, what important
disasters have occurred in the past. Pinpoint the places that could be affected by floods,
earthquakes, storms, landslides or volcanic eruptions.
These are some of the questions you
could ask:
Responses
a.) What disasters have taken place in this area?
b.)What happened?
c.) When?
d.)What did people do?
1
e.) What should be done to prevent a disaster
that will happen in the future?
f.)Which people and institutions in the community
can help?
1. Identify where the people go,
those who will need the most
help in the event of a disaster.
3. Discuss different possible
solutions for reducing the risks
and preventing disasters in
your community.
4. What measures could your
community take to make people safer? Which people in
your community could help you?
Worksheet No. 2
Find the right route and spot the institutions that should
take part in risk management
1. Trace the route to help the rescue team find the right way to assist the population
affected by the flood.
2. Find at least six institutions that can help before, during and after an emergency. Write
down what each institution can do in the blank provided below to help the affected
population.
2
Name of Institution
What they can do to the affected population…
1.
2.
3.
4.
5.
6.
3
Suggested Activities:

Organize prevention campaigns…
What happens if we dump garbage in
the wrong place, such as a river
bottom? The river will be polluted,
animals and plants may die, and
you might even start a flood!
Maybe you and your classmates,
together with your teacher, could
organize a campaign to clean up the
rivers in your community.
Park/Garden/Community Clean Up
Drive. Park clean up can also serve as Disaster Mitigation in areas that are prone to forest
fires or in places where access to evacuation routes is needed.
 Tree Planting or Reforestation.
Encourage people to protect nature… As
we saw earlier, cutting down trees at a
fast rate makes our communities more
vulnerable to rain and landslides. You
can promote planting trees and other
plants in your school or in your
community. By doing so, you protect
nature and you help prevent landslides,
soil erosion, and other negative
consequences.
Activity No. 2
Disaster Preparedness
Purpose of Preparedness:
1. Facilitate effective communication and response
2. Reduce damage to property
3. Prevent and reduce casualties (injury, illness, and loss of life)
Objectives:
1. Develop plans and protocols for managing an emergency situation
2. Establish community partnerships to support school response
3. Practice the skills necessary to respond effectively and efficiently
4
Don't be scared, be prepared!
What you will do…
Worksheet No. 1
A family plan for disaster preparedness
Direction: Your family, and the community where you live, may be
exposed to natural hazards or hazards caused by humans. The best
starting point is getting to organize your own family, making sure that
everyone takes part. Here are some guides for you to follow. By
answering those questions, it will give you a concrete idea or plan on
what to do in case of a disaster. Write your answer in a separate sheet
of paper.
Questions
Responses
 What are the hazards nearest your home?
 Could improvements be made to your house to
make it safer?
 Are there places in your house, or in your
community, that might be safer in the event of a
hazard?
 Where are the nearest people and institutions
that could help you, such as the fire station, the
Red Cross, the hospital or the health center?
 How does our town warn us that a disaster is
coming?
 How will I know what to do?
 How will we know when to evacuate?
 Where to meet outside your home, like a public
park or the home of neighbor that you can trust.
In case a disaster strikes and you are separated
from your family members.
 Where to meet if you are ordered to leave the
neighborhood: maybe the home of a friend or
relative in another neighborhood or town.
5
 A telephone number to call in case you find
yourselves separated from your family when a
disaster strikes.
Activity No. 3:
Disaster Response
Disaster response - Actions taken to effectively respond to an emergency after it occurs
and composed of the following activities implemented after the impact of a disaster in order
to:
 assess the needs
 reduce the suffering
 limit the spread and the consequences of the disaster
 open the way to rehabilitation
When disaster strikes.
• Follow established emergency procedures for raising the alarm, evacuating personnel and
making the disaster site safe
• Contact the leader of the disaster response team to direct and brief the trained salvage
personnel
• When permission is given to re-enter the site, make a preliminary assessment of the
extent of the damage, and the equipment, supplies and services required
What you will do…
Emergency Role Play Scenarios
Direction: Plan how you could act out the following scenarios. Write an outline of a
performance. Plan to demonstrate exactly what to do and possibly what not to do in each
emergency situation. Practice and put on the performance skit for your classmates.
#1: There is a soccer game in progress when thunder is heard in the distance. What
do you do?
(Roles may include: one to three soccer players, a coach, a parent)
6
Correct Response: Crouch down on the balls of the feet to minimize contact with
the ground; wrap arms around knees. Stay away from trees and metal objects and
avoid laying down on the ground.
#2: A family is sleeping at 3 a.m. when the smoke detector goes off. What do you
do? (Roles may include parents, siblings, and sleepover guests)
Correct Response: Shout “Fire!” and leave the house immediately. Go to the
family’s outside meeting place. Call 857-4144 from outside the house to alert fire
responders.
#3: The teacher is giving a history lesson when the room begins to shake. What do
you do?
(Roles may include teacher, student teacher or aide, students)
Correct Response: Drop, cover (get under a heavy piece of furniture or a desk) and
hold on. Earthquakes are usually followed by smaller aftershocks.
#4: The radio says a big, dangerous typhoon is heading toward your part of the
province. What do you do?
(Roles may include radio announcer, family members, and neighbors)
Correct Response: Check your family emergency kit and add any extra supplies
you think you will need. Listen to the radio or television to find out if you have to
evacuate (take your emergency kit and pets with you). Make evacuation plans
including putting gas in your car or looking up public transportation schedules. Bring
outdoor furniture (and other things that might blow around and break your windows)
inside the house or garage.
#5. It has been raining for days and there is water everywhere. The little stream near
your neighborhood is now as big as a river. Water is running swiftly down the street
two blocks from your home and a police officer tells you that you cannot go any
closer. What do you do?
(Roles may include students, police officer, neighbors, and family members)
Correct Response: Do not step into fast-flowing water! Go to your out-ofneighborhood meeting place (library post office, convenience store)]. If your family is not
there, or if you can’t get to the meeting place, call the family contact that lives in another
barangay or municipality to tell them you are safe and to decide what you should do.
The students may also perform any of the following suggested activities:
7
1. Simulation Activity on Disaster Response- The students will assume the role of an
important local officials (eg. CDRRMC, DSWD, CSWD, DepEd, PNP, AFP, PAG-ASA,
Media, City/ Municipality officials, Barangay Officials, Tanods, Rescue Team, etc. )who will
assists citizens in the case of an emergency. Tell students they will be responsible for
working diligently together to try and protect our county in the aftermath of something
serious.
2. Instruct students to assume the role of the media and prepare a newscast or a news
article evaluating the performance of the local government agencies in dealing with a
typhoon, earthquake, volcanic eruptions and other calamities.
3. Have students research a recent natural disaster that occurred in the Philippines (such
as a recent typhoons, earthquakes, volcanic eruption and other calamities) and read about
how our state and local governments worked together in response and its relief and
recovery.
Activity No. 4: Disaster Rehabilitation and Recovery
Disaster rehabilitation and recovery encompass support strategies that are geared
towards the restoration of human-centered services and infrastructure, as well as the
restoration of the physical and ecological integrity of the affected ecosystem. Proper
assessments of damage and the determination of appropriate rehabilitation and recovery
measures are the best ways to mitigate the effects of climate change-related disasters and
enable communities to be better prepared to deal with future climate change-related events.
Recovery are actions taken to restore a school or community to pre-emergency
conditions. The restoration and improvement of facilities, livelihood and living conditions of
disaster-affected communities with the principles of "build back better” or “getting back to
normal”.
8
Objectives:
1. To identify and prioritize specific aspects of disaster-hit communities that need rescue,
relief and rehabilitation.
2. Establish a program to restore both the disaster site and the damaged materials to a
stable and usable condition.
Support and assistance given to affected communities help provide children and
families with immediate relief during times of disaster, as well as with long-term
interventions needed to rebuild lives:
 Food aid, medical supplies, safe drinking water, sanitary facilities, and temporary shelter
during and immediately after a disaster;
 School construction and teacher training to allow children to continue their education and
receive proper care and protection;
 Vocational training and micro-enterprise development;
 Permanent housing, health system and community rehabilitation;
 Potable water and sanitation;
 And psychosocial support for children and adults.
What you will do…
Worksheet No.1
Helping others
Expected learning outcomes:
Participation in this lesson will assist students in understanding that:
1. They have the power to help other people feel better after an emergency
9
2. They have a good feeling themselves when they help others feel better.
Direction: Give at least six ways that you can do to help other people feel better after
an emergency in a separate sheet of paper.
We can help people feel
better by…
Body Map
10
This activity is a participatory tool that helps children to explore how an emergency has
affected their lives, experiences, views and feelings after the disaster.
Procedures:

Divide students into a male and female group.
2. Get the students to stick sheets of flipchart paper together. Ask for a volunteer
in each group to lie on the paper to have their body shape drawn around to
create a large body map which represents children and young people.
3. Use the body map and body parts as a focus to explore and record students’
views regarding the different ways in which living a disaster emergency context
11
has affected their lives. For example, key questions relating to the body map
include:

Head: How did the emergency context affect their mind, the way they think, and/or their
learning? (explore both positive and negative examples)
 Eyes: What have they seen as a result of living through the emergency? How did the
emergency context affect the way people see children and young people? How did the
context affect their perceptions of the world?

Ears: What have they heard as a result of living through the emergency context? How
did the context affect the way people listen to children and young people; or the way
children and young people listen to adults?
 Mouth: How did the emergency context affect the way people communicate with each
other and the way adults communicate with children and young people and/or the way
children and young people communicate with one another?
 Main body: How did the emergency context affect their health? Their protection from
different forms of abuse or exploitation?
 Heart: How did the emergency context affect the feelings of different people in their
community or nation? How did it affect their own feelings and other people’s feelings
towards them? From whom did they get support in times of need?
 Arms and hands: As a result of the emergency context what kinds of activities are they
more or less involved in?
 Legs and feet: As a result of the emergency context, are there any changes in the
places where children and young people do or do not, or can or cannot do? For
example, for work, study or income generation?
Note: Children should be encouraged to draw their answers to each question on the flipchart and in the
meantime the teacher/note taker should take notes on verbal answers given by the children.
Questions to answer: Answer the questions briefly in a separate sheet of paper.
1. What are children’s perceptions of the needs and fears of their parents, other family
members, neighbors, school, community, country?
2. What are the coping strategies that people are using during this emergency situation
(migration, adoption, begging, violence, etc)
Alternative Activity:
12
 Evacuation Drills and Disaster Simulations - Working with the national disaster agency,
students might participate in organized national disaster awareness days or create
community-level tie-ins to those events.
A drill is a coordinated, supervised exercise activity, normally used to test a single
specific operation or function.
Using the structure of the DRRM below, let the students perform a disaster
simulation drill assuming the role of each officials in the DRRM who will assist the
citizens in the case of an emergency.
Overseeing
NDRRMC
RDRRMC
PDRRMC
CDRRMC
MDRRMC
BDC
Implementing
OCD
OCD Region
PDRRMO
CDRRMO
MDRRMO
BDRRMC
13
Let us summarize…
1. There shall be established LDRRMO in every province, city and municipality, and a
Barangay Disaster Risk Reduction and Management Committee (BDRRMC) in every
barangay which shall be responsible for setting the direction, development,
implementationand coordination of disaster risk management programs within their
territorial jurisdiction.
2. The NDRRMP sets down the expected outcomes, outputs, key activities, indicators, lead
agencies, implementing partners and timelines under each of the four distinct yet
mutually reinforcing thematic areas.
3. Prevention and mitigation are all those actions we can take to make sure that a
disaster doesn't happen or, if it does happen, that it doesn't cause as much harm as it
could.
4. Disaster preparedness is action taken to facilitate effective communication response,
reduce damage to property, prevent or reduce casualties.
5. Disaster response is action taken to effectively respond to an emergency after it occurs
and composed of the following activities implemented after the impact of a disaster in
order to:




assess the needs
reduce the suffering
limit the spread and the consequences of the disaster
open the way to rehabilitation
6. Disaster Rehabilitation and Recovery are actions taken to restore a school or
community to pre-emergency conditions. The restoration and improvement of facilities,
livelihood and living conditions of disaster-affected communities with the principles of
"build back better” or “getting back to normal”.
14
POSTTEST
Direction: Choose the letter of the correct answer. Write your answers on a separate sheet
of paper.
1. All of the following are TRUE about disasters EXCEPT
A. A disaster may be domestic or international
B. A disaster may be caused by nature or have human origins
C. A disaster always receives widespread media coverage.
D. A disaster may have a known and gradual onset
2. Disasters frequently result in all of the following EXCEPT
A. Damage to the ecological environment
B. Displacement of populations
C. Destruction of a population’s homeland
D. Sustained public attention during the recovery phase
3. Social workers skilled in crisis management work:
A. typhoon or flood
B. violent events such as child abuse, domestic abuse, crime
C. psychopathology that triggers a crisis i.e. suicide attempt, drug overdose
D. car accident, life-threatening illness
4. Responsibility for securing the scene, preserving life and treating the wounded is the
responsibility of:
A. First responders
B. Mental health professionals
C. Social workers who specialize in crisis management
D. All citizens
5. There are nine tasks in the of disaster management. All of the following are tasks of this
model EXCEPT:
A. Assess secondary social problems such as health epidemics, displaced persons
B. Counsel those who have suffered trauma and bereavement
C. Control rumors, provide accurate information
D. Provide security; prevent looting, protect person and property
6. Conditions for the delivery of concrete goods and services at a disaster site include all
of the following EXCEPT:
A. Extreme climates; hot cold, wet, etc.
B. Crowded and cramped conditions for living and working
C. Lack of privacy, threat to safety
D. A clear demarcation of being on or off duty.
7. Actions taken to restore a school or community to pre-emergency conditions.
A. Disaster Prevention and mitigation
C. Disaster Response
B. Disaster Preparedness
D. Disaster Rehabilitation and Recovery
15
8. Actions taken to effectively respond to an emergency after it occurs and composed of
the following activities implemented after the impact of a disaster
A. Disaster Prevention and mitigation
C. Disaster Response
B. Disaster Preparedness
D. Disaster Rehabilitation and Recovery
9. Taking measures in order to avoid an event turning into a disaster and reduce certain
hazards
A. Disaster Prevention and mitigation
C. Disaster Response
B. Disaster Preparedness
D. Disaster Rehabilitation and Recovery
10. Its purpose is to facilitate effective communication and response and reduce damage to
property.
A. Disaster Prevention and mitigation
C. Disaster Response
B. Disaster Preparedness
D. Disaster Rehabilitation and Recovery
16
Role-Play Rubric
Name: ______________________________
Date: _____________________
Activity: ________________________
Role played: _______________
Assessment done by: ______________________________________________
Criteria:
Rating:
Speech was clear with appropriate volume and inflection.
5
4
3
Role was played in a convincing, consistent manner.
5
4
3
Arguments and viewpoints expressed fit role played.
5
4
3
Costumes and props were effectively used.
5
4
3
Role-play was well prepared and organized.
5
4
3
Role-play captured and maintained audience interest.
5
4
3
Legend:
5- Advanced Performance
4- Proficient Performance
3- Partially Proficient
Comments:
______________________________________________________________
______________________________________________________________
Reaction Paper Grading Rubric
Introduction:
Rating
1
2
3
1
2
3
1
2
3
Style and Organization:
1
2
3
-Clear and helpful transitions from idea to idea
-Well-developed paragraphs
Conclusion:
1
2
3
-Objectives and main points are clear
-Relevant to topic
Content:
-Accurate information
-Analysis of data
-Explanation and illustration of concept
Reaction:
-Clear opinions and reactions
-Well-developed arguments
-Logical progression to ending
17
-Summary of analysis
Total Points: _______________ (out of 15)
Legend:
 3-Excellent
2- Proficient
 1- Needs Improvement
Comments:
_______________________________________________________________________________________
_______________________________________________________________________________________
_________________________________________
Grading Rubric for Essay
A (4)
Purpose is clear
B (3)
Shows awareness of
purpose
C (2)
Shows limited
awareness of purpose
D (1/0)
No awareness
Main idea
Clearly presents a main
idea and supports it
throughout the paper.
There is a main idea
supported throughout
most of the paper.
Vague sense of a main
idea, weakly supported
throughout the paper.
No main idea
Organizati
on: Overall
Well-planned and wellthought out. Includes
title, introduction,
statement of main idea,
transitions and
conclusion.
Exceptionally wellpresented and argued;
ideas are detailed, welldeveloped, supported
with specific evidence &
facts, as well as
examples and specific
details.
Sentences are clear and
varied in pattern, from
simple to complex, with
excellent use of
punctuation.
Good overall
organization, includes
the main
organizational tools.
There is a sense of
organization, although
some of the
organizational tools are
used weakly or missing
No sense of
organization
Well-presented and
argued; ideas are
detailed, developed
and supported with
evidence and details,
mostly specific.
Content is sound and
solid; ideas are present
but not particularly
developed or supported;
some evidence, but
usually of a generalized
nature.
Content is not
sound
Sentences are clear
but may lack variation;
a few may be
awkward and there
may be a few
punctuation errors.
Sentences are generally
clear but may have
awkward structure or
unclear content; there
may be patterns of
punctuation errors.
Sentences
aren’t clear
Excellent grammar,
spelling, syntax and
punctuation.
A few errors in
grammar, spelling,
syntax and
punctuation, but not
many.
Shows a pattern of
errors in spelling,
grammar, syntax and/or
punctuation. Could also
be a sign of lack of
proof-reading.
Continuous
errors
Focus:
Purpose
Content
Style:
Sentence
structure
Grammar
&
Mechanics
Legend:
 Advanced
3- Excellent
 2- Proficient
 1- Needs Improvement
18
Grading Rubric for Poster- Slogan Contest
5
Content
Presentat
ion
Pictures,
Clip Art
Backgrou
nd
Mechanic
s
Content is
accurate and all
required
information is
presented in a
logical order.
Presentation
flows well and
logically.
Presentation
reflects extensive
use of tools in a
creative way.
Each member’s
information is
represented and
identified with
their name.
Images are
appropriate.
Layout is
pleasing to the
eye.
No spelling
errors. No
grammar errors.
Text is in authors’
own words.
4
3
2
1
Content is
accurate but
some required
information is
missing and/or
not presented in
a logical order,
but is still
generally easy to
follow.
Presentation
flows well. Tools
are used
correctly
Each member’s
information is
represented and
identified with
their name.
Overall
presentation is
interesting.
Images are
appropriate.
Layout is
cluttered.
Content is
accurate but
some required
information is
missing and/or
not presented in a
logical order,
making it difficult
to follow.
Content is
questionable.
Information is not
presented in a
logical order,
making it difficult to
follow.
Content is
inaccurate.
Information is not
presented in a
logical order,
making it difficult to
follow.
Presentation
flows well. Some
tools are used to
show acceptable
understanding.
Each member’s
information is
represented and
identified with
their name.
Presentation is
unorganized. Tools
are not used in a
relevant manner.
Lacking some of
the members’
information/ and or
information is not
identified
Presentation has
no flow. Insufficient
information and
lacking some of the
member’s
information.
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appropriate
Images are
inappropriate or
layout is messy.
No images
Few spelling
errors. Few
grammar errors.
Text is in authors’
own words.
Some spelling
errors. Some
grammar errors.
Text is in authors’
own words.
Some spelling
errors. Some
grammar errors.
Most of text is in
authors’ own
words.
Many spelling and
or grammar errors.
Text is copied.
Legend:
 5- Advanced
4- Excellent
3- Proficient
 2- Partially Proficient
 1- Less Proficient
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References
Books
DNDR, "Learning about Natural Disasters. Games and projects for you and your friends.
IDNDR 1990-2000. A Stop Disasters publication for the International Decade for
Natural Disaster Reduction
CNE, UNICEF, "Guía de la comunidad educativa para la reducción del riesgo y desastre.
Prevención y protección de la niñez y la adolecencia". Upala Local Council for Child
Protection; Upala Regional Education Authority; Local Committee for Risk
Prevention and Emergency Assistance; Costa Rican National Commission for Risk
Prevention and Emergency Assistance (CNE) and UNICEF.
Meliti, D. 1999. Disasters by Design: A Reassessment of Natural Hazards in the United
States.
Joseph Henry Press. Chapters 7, 8, and 9, pp. 209-289. Quarantelli, E. L. 1999. The
Disaster Recovery Process: What We Know and Do Not Know from Research.
Disaster Research Center. Newark: University of Delaware, available from
http://www.udel.edu/DRC/preliminary/pp286.pdf.
Authority; Local Committee for Risk Prevention and Emergency Assistance; Costa Rican
National Commission for Risk Prevention and Emergency Assistance (CNE) and
UNICEF.
International Federation of the Red Cross and Red Crescent Societies, Series: "Es mejor
Prevenir…Educación Comunitaria para la Prevención de Desastres", Booklet
San José, Costa Rica 1997 Cali Local Emergency Committee, "Prevención y Atención de
Desastres: Guía Básica", Colombia 1993.
SIMPAD, "Brigada Escolar de Prevención: Somos los amigos que te enseñan cómo debes
prevenir y actuar en casos de desastre". Medellín City Council, Municipal System for
Disaster Prevention and Assistance, SIMPAD. Colombia 1995.
CNE, "Plan Familiar de Emergencia". Costa Rica National Emergency Commission. San
José, Costa Rica, 1994.
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Electronic Sources
Environmental health in emergencies and disasters: A practical guide. WHO, 2002.
Disaster Help, US Department of Homeland Security.
FEMA Region II http://www.fema.gov/about/regions/regionii/natl_prep_step.shtm
Puerto Rico Emergency Management Agency (PREMA)
www.gobierno.pr/AEMEAD/Inicio
FEMA Region II Caribbean Area Office
Green Paper on Disaster Management, Department of Provincial and Local
Government, South Africa
http://www.fema.gov/about/regions/regionii/caribbean.shtm
United State Virgin Islands – http://ltg.gov.vi/
International Recovery Platform. 2010. Guidance Note on Recovery: Climate
Change.109pp. Download from www.unisdr.org/we/inform/publications/16769
IRR of RA 10121, http://ndrrmc.gov.ph/attachments/095_IRR.pdf, Retrieved August
2015
RA 10121, http://www.gov.ph/2010/05/27/republic-act-no-10121, Retrieved August
2015
Reconstruction and Social Development (FOREC), Bogotá 2001.
Oxford University Press, New Shorter Oxford English Dictionary, United
Kingdom, 1996
Other Electronic Sources
http://goo.gl/XqcpwJ
http://goo.gl/g5M86o
http://goo.gl/TSj9GZ
https://goo.gl/b68YEu
http://goo.gl/YozrhB
http://goo.gl/nSqHFe
http://goo.gl/9r470m
http://goo.gl/xfni3m
http://goo.gl/IVOkZ6
http://goo.gl/FhG4H8
http://goo.gl/gCaU59
http://goo.gl/qYQgD1
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