Disaster
Readiness and
Risk Reduction
Disaster Readiness and
Risk Reduction
Basic Concept of Disaster and
Disaster Risk
Disaster Readiness and Risk Reduction
Basic Concept of Disaster and Disaster Risk
First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the
Philippines. However, prior approval of the government agency or office wherein the work is created shall be
necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a
condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this
module are owned by their respective copyright holders. Every effort has been exerted to locate and seek
permission to use these materials from their respective copyright owners. The publisher and authors do not
represent nor claim ownership over them.
Published by the Department of Education
Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
Development Team of the Module
Writer:
Editors:
Reviewers:
Illustrator:
Layout Artist:
Management Team:
Rodgem A. Barairo , Ginalyn H. Aquino
Josefina M. Fabra , Anne Marielle R. Del Mundo , Vanessa R. Ambas
Dolorosa S. De Castro , Cristeta M. Arcos , Richard Brian L. Tutor
Leumel M. Cadapan, Ronan DC Vergara
Leumel M. Cadapan, Maria Elinor F. Hemedes
Wilfredo E. Cabral, Job S. Zape Jr., Elaine T. Balaogan , Rosemarie D. Torres, Ernesto D. Lindo ,
Dolorosa S. De Castro , Cristeta M. Arcos
,
Department of Education – Region IV-A CALABARZON
Office Address: Gate 2, Karangalan Village 1900, Cainta, Rizal
Telefax: 02-8682-5773/8684-4914/8647-7487
E-mail Address: region4a@deped.gov.ph/ ict.calabarzon@deped.gov.ph
Introductory Message
For the facilitator:
Welcome to the Disaster Readiness and Risk Reduction (ADM) Module.
This module was collaboratively designed, developed, and reviewed by educators both from public and private
institutions to assist you, the teacher or facilitator, in helping the learners meet the standards set by the K to 12
Curriculum while overcoming their personal, social, and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and independent learning activities at their own
pace and time. Furthermore, this also aims to help learners acquire the needed 21st century skills while taking into
consideration their needs and circumstances. Disaster Readiness and Risk Reduction (ADM) Module.
As a facilitator, you are expected to orient the learners on how to use this module, encourage and assist them as
they do the tasks, and track their progress while allowing to manage their learnings.
For the learner:
Welcome to the Disaster Readiness and Risk Reduction (ADM) Module.
The content of the modules are activities that focus in providing concrete understanding and application of scientific
knowledge on Disaster Readiness and Risk Reduction and the solution of practical problems in a physical
environment. It is designed to bridge the gap between theoretical science and daily living, where the learners can
answer the activities at their own pace within the specified time allotment to complete a specific section of selflearning material on a particular content.
This module was designed to provide you with fun and meaningful opportunities for guided and independent
learning. You will be enable to process the contents of the learning resource while being an active learner.
This module has the following parts and corresponding icons
What I Need to Know
This will give you an idea of the skills or competencies you are expected to learn in the
module.
What I Know
This part includes an activity that aims to check what you already know about the lesson
to take. If you get all the answers correct (100%), you may decide to skip this module.
What’s In
This is a brief drill or review to help you link the current lesson with the previous one.
What’s New
In this portion, the new lesson will be introduced to you in various ways such as a story,
a song, a poem, a problem opener, an activity or a situation.
What is It
This section provides a brief discussion of the lesson. This aims to help you discover
and understand new concepts and skills.
What’s More
This comprises activities for independent practice to solidify your understanding and
skills of the topic. You may check the answers to the exercises using the Answer Key at
the end of the module.
What I Have Learned
This includes questions or blank sentence/paragraph to be filled in to process what you
learned from the lesson.
What I Can Do
This section provides an activity which will help you transfer your new knowledge or
skill into real life situations or concerns.
Assessment
This is a task which aims to evaluate your level of mastery in achieving the learning
competency.
Additional Activities
In this portion, another activity will be given to you to enrich your knowledge or skill of
the lesson learned. This also tends retention of learned concepts.
Answer Key
This contains answers to all activities in the module.
At the end of this module you will also find:
References
This is the list of all sources in developing this module.
1
Week
1
What I Need to Know
This module is intended to help you understand the concept of disaster. Disasters
are reality. Perhaps our most potent response to it must be awareness, knowledge,
and understanding of this reality. Hence, this first lesson provides you our dear
learners with a basic but thorough grounding on the concept of disaster and how
and when an event turns into a disaster.
The module consists of 1 lesson namely:

Basic Concept of Disaster
After going through this module, you are expected to:
1. Know and Understand the meaning of disaster.
2. Define Concepts of Disaster.
3. Classify different kinds of disasters that are common; the Philippines has
experience.
4. Cite the disaster risks in a given situation.
Lesson 1 What is Disaster and Disaster Risk?
In this module, the learners will hold an understanding about disaster and develop
a firm grasp of a very crucial factor that has direct bearing on disaster and disaster
risk.
This factor is termed as “Disaster Risk. Other references call this “risk,” so “disaster
risk” and “risk” are expressions having the same meaning.
What’s In
Philippines: A Country Prone to Natural Disasters
The Philippines has experienced from an inexhaustible number of deadly typhoons,
earthquakes, volcano eruptions, and other natural disasters. This is due to its
location along the Ring of Fire or typhoon belt, a large Pacific Ocean region where
many of Earth’s volcanic eruptions and earthquakes occur.
Learning Task 1: “Count Me In”
Directions: A. Write five (5) disastrous events in the Philippines in the last five years.
What’s New
Learning Task 2: I define it on my own
Directions: In three to five sentences, define the word DISASTER based on your
experiences happened to your life. Write your answers on your answer sheet.
2
What is It
IT’S A DISASTER
Disaster is "a sudden, calamitous occurrence that causes great harm, injury,
destruction, and devastation to life and property”. It disrupts the usual course of life,
causing both physical and emotional distress as well as an intense feeling of
helplessness and hopelessness. A preceding definition of disaster stresses that two
elements are affected – life (whether human or animal) and property. The effects vary
– it maybe a minor damage (like broken windows and doors), major damage (like torn
rooftops, collapsed walls), total destruction (like completely destroyed houses and
structures rendering them useless and inhabitable) and the worst of all, death.
Disasters are often a result of the combination of: the exposure to a hazard; the
conditions of vulnerability that are present; and insufficient capacity or measures to
reduce or cope with the potential negative consequences.
Its impacts may include loss of life, injury, disease and other negative effects on
human physical, mental, and social wellbeing, together with damage to properties,
destruction of assets, loss of services, social and economic disruptions, and
environmental degradation.
The damage caused by disaster cannot be measured. It also differs with the kind of
geographical location, climate, earth’s specific characteristics, and level of
vulnerability. These determining factors affect generally the psychological, socio –
economic, political, and ethnical state of the affected area.
Risk and Disaster Risk
Risk has various connotations within different disciplines. In general, risk is defined
as “the combination of the probability of an event and its negative consequences”
(UNISDR, 2009). The term risk is thus multidisciplinary and is used in a variety of
contexts. It is usually associated with the degree to which humans cannot cope (lack
of capacity) with a situation (e.g. natural hazard).
The term disaster risk refers to the potential (not actual and realized) disaster losses,
in lives, health status, livelihoods, assets, and services which could occur in a
community or society over some specified future time period.
Disaster risk is the product of the possible damage caused by a hazard due to the
vulnerability within a community. It should be noted that the effect of a hazard (of a
particular magnitude) would affect communities differently (Von Kotze, 1999:35).
It can also be determined by the presence of three variables: hazards (natural or
anthropogenic); vulnerability to a hazard; and coping capacity linked to the
reduction, mitigation, and resilience to the vulnerability of a community.
3
Classification of Disasters:
Disasters can be divided into 2 large categories:
A. Natural - a natural phenomenon is caused by natural forces, such as
earthquakes, typhoon, volcanic eruptions, hurricanes, fires, tornados, and
extreme temperatures. They can be classified as rapid onset disasters and
those with progressive onset, such as droughts that lead to famine. These
events, usually sudden, can have tremendous effects.
B. Man-Made - Disasters caused by man are those in which major direct
causes are identifiable intentional or non-intentional human actions.
Subdivided into three categories:
1. Technological/industrial disasters - Unregulated industrialization and
inadequate safety standards increase the risk for industrial disasters.
Example: leaks of hazardous materials; accidental explosions; bridge
or road collapses, or vehicle collisions; Power cuts
2. Terrorism/Violence - the threat of terrorism has also increased due to the
spread of technologies involving nuclear, biological, and chemical agents
used to develop weapons of mass destruction.
Example: bombs or explosions; release of chemical materials; release
of biological agents; release of radioactive agents; multiple
or massive shootings; mutinies
3. Complex humanitarian emergencies - the term complex emergency is
usually used to describe the humanitarian emergency resulting from an
international or civil war. In such situations, large numbers of people are
displaced from their homes due to the lack of personal safety and the
disruption of basic infrastructure including food distribution, water,
electricity, and sanitation, or communities are left stranded
and
isolated in
their own homes unable to access assistance.
Example: conflicts or wars; genocide
“Disasters and their Effects on the Population: Key Concepts,”, Accessed on 02 June 2020, pages 710, https://www.aap.org/en-us/Documents/disasters_dpac_PEDsModule1.pdf .
What’s More
Learning Task 3 FIX ME!
Directions: Arrange the given jumbled letters to identify the correct terminology.
The definition will help you to derive the correct answer. Write your answers on
your answer sheet.
JUMBLED LETTERS
1. RTAIESSD
2. GRNI FO IEFR
3. TALAYMIC
4. AQRHTEKEAU
5. ICNLOVAC IPREOUTN
DEFINITION
A sudden calamitous event, bringing great damage,
loss, destruction, and devastation.
A path along the Pacific Ocean characterized by active
volcanoes and frequent earthquakes.
An event causing great and often sudden damage or
distress.
Shaking of earth caused by waves moving on and
below the earth's surface.
When lava and gas are discharged from a volcanic
vent.
4
What I Have Learned
Exit Ticket
Have you learned so much from this module? What are the three things that you
learned today? What are the two things you found interesting?
What I Can Do
Now that you’ve already learned and understood the lessons focusing on disaster
and disaster risk, it’s time to work to demonstrate your learning. Are you ready?
Sure, you are!
Learning Activity 5: Am I Ready?
Directions: Read the question with understanding. Answer the given question.
Write your answers on your answer sheet.
Do you think you are relatively well-prepared when a disaster might affect your
community either natural or man-made as well as to its effects? List down five (5)
important things that you need to prepare in order to lessen the possible danger that
you and your family might encounter when a disaster strikes. Explain your answers
briefly.
References
Mahar, Patrick, et.al, “Disasters and their Effects on the Population: Key Concepts,”
Accessed (01 June 2020), https://www.aap.org/enus/Documents/disasters_dpac_PEDsModule1.pdf
“Disasters and their Effects on the Population: Key Concepts,”, Accessed on 02 June 2020,
pp. 7-10, https://www.aap.org/en-us/Documents/disasters_dpac_PEDsModule1.pdf
.
“Defining the Concepts”, Introduction to Disaster Risk Reduction, USAID from the American
people, pp.6-13,
https://www.preventionweb.net/files/26081_kp1concepdisasterrisk1.pdf
“National Disaster Risk Reduction and Management Plan”, (NDRRMP), 2011‐2028,pp. 1432, http://www.ndrrmc.gov.ph/attachments/article/41/NDRRM_Plan_20112028.pdf
Vergano, Dan, “5 Reasons the Philippines Is So Disaster Prone”, National Geographic,
November 11, 2013, https://www.nationalgeographic.com/news/2013/11/131111philippines-dangers-haiyan-yolanda-death-toll-rises/
Guidance Note on Integrating Disaster Risk Reduction in to the CCA and UNDAF, UNDG
p.107, https://shodhganga.inflibnet.ac.in/bitstream/10603/97142/10/10_chapter%202.pdf
Prevention Web Editor, “Disaster Risk”, UNDRR Prevention Web, November 12, 2015,
https://www.preventionweb.net/risk/disaster-risk
Answer Key
1. Disaster
2. Ring of Fire
3. Calamity
Learning Task 3
5
4. Earthquake 5.Volcanic Eruption
Disaster Readiness and
Risk Reduction
Risk Factors Underlying
Disasters
Disaster Readiness and Risk Reduction
Risk Factors Underlying Disasters
First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the
Philippines. However, prior approval of the government agency or office wherein the work is created shall be
necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a
condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this
module are owned by their respective copyright holders. Every effort has been exerted to locate and seek
permission to use these materials from their respective copyright owners. The publisher and authors do not
represent nor claim ownership over them.
Published by the Department of Education
Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
Development Team of the Module
Writer:
Editors:
Reviewers:
Illustrator:
Layout Artist:
Management Team:
Rodgem A. Barairo , Ginalyn H. Aquino
Ma. Fe Lorelei E. Amon, , Anne Marielle R. Del Mundo , Vanessa R. Ambas
Dolorosa S. De Castro, Cristeta M. Arcos , Richard Brian L. Tutor
Leumel M. Cadapan, Ronan DC Vergara,
Leumel M. Cadapan, Maria Elinor F. Hemedes
Wilfredo E. Cabral, Job S. Zape Jr., Elaine T. Balaogan , Rosemarie D. Torres, Ernesto D. Lindo
Dolorosa S. De Castrom Cristeta M. Arcos
Department of Education – Region IV-A CALABARZON
Office Address: Gate 2, Karangalan Village 1900, Cainta, Rizal
Telefax: 02-8682-5773/8684-4914/8647-7487
E-mail Address: region4a@deped.gov.ph/ ict.calabarzon@deped.gov.ph
6
Week
1
What I Need to Know
This module is intended to help you understand the Risk Factors underlying
disasters. This course focuses on the application of scientific knowledge and the
solution of practical problems in a physical environment. It is designed to bridge the
gap between theoretical science and daily living.
The module consists of 1 lesson, namely:

Differentiating Risk Factors Underlying Disasters
After going through this module, you are expected to:
1. Recognize and Identify the risk factors underlying disasters.
2. Describe each Risk factors underlying disasters.
3. Utilize the gained knowledge in real life situations to avoid harm and assure
safety.
4. Appreciate the importance of understanding the risk factors underlying
disasters to mitigate the effects of disaster and practice mitigation measures
as early as necessary.
Lesson 2 Differentiating Risk Factors
Underlying Disaster
In this module, the learner will understand that disaster can bring about many
devastating effects. Upon identifying the risk factors underlying disaster, this will
provide ideas to mitigate the effects of disasters that can lead to death, destruction
of infrastructures, loss of livelihoods, and even non-physical events like emotional
and psychological aspects.
What’s In
Learning Task 1: Read the scenario below. Based on your understanding of risk
from the previous module, enumerate or list down the risks that are reflected from
the text. Write your answers on your answer sheet.
Gina, an 18-year-old resident of Tacloban City, just got laid off from her job as a
sales clerk in a medium-sized hardware store. She and her siblings could barely
survive each day with their limited resources. Then Typhoon Yolanda struck,
killing her 2 younger sisters. Their home was destroyed by the storm surge. In
her barangay alone, 2000 residents were killed, including her childhood friends
and former playmates.
Identified Risks:
1. _______________________________________
2. _______________________________________
3. _______________________________________
7
What’s New
Learning Task 2: Identifying Risk Factors
Directions: Read the news article about an earthquake. After you have read the
article, answer the guide questions. Write your answers on your answer sheet.
6.4-Magnitude Earthquake Shakes Southern Philippines
MANILA • A strong 6.4-magnitude earthquake shook the southern Philippines
yesterday, sending frightened residents fleeing from buildings, officials and
eyewitnesses said.
The quake struck off the coast of the southern town of Manay at 3.16pm at a depth
of 14km, the Philippine Institute of Volcanology and Seismology (Phivolcs) said in a
statement.
While there were no immediate reports of serious destruction, the institute said it
expects the earthquake to have caused some damage.
A lot of people ran from their homes because a lot of items were falling inside,"
Phivolcs science researcher John Deximo said.
The Philippines lies on the so-called Ring of Fire, a vast Pacific Ocean region where
many earthquakes and volcanic eruptions occur.
At least two people were killed and scores injured when a 6.5-magnitude quake
struck the central Philippines in July last year.
The most recent major quake to hit the Philippines was in 2013, when a 7.1magnitude quake left more than 220 people dead and destroyed historic churches in
the central islands.
France-Presse, Agence, “6.4-Magnitude Earthquake Shakes Southern Philippines”THE STRAIT TIMES ASIA, 09 September 2018,
SGT https://www.straitstimes.com/asia/se-asia/64-magnitude-earthquake-shakes-southern-philippines
Guide Questions:
1. What risk/s can you identify from the news article?
2. What do you think are the factors that affect the disaster risks from the preceding
article?
What is It
RISK FACTORS
Disaster Risk as defined in the first module, has three important elements such as:
1. Exposure - the “elements at risk from a natural or man-made hazard event
(Quebral, 2016).
8
2. Hazard - a potentially damaging physical event, phenomenon or human
activity that may cause loss of life or injury, property damage, social and economic
disruption or environmental degradation (Food and Agriculture Organization of the
United nation, FAO 2008).
3. Vulnerability - the condition determined by physical, social, economic and
environmental factors or processes, which increase the susceptibility of a community
to the impact of hazard (Food and Agriculture Organization of the United nation, FAO
2008).
Reduction of the level of vulnerability and exposure is possible by keeping people and
property as distant as possible from hazards. We cannot prevent natural events from
occurring so we should focus on addressing the reduction of vulnerability and
exposure by identifying the factors which underlie disasters.
Risk Factors are processes or conditions, often development-related, that influence
the level of disaster risk by increasing levels of exposure and vulnerability or reducing
capacity.
The following are also taken into consideration when risk factors underlying disaster
are involved:

Severity of exposure - which measures those who experience disaster firsthand which has the highest risk of developing future mental problems,
followed by those in contact with the victims such as rescue workers and
health care practitioners and the lowest risk are those most distant like those
who have awareness of the disaster only through news.

Gender and Family - the female gender suffers more adverse effects. This
worsens when children are present at home. Marital relationships are placed
under strain.

Age - adults in the age range of 40-60 are more stressed after disasters but
in general, children exhibit more stress after disasters than adults do.

Economic status of country - evidence indicates that severe mental
problems resulting from disasters are more prevalent in developing countries
like the Philippines. Furthermore, it has been observed that natural disasters
tend to have more adverse effects in developing countries than do mancaused disasters in developed countries.
Magbool, Irfan, Asian Disaster Preparedness Center, ADPC, 31 December 2012,
https://www.adpc.net/igo/contents/adpcpage.asp?pid=1266&dep=RIG
Factors which underlie disasters:
1. Climate Change - can increase disaster risk in a variety of ways – by altering the
frequency and intensity of hazards events, affecting vulnerability to hazards, and
changing exposure patterns. For most people, the expression “climate change” means
the alteration of the world’s climate that we humans are causing such as burning of
fossil fuels, deforestation and other practices that increase the carbon footprint and
concentration of greenhouse gases in the atmosphere. This is in line with the official
definition by the United Nations Framework Convention on Climate Change
(UNFCCC) that climate change is the change that can be attributed “directly or
9
indirectly to human activity that alters the composition of the global atmosphere and
which is in addition to natural climate variability observed over comparable time
periods”
International Strategy for Disaster Reduction, “Climate Change and Disaster Risk Reduction”, September 2008
https://www.wmo.int/pages/prog/dra/vcp/documents/7607_Climate-Change-DRR.pdf
2. Environmental Degradation - Changes to the environment can influence the
frequency and intensity of hazards, as well as our exposure and vulnerability to these
hazards. For instance, deforestation of slopes often leads to an increase in landslide
hazard and removal of mangroves can increase the damage caused by storm surges
(UNISDR, 2009b). It is both a driver and consequence of disasters, reducing the
capacity of the environment to meet social and ecological needs. Over consumption
of natural resources results in environmental degradation, reducing the effectiveness
of essential ecosystem services, such as the mitigation of floods and landslides. This
leads to increased risk from disasters, and in turn, natural hazards can further
degrade the environment.
Prevention Web. Editor, “Environmental Degradation”, Prevention Web. The Knowledge Platform for Disaster Risk
Reduction, 12 November 2015 https://www.preventionweb.net/risk/environmental-degradation
3. Globalized Economic Development - It results in an increased polarization
between the rich and poor on a global scale. Currently increasing the exposure of
assets in hazard prone areas, globalized economic development provides an
opportunity to build resilience if effectively managed. By participating in risksensitive development strategies such as investing in protective infrastructure,
environmental management, and upgrading informal settlements, risk can be
reduced. Dominance and increase of wealth in certain regions and cities are expected
to have increased hazard exposure (Gencer, 2013).
Prevention Web. Editor, “Globalized Economic Development”, Prevention Web. The Knowledge Platform
for Disaster Risk Reduction, 12 November 2015
https://www.preventionweb.net/risk/globalizedeconomic-development
4. Poverty and Inequality - Impoverished people are more likely to live in hazardexposed areas and are less able to invest in risk-reducing measures. The lack of
access to insurance and social protection means that people in poverty are often
forced to use their already limited assets to buffer disaster losses, which drives them
into further poverty. Poverty is therefore both a cause and consequence of disaster
risk (Wisner et al., 2004), particularly extensive risk, with drought being the hazard
most closely associated with poverty (Shepard et al., 2013). The impact of disasters
on the poor can, in addition to loss of life, injury and damage, cause a total loss of
livelihoods, displacement, poor health, food insecurity, among other consequences.
Vulnerability is not simply about poverty, but extensive research over the past 30
years has revealed that it is generally the poor who tend to suffer worst from disasters
(DFID, 2004; Twigg, 2004; Wisner et al., 2004; UNISDR, 2009b).
Prevention Web. Editor, “Poverty and inequality”, Prevention Web. The Knowledge Platform for Disaster
Risk Reduction, 12 November 2015 https://www.preventionweb.net/risk/poverty-inequality
5. Poorly planned and Managed Urban Development - A new wave of urbanization
is unfolding in hazard-exposed countries and with it, new opportunities for resilient
investment emerge. People, poverty, and disaster risk are increasingly concentrated
in cities. The growing rate of urbanization and the increase in population density (in
10
cities) can lead to creation of risk, especially when urbanization is rapid, poorly
planned and occurring in a context of widespread poverty. Growing concentrations
of people and economic activities in many cities are seen to overlap with areas of
high-risk exposure.
6. Weak Governance - weak governance zones are investment environments in
which public sector actors are unable or unwilling to assume their roles and
responsibilities in protecting rights, providing basic services and public services.
Disaster risk is disproportionately concentrated in lower-income countries with weak
governance (UNISDR, 2015a). Disaster risk governance refers to the specific
arrangements that societies put in place to manage their disaster risk (UNISDR,
2011a; UNDP, 2013a) within a broader context of risk governance (Renn, 2008 in
UNISDR, 2015a). This reflects how risk is valued against a backdrop of broader social
and economic concerns (Holley et al., 2011).
Prevention Web. Editor, “ ”Prevention Web. The Knowledge Platform for Disaster Risk Reduction. Nov.
12, 2015 https://www.preventionweb.net/risk/weak-governance
What’s More
Learning Task 3: What is the Risk Factor?
Directions: Analyze the given situation by identifying the correct risk factor. Write
only the letter that corresponds to your answer. To facilitate your task, accomplish
the given table below. Write your answers on your paper.
A. Climate Change
B. Environmental Degradation
C. Globalized Economic
D. Poverty and Inequality
E. Poorly planned and Managed
Urban Development
F. Weak Governance
Development
Situation
Factor Underlying
Disaster
Unwillingness to assume their roles and responsibilities
in governing disaster risk department
Rising sea levels
Cities located in low-altitude estuaries such as Marikina
City, Philippines are exposed to sea-level rise and
flooding.
Houses are built with lightweight materials
Effects in developing countries
What I Have Learned
Exit Ticket
Have you learned so much from this module? What are the three things that you
learned today? What are the two things you found interesting?
What I Can Do
Now that you have already learned and understand the lessons, focusing on risk
factors underlying disasters. It is time to work to demonstrate your learning gains.
Are you ready? Sure, you are!
11
Learning Task 4 Am I Ready?
Suppose you are invited by the SK Chairman in your barangay as a resource speaker
to your fellow age group during an Environmental Awareness Activity and you were
asked to give emphasis on the risk factors underlying disasters so that young people
will be equipped with knowledge on how to mitigate the effects of a disaster. Have a
concept in mind of how you are going to deliver the information. Write down what
you want to deliver to the audience.
Answer Key
1. F
2. A
3. E
4. D
5. C
References
France-Presse, Agence, “6.4-Magnitude Earthquake Shakes Southern Philippines”THE STRAIT TIMES
ASIA, 09 September 2018, SGT https://www.straitstimes.com/asia/se-asia/64-magnitudeearthquake-shakes-southern-philippines
Magbool, Irfan, Asian Disaster Preparedness Center, ADPC, 31 December 2012,
https://www.adpc.net/igo/contents/adpcpage.asp?pid=1266&dep=RIG
International Stratgegy for Disaster Reduction, “Climate Change and Disaster Risk Reduction”,
September 2008 https://www.wmo.int/pages/prog/dra/vcp/documents/7607_ClimateChange-DRR.pdf
Prevention Web. Editor, “Environmental Degradation”, Prevention Web. The Knowledge Platform for
Disaster Risk Reduction, 12 November 2015
https://www.preventionweb.net/risk/environmental-degradation
Prevention Web. Editor, “Globalized Economic Development”, Prevention Web. The Knowledge
Platform for Disaster Risk Reduction, 12 November 2015
https://www.preventionweb.net/risk/globalized-economic-development
Prevention Web. Editor, “Poverty and inequality”, Prevention Web. The Knowledge Platform for
Disaster Risk Reduction, 12 November 2015 https://www.preventionweb.net/risk/povertyinequality
Prevention Web editor, “Poorly planned and managed urban development “, Prevention Web. The
Knowledge Platform for Disaster Risk Reduction, 12 November 2015
https://www.preventionweb.net/risk/poorly-planned-managed-urban-development
Prevention Web. Editor, “ ”Prevention Web. The Knowledge Platform for Disaster Risk Reduction. Nov.
12, 2015 https://www.preventionweb.net/risk/weak-governance
International Stratgegy for Disaster Reduction, “Climate Change and Disaster Risk Reduction”,
September 2008,
https://www.wmo.int/pages/prog/dra/vcp/documents/7607_Climate-ChangeDRR.pdf
Patrick Mahar | Julia A. Lynch | Joseph Wathen | Eric Tham | Stephen Berman |Sathyanarayanan
Doraiswamy | Allen G.K. Maina “Disasters and their Effects on the Population: Key Concepts,”
https://www.aap.org/en-us/Documents/disasters_dpac_PEDsModule1.pdf
Magbool, Irfan, Asian Disaster Preparedness Center, ADPC, 31 December 2012,
https://www.adpc.net/igo/contents/adpcpage.asp?pid=1266&dep=RIG
Backer Jonathan, Studies on Emergencies and Disaster Relief Guidance Note on Integrating Disaster
Risk Reduction in to the CCA and UNDAF, UNDG p.107,
https://shodhganga.inflibnet.ac.in/bitstream/10603/97142/10/10_chapter%202.pdf
Cox, Janelle. "Writing Rubrics." ThoughtCo, Feb. 19, 2020, thoughtco.com/writing-rubric-2081370.
12
Disaster Readiness and
Risk Reduction
Disaster and Its Effects
Disaster Readiness and Risk Reduction
Disasters and Its Effects
First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines.
However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of
such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are
owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials
from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them.
Published by the Department of Education
Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
Development Team of the Module
Writers:
Editors:
Reviewers:
Illustrator:
Layout Artist:
Management Team:
Rodgem A. Barairo , Josefina M. Fabra
Cristeta M. Arcos , Anne Marielle R. Del Mundo , Vanessa R. Ambas
Richard Brian L. Tutor
Leumel M. Cadapan , Ronan DC Vergara
Leumel M. Cadapan , Maria Elinor F. Hemedes
Wilfredo E. Cabral, Rosemarie D. Torres , Dolorosa S. De Castro, Job S. Zape Jr., Ernesto D. Lindo ,
Elaine T. Balaogan, Cristeta M. Arcos
Department of Education – Region IV-A CALABARZON
Office Address: Gate 2, Karangalan Village 1900, Cainta, Rizal
Telefax: 02-8682-5773/8684-4914/8647-7487
E-mail Address: region4a@deped.gov.ph/ ict.calabarzon@deped.gov.ph
13
Week
2
What I Need to Know
This module was designed and written with you in mind. It is here to help you
master the lesson on Disaster and Its Effects. The scope of this module permits
it to be used in many different learning situations. The language used recognizes
the diverse vocabulary level of students and the lessons are arranged to follow
the standard sequence of the course.
The module consists one lesson, namely:

Effects of disasters on one’s life.
After going through this module, you are expected to:
1.
2.
3.
4.
Identify the effects of disasters to human and to the society.
Determine ways to lessen the impact of a disaster.
Cite personal values that can help one overcome the effects of disasters.
Help the community in reducing the effects of Natural and Human-made
disasters
Lesson 3 Effect of Disasters on one’s Life
A natural disaster can bring about many devastating effects. Among these are
deaths, destruction of infrastructures, loss of livelihood and services, and other
physical and nonphysical effects.
What’s In
Learning Task 1: Think of five (5) disasters that you had experienced, watched, or
read in the past two years. Then, write how you feel while experiencing, watching, or
reading it. Do this on your answer sheet.
Calamity/Disaster
Your Feeling
1.
2.
3.
4.
5.
What’s New
Learning Task 2: Below are some illustrations depicting expressions about COVID
19 pandemic. Read them silently and try to figure out by answering the questions on
the next page. Do this on your answer sheet.
14
What troubling situations reminded you of the scenarios? Share the feelings and
opinions that you had related to the situations as shown in the illustrations.
What is It
A disaster is a damaging event that occurs suddenly and involves loss of life and
property. It can be of two types, natural and man-made.
Natural disasters can destroy a whole community in an instant. Examples of natural
disasters are volcanic eruptions, tsunamis, earthquakes, and typhoons which are
destructive to people's lives.
Man-made disasters on the other hand are caused by human beings. Some of the
man-made disasters are bomb explosions, terrorism, wars, leakage of poisonous
chemicals, pollutions, industrial accidents, and epidemics. They are identified as
man- made disasters because they happen due to human actions and not by natural
forces.
What is the difference between hazard and disaster?
A hazard is a dangerous situation or event that carries a threat to humans. A disaster
is an event that harms humans and disrupts the operations of society. Hazards can
only be considered disasters once it affected humans. If a disaster happened in an
unpopulated area, it is still a hazard.
The Human Effect of Natural Disasters
1. Displaced Populations
One of the most immediate effects of natural disasters is population
displacement. When countries are ravaged by earthquakes or other powerful
forces of nature, many people need to abandon their homes and seek shelter in
other regions. A large influx of refugees can disrupt accessibility of health care
and education, as well as food supplies and clean water.
2. Health Risks
Aside from the obvious immediate danger that natural disasters present, the
secondary effect can be just as damaging. Severe flooding can result in stagnant
water that allows breeding of waterborne bacteria and malaria-carrying
mosquitoes. Without emergency relief from international aid organizations and
others, death tolls can rise even after the immediate danger has passed.
3. Food Scarcity
The aftermath of natural disasters affects the food supplies. Thousands of people
around the world are hungry because of destroyed crops and loss of agricultural
supplies, whether it happens suddenly in a storm or gradually in a drought. As a
15
result, food prices rise reducing families’ purchasing power and increasing the
risk of severe malnutrition or worse. The impacts of hunger following an
earthquake, typhoon or hurricane can be tremendous, causing lifelong damage
to children’s development.
4. Emotional Aftershocks
Natural disasters can be particularly traumatic for young children. Confronted
with scenes of destruction and the deaths of friends and loved ones, many
children develop post-traumatic stress disorder (PTSD), a serious psychological
condition resulting from extreme trauma. Left untreated, children suffering from
PTSD can be prone to lasting psychological damage and emotional distress.
‘The Devastating Impact on Natural Disasters’, ChildFund, last modified May 30, 2020,
https://www.childfund.org/Content/NewsDetail/2147489272/
Great damage caused by a disaster can be reduced if everyone will take responsibility
in anticipating its effects. Here are some ways on how to plan ahead of a disaster:
1.
2.
3.
4.
5.
6.
7.
Check for hazards at home.
Identify safe place indoors and outdoors
Educate yourself and family members
Have Disaster kits/supplies on hand.
Develop an emergency communication plan.
Help your community get ready.
Practice the Disaster Preparedness Cycle
What’s More
Consider yourself to be a friend to the following people. Given their situations and
the fact that they are suffering from the effects of a previous disaster, what tips,
pieces of advice or empowering words can you give them to help them recover? Do
this on your answer sheet.
1. Dale Marc is a 16 years old student. He, together with his family, is currently
staying in a basketball court which serves as the evacuation center for affected
families who lost their homes due to the eruption of Taal Volcano. He decided to stop
schooling and instead find a job to be able to help his parents for their basic needs.
I would tell him ….
What I Have Learned
Knowing that a disaster disturbs the usual pattern of life and can cause both
physical and emotional harm among people, how would you ensure that you are
prepared to face the possible effects of ANY disaster that you may encounter in life?
__________________________________________________________________________________
16
What I Can Do
Suppose you have watched a true-to-life story featured on a television. On your
journal, compose a letter addressed to Ate Charing (a TV program host). Your letter
should narrate how the main character/s in the story inspired you with everything
that he/she went through and the process on how he/she survived over the
challenges of the disaster that he/she had experienced. Make sure that emphasis
will be given on the disaster effects to the life of the main character.
Your output will be graded according to this rubric.
4
3
2
1
Story/
Content
The story
adheres to the
theme/topic
The story is on
topic but the
substance is
satisfactory.
The story is on
topic and the
substance is
fair.
Chain of
events
The story is very
well organized,
and scenes
follow a logical
sequence.
Clear
transitions are
used in most
scenes.
Some
transitions are
not clear and
hard to follow.
The story is
neither on topic
nor has
substance.
Ideas and scenes
seem to be
randomly
arranged and
improvement is
needed.
Characters
Readers could
describe the
characters
accurately.
Most readers
would have
clear idea on the
role of the
characters.
The reader
knows a little
about the
characters.
It is difficult to tell
the actual role of
the characters.
***derived from google/teacherspayteachers.com –
References
“What is a disaster?”, The International Federation of Red Cross and Red
Crescent,2020,https://www.ifrc.org/en/what-we-do/disaster-management/aboutdisasters/what-is-a-disaster/
“The Devastating Impact of Natural Disasters”, Childfund, February 6,2013,
https://www.childfund.org/Content/NewsDetail/2147489272/
The
Devastating Impact on Natural Disasters’, ChildFund, last
https://www.childfund.org/Content/NewsDetail/2147489272/
modified
May
30,
2020,
Mahar, Patrick, et.al.’ “Disasters and their Effects on the Population: Key Concepts“,
https://www.aap.org/en-us/Documents/disasters_dpac_PEDsModule1.pdf
Dooley, Michael, Quotes About Disaster Relief, https://www.quotemaster.org/disaster+relief
Choudhary, Richa, “Important Short Notes on Disaster Management”, Eck School, Eckovation Padhte
Chalo, Badhte Chalo, MAY 29, 2017, https://school.eckovation.com/disaster-managementshort-notes/
Castro, Ryan, “Disaster Risk Reduction and Management”, Slideshare, November 19, 2013,
https://www.slideshare.net/irpex/disaster-risk-reduction-and-management-28415360
“How to Prepare for an Earthquake”, California Academy for Sciences,
https://www.calacademy.org/explore-science/how-to-prepare-for-an-earthquake
17
Disaster Readiness and
Risk Reduction
Disaster from Different
Perspectives
Disaster Readiness and Risk Reduction
Disasters from Different Perspectives
First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines.
However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of
such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are
owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials
from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them.
Published by the Department of Education
Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
Development Team of the Module
Writers: Rodgem A. Barairo , Josefina M. Fabra
Editors: Ma. Fe Lorelei E. Amon , Anne Marielle R. Del Mundo, Vanessa R. Amba
Reviewers:
Richard Brian L. Tutor
Illustrator:
Leumel M. Cadapan , Ronan DC Vergara
Layout Artist: Leumel M. Cadapan , Maria Elinor F. Hemedes
Management Team:
Wilfredo E. Cabral , Job S. Zape Jr. , Eugenio S. Adrao
Elaine T. Balaogan, Rosemarie D. Torres
Ernesto D. Lindo , Dolorosa S. De Castro , Cristeta M. Arcos
Department of Education – Region IV-A CALABARZON
Office Address: Gate 2, Karangalan Village 1900, Cainta, Rizal
Telefax: 02-8682-5773/8684-4914/8647-7487
E-mail Address: region4a@deped.gov.ph/ ict.calabarzon@deped.gov.ph
18
Week
2
What I Need to Know
This module was designed and written with you in mind. It is here to help you
master the Disasters from Different Perspectives. The scope of this module
permits it to be used in many different learning situations. The language used
recognizes the diverse vocabulary level of students and the lessons are arranged
to follow the standard sequence of the course. But the order in which you read
them can be changed to correspond with the textbook that you are now using.
The module consists one lesson, namely:

Disasters from different perspectives.
After going through this module, you are expected to:
1.
2.
3.
4.
Identify the different perspectives on disasters.
Explain different disaster perspectives.
Formulate helpful methods to face different disasters
Manifest readiness to face possible disasters.
Lesson 4
Disaster from Different Perspectives
Disasters come in different forms and intensity. Nobody knows when it will strike
and how will it happen. Therefore, everybody must know how to determine possible
disasters and anticipate possible damages in order to prepare oneself from the
potential harms that it may cause to people and the community.
What’s In
Learning Task 1: Think about the scenario below. Write YES if it is a disaster; NO
if not a disaster. Write your answer on a separate sheet.
_____
_____
_____
_____
_____
1.
2.
3.
4.
5.
A
A
A
A
A
landslide in a mountain resort
typhoon traversing a remote and uninhabited island
volcano erupting 15 km away from a city
mudslide towards a hill foot community
strong earthquake in the city proper of Calamba
What’s New
Learning Task 2: Read the poem below. List down what you feel after understanding
the poem. Do this on your answer sheet.
19
Disasters
(JMF)
Tragedies come in different forms
Tsunami, landslides, fires, and typhoons
Floods, earthquakes, droughts, and volcanic eruptions
Shipwreck, forest fire, epidemic, pandemic, and even explosions
Imminent hazards are associated with disasters
Threat in health, physical danger, and emotional concerns
Damage to properties, death, and other fears
That the victims see, hear and experience.
Countless times, we have watched disasters all around us;
We knew its effects; we understand the horror that it has;
We shed tears for others; we prayed for some; we might had helped a mass,
Trying moments like this, to be a man for others---really is a MUST!
Therefore, disasters must be foreseen and forecasted;
It must be anticipated for everyone to be prepared;
Its effect on human and society must be planned and considered;
To save lives and properties and preserve social order.
List down what you have felt after reading and interpreting the poem. Write your
answers on your paper.
What is It
The Different Perspectives of Disaster
1. Physical perspective
Calamities are phenomena that cause great physical damage in a community
infrastructure, its people and their properties, e.g. houses and environmental
sources of living. These cited effects of a disaster can be easily measured and
the most common.
Natural disasters generally affect the physical infrastructural facilities,
agricultural productivity and even lead to loss of life and cause damage to
property. Various factors influence the effects of a disaster on a country among
them are the magnitude of the disaster, the geography of the area affected, and
the recovery efforts directed towards reducing the immediate effects of a disaster.
“Effects of a natural Disasters on a Country Essay”, Ivy Panda Free Study Hub, January
20, 2020, https://ivypanda.com/essays/effects-of-a-natural-disaster-on-a-country/
Effects of
-
Physical Disasters
Injuries
Physical disabilities or illness
Sanitation
Damage in infrastructure
2. Psychological Perspective
Victims of disasters may suffer from Post Traumatic Stress Disorder (PTSD) and
other serious mental health conditions, which are not being given much attention
20
to by the authorities or even by the victims, themselves. (This may be sensitive
statement)
Disasters are mostly unpredictable, which leave the victims in a state of shock.
They tend to deny the loss and try to escape from reality. Being in a denial state
makes the victims more vulnerable to stress, anxiety, and other different
maladaptive reactions. Death of a closed one also leaves the victim in a state of
insecurity because the sense of love, attachment and belongingness are deprived.
Makwana, Nikunj Disaster and its impact on mental health: A narrative review,
October 31, 2019 https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6857396/
Psychological effects of a Disaster:
Distress
Hopelessness
Emotional effects
Cognitive Effects
Physical Effects
Interpersonal effect
Helplessness
Intrusion/avoidance
Hatred/revenge
Dependence/insecurities
Grief/withdrawn/isolation
Guilt feeling
Lack of trust
3. Socio-cultural Perspective
Filipinos are generally known as “matiisin”, resourceful, helpful, optimistic, and
prayerful. These characteristics are manifested in the country’s recent fight
against COVID19.Due to the National Health Emergency, Enhanced Community
Quarantine (ECQ) prevailed in the whole country. A lot of people temporarily lost
their jobs, some people stranded in different regions, repatriated OFWs were held
in different quarantine facilities in Metro Manila, and all people were restricted to
go out of their homes for months. As a result, most Filipino families would rely
on government’s help for them to get by. However, limited resources and aids
from the government make people find possible ways to survive amid the
pandemic.
The culture of “malalampasan din natin ‘to..” belief and “ bahala na and Diyos”
syndrome give hope to most Filipino in the midst of a disaster. Such perspective
helps a lot especially those who belong to the marginalized sector to be hopeful
and continue fighting against any challenge at hand. Their belief that a help from
someone or from God would arrive at a time they most needed. It also helps most
people survive a lot of oddities in life.
Socio-Cultural Effect of Disasters
 Change in individual roles
 Disruption of social relationships and personal connections
4. Economic Perspective
Disasters affect the economic condition of a community because they reduce local
and international trade. It can also partially or totally paralyze a country’s
transportation system, just like what happened in the COVID19 pandemic.
21
Implementation of a partial and total shut down of local business operations
result to a lot of people losing means of living.
Economic Effects of Disasters
- Loss of life
- Unemployment
- Loss of property
- Loss of household articles
- Loss of crops
- Loss of public infrastructure
5. Political Perspective
Natural disasters are commonly thought to be less politically argumentative than
armed conflicts, yet a closer look shows that both the effects of a natural disaster
and the resulting distribution of humanitarian aid are profoundly linked to
politics.
Just as vulnerability to disasters is mediated by the political system of a country,
disasters can have major consequences for political stability and political
legitimacy (Hörhager, date?). Since agencies of government have a significant role
to play in directing disaster preparedness, prevention and recovery. Social
systems establish vulnerability to natural disasters and governments are often
considered to be responsible for the disaster effects.
6. Biological Perspective
The disturbing effects caused by a prevalent kind of disease or virus in an
epidemic or pandemic level is known as biological disaster.
(a) Epidemic Level: Biological disaster affects large numbers of people within
a given community or area. Ex: Dengue.
(b) Pandemic Level: Biological disaster affects a much large region, sometime
spanning entire continents or the globe
Important topics: Biological Disasters -Causes and Way forward, IAS Planner
Helping
Civil
Service
Aspirants,
http://www.iasplanner.com/civilservices/important-topics/biologicaldisasters-causes-and-way-forward
Biological disasters can wipe out an entire population at a short span of time.
Example of it is the COVID19 pandemic which infected millions in less than a month
and left thousands of deaths in the same duration. Viral respiratory infections can
lead to anything from a mild cough that lasts a few weeks or months to full-blown
persistent wheezing or asthma (Martin, 2020). Since COVID19 is a respiratory
disease, the public is advised by health authorities to do health precaution to prevent
social contamination. Examples are: observing physical distancing, appropriate
washing of the hands, wearing of mask at all times once outside of one’s home, and
boosting one’s immune system.
22
COVID19 patients who have strong immune system can likely soon recover from the
disease. Also, those who follow the health precaution strictly have less chance of
being infected. As such, the effects of a biological disaster can be reduced.
Effects of Biological Disasters

Loss of lives

Public demobilization

Negative economic effect


Unemployment
Hunger
What’s More
Learning Task 3: Watch or Read:
Watch this video from the YouTube, entitled Philippines’ President Threatens to
'shoot dead' coronavirus lockdown troublemaker or read an article about Public
Health Emergency in the Philippines if you do not have internet access at home. Then
answer the questions that follow.
1. What do you think are the significant needs of the people in the video/article?
2. Do you agree with the perspective of the President in mitigating the effect/s of the
disaster?
3. Suppose you have the authority to give suggestion/s to the President in reducing
the impacts of the disaster in the video, what advice will you give him? Justify your
answer.
What I Have Learned
Learning Task 4: Study the case below then answer the question. Do this on your
answer sheet.
Tajima is an earthquake victim. She manages to save all his family members from
the wraths of the disaster. Though she is mentally tough, all her resources are
already gone. If you were to rank the following needs of Tajima from the most
important to the least important, how would you arrange the following needs?
Justify your answer.
FOOD
COUNSELLING
HOME
MEDICINE
WORK
GOVERNMENT ASSISTANCE
What I Can Do
Learning Task 5: Recall the devastation of Super Typhoon Yolanda. List down the
harms it brought to the community and tell how people can cope up from it. Use a
separate sheet of paper in answering this activity.
People’s response to the hazard/s
(How do people coped up to the harms
that are shown in the picture?)
Harms of Hazards
23
References
Philippines president threatens to 'shoot dead' coronavirus lockdown troublemakers
https://www.youtube.com/watch?v=qERZgLv3MKg
Teaching disaster risk reduction with interactive methods, 2012
https://www.preventionweb.net/files/28375_28294engkatastrofebiweb2.pdf
Citroner, George What We Know About the Long-Term Effects of COVID-19, April 21,
2020 https://www.healthline.com/health-news/what-we-know-about-the-longterm-effects-of-covid-19
Parrocha, Azzer State of public health emergency declared in PH, March 9, 2020
https://www.pna.gov.ph/articles/1095955
Everly, George S. Disaster: A Psychologist’s Perspective, October 3, 2017
https://www.psychologytoday.com/intl/blog/when-disaster-strikes-insidedisaster-psychology/201710/disaster-psychologist-s-perspective
Sheep, S. (2020, January 20). Effects of a Natural Disaster on a Country [Blog post].
Retrieved from https://ivypanda.com/essays/effects-of-a-natural-disaster-on-acountry/
Makwana, Nikunj Disaster and its impact on mental health: A narrative review,
October 31, 2019 https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6857396/
Important topics: Biological Disasters -Causes and Way forward, IAS Planner Helping
Civil Service Aspirants, http://www.iasplanner.com/civilservices/importanttopics/biological-disasters-causes-and-way-forward
Raich, Margit et.al Impact of culture on community resilience in natural disaster
situations: Margit Raich, October 20, 2017
https://academic.oup.com/eurpub/article/27/suppl_3/ckx186.103/4555726
Horhager, E. Political Implications Of Natural Disasters: Regime Consolidation And
Political Contestation, 2015 https://www.witpress.com/elibrary/wittransactions-on-the-built-environment/150/33944
De Leo, Rob A. Political Science Perspectives, Otober 17,
2018https://link.springer.com/chapter/10.1007/978-3-319-92722-0_6
Albrecht, Frederike The Social and Political Impact of Natural Disasters: Investigating
Attitudes and Media Coverage in the Wake of Disasters,June 7,
2017http://www.divaportal.org/smash/record.jsf?pid=diva2%3A1090236&dswid=T18DBz2H
Natural disasters, Nov 25, 2012https://www.slideshare.net/avy123/natural-disasters15336579?next_slideshow=3
Chakraborty, Indranil COVID-19 outbreak: Migration, effects on society, global
environment and prevention,2020
https://www.sciencedirect.com/science/article/pii/S0048969720323998
Answer Key
What's In
1.
2.
3.
4.
5.
Yes
No
Yes
Yes
Yes
24
Disaster Readiness and
Risk Reduction
Vulnerability
Disaster Readiness and Risk Reduction
Vulnerability
First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the
Philippines. However, prior approval of the government agency or office wherein the work is created shall be
necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a
condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this
module are owned by their respective copyright holders. Every effort has been exerted to locate and seek
permission to use these materials from their respective copyright owners. The publisher and authors do not
represent nor claim ownership over them.
Published by the Department of Education
Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
Development Team of the Module
Writer:
Editors:
Reviewers:
Illustrator:
Melencia Rosario D. Coronel
Cristeta M. Arcos , Anne Marielle R. Del Mundo , Vanessa R. Ambas
Dolorosa S. De Castro , Cristeta M. Arcos , Richard Brian L. Tutor
Leumel M. Cadapan , Ronan DC Vergara
Layout Artist:
Management Team:
Leumel M. Cadapan, Maria Elinor F. Hemedes
Wilfredo E. Cabra , Job S. Zape Jr. , Elaine T. Balaogan , Rosemarie D. Torres,Ernesto D. Lindo
Dolorosa S. De Castro, Cristeta M. Arcos
Department of Education – Region IV-A CALABARZON
Office Address: Gate 2, Karangalan Village 1900, Cainta, Rizal
Telefax: 02-8682-5773/8684-4914/8647-7487
E-mail Address: region4a@deped.gov.ph/ ict.calabarzon@deped.go
25
Week
3
What I Need to Know
In this module, the learner will be able to explain the meaning of vulnerability.
Aside from being able to explain the meaning of vulnerability, the learner will also
be able to apply the different applications and real-life situations. Knowing the
meaning of the word itself will let the learners use their knowledge to handle
situations when vulnerability became the primary considerations of the
community when it comes to exposure, prevention, mitigation, and recovery from
a particular hazard.
The module consists one lesson, namely:

Explaining Vulnerability.
After going through this module, you are expected to:
1. Define vulnerability.
2. Determine what makes a community vulnerable or not.
3. Assess events situations delicately to identify vulnerability level and coping
capacity and ability.
4. Manage personal beliefs through knowing the importance of identifying
exposure and vulnerability to disaster.
Lesson 5 Explain the meaning of Vulnerability
Vulnerability is defined as the decreased capacity of an individual or a community to
anticipate, cope, resist, recover from the effect of natural or human-induced hazard.
What’s In
Learning Task 1: Directions: Spot the hazard on the given pictures. Write your
answers on a separate sheet of paper.
Figure A
Figure B
Left:
"DSCF0856" by gvlx, licensed under CC BY-NC-SA 2.0;
Right: "Unsafe construction in Macau" by Azchael, licensed under CC BY 2.0
26
1. Examine Figures A and B. Identify all the hazards that you can see.
Figure A
Figure B
2. Give at least three (3) potential scenarios from each picture that can occur
due to the presence of hazard?
What’s New
Learning Task 2: Directions: Read the following steps with understanding. Do
the following steps and write your answers on your answer sheet.
1. Tour around your house including the backyard.
2. As much as possible, make a list of all the hazards that you observed.
3. Using all the hazards that you listed, determine what could be the possible
events that will happen.
4. Who among the family members are prone or susceptible to the listed
hazards?
5. Identify the reasons why that member of that family is vulnerable.
Hazards
Possible
events
Susceptible family
member/s (Exposure)
Reason of
Vulnerability
What is It
Vulnerability Defined
Vulnerability is a state of being at risk. According to Republic Act 10121 also known
as ‘Philippine Disaster Risk Reduction and Management Act of 2010’, vulnerability
is defined as the characteristics and circumstances of a community, system or
resource that make it susceptible to the damaging effects of a hazard. With all the
identified hazard at home, there is a possibility that some family members might be
susceptible or prone to the accident due to the presence of hazard.
Vulnerability is also situation specific. This means that if a specific province is
prone to earthquake, it does not mean that all localities on that province is
vulnerable to it. The vulnerability of different towns or cities or even provinces differ
in the way they prepare for the hazard and the amount and type of resources they
have in order prevent and manage it. To lessen vulnerability means to make the
community prepared and ready for the possible damaging effect of the hazard. This
further means that to make the community less vulnerable, it must be resilient. So,
to develop resiliency at home, you should first identify the hazards and be prepared
all the time for the possible outcome and respond immediately.
27
What’s More
Learning Task 3: Directions: Read the story below. Answer the questions that
follow. Write your answers on your answer sheet.
Nick and Gary are both students of Looc National High School. Due to the
forecasted typhoon the night before, some waited for the announcement of classes
suspension. Unfortunately, there was no announcement. Nick, an ABM student
decided to go to school bringing his books, notebooks, and laboratory materials. On
the other hand, Gary, a STEM student also decided to go to school bringing not only
his books, notebooks, and laboratory materials but also flashlight, whistle, and some
supplies of food and water. Due to bad weather, the school janitor blocked off the
entrances and exits because the grounds were flooded. So, Nick and Gary were
stranded in a covered court near the school. Both were trying to call their family, but
the signal’s down.
1. Who do you think is more vulnerable? Nick or Gary? Why do you think so?
2. In the story presented about Nick and Gary, what were the actions taken by
one student that made him less vulnerable to flood? What were the reasons
why the other student became more vulnerable?
What I Have Learned
Learning Task 4:
1. If you are going to base your definition of vulnerability on the story given, how
will you define it?
What I Can Do
Learning Task 5:
Knowing the importance of identifying exposure and vulnerability to
disaster, how will you use your understanding about this? Do this on your paper.
References
Bueza, Michael. “The Role of LGUs, Local Councils during Disasters.” Rappler, December 6, 2014.
https://www.rappler.com/newsbreak/44026-role-lgu-local-councils-disaster.
Campanero, Nida S, and Veronica N Egargo. “Correlates of Vulnerability: A Quantified Study of
People’s Vulnerability on the Impact of Super Typhoon Yolanda in Guiuan, Eastern Samar,
Philippines.” Imperial Journal of Interdisciplinary Research 3, no. 9 (2017): 416–32.
Commission on Audit (COA), nd. Disaster Management practices in the Philippines: An assessment.
Philippines: Commission on Audit.
“Executive Order No. 335, s. 1941: GOVPH.” Official Gazette of the Republic of the Philippines, April
1, 1941. http://www.officialgazette.gov.ph/1941/04/01/executive-order-no-335-s-1941/.
National Disaster Risk Reduction and Management (NDRRM). 2011. The National Disaster Risk
Reduction and Management Plan (NDRRMP). Philippines: NDRRMP, Department of Interior
and Local Government (DILG).
28
Disaster Readiness and
Risk Reduction
Vulnerability in Disaster
Disaster Readiness and Risk Reduction
Vulnerability in Disaster
First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the
Philippines. However, prior approval of the government agency or office wherein the work is created shall be
necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a
condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this
module are owned by their respective copyright holders. Every effort has been exerted to locate and seek
permission to use these materials from their respective copyright owners. The publisher and authors do not
represent nor claim ownership over them.
Published by the Department of Education
Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
Development Team of the Module
Writer:
Editors:
Reviewers:
Illustrator:
Layout Artist:
Management Team:
Melencia Rosario D. Coronel
Andrea D. Senadoza, Anne Marielle R. Del Mundo, Vanessa R. Ambas
Dolorosa S. De Castro, Cristeta M. Arcos, Richard Brian L. Tutor
Leumel M. Cadapan, Ronan DC Vergara
Leumel M. Cadapan, Maria Elinor F. Hemedes
Wilfredo E. Cabral , Job S. Zape Jr., Elaine T. Balaogan, Rosemarie D. Torres , Ernesto D. Lindo,
Dolorosa S. De Castro, Cristeta M. Arcos
Department of Education – Region IV-A CALABARZON
Office Address: Gate 2, Karangalan Village 1900, Cainta, Rizal
Telefax: 02-8682-5773/8684-4914/8647-7487
E-mail Address: region4a@deped.gov.ph/ ict.calabarzon@deped.gov.ph
29
Week
3
What I Need to Know
In this module, the learner will be able to determine why there are sectors of the
society that are more vulnerable and be able to explain the factors that made
these sectors susceptible to risk and hazards. This will further teach the learner
how to turn a very vulnerable sector to a less vulnerable one by managing or
reducing exposure to hazard and risk. Aside from reducing exposure to hazard
and risk, in this module the learner will be able to understand that adaptability
to the disaster is also a major factor in lessening the vulnerability of the sector
since disaster is hardly prevented
The module consists of one lesson, namely:

Sectors of society’s vulnerability to Disaster
After going through this module, you are expected to:
1. Explain why some sectors are more vulnerable to disaster than others.
2. Describe how different sectors find ways on how to lessen vulnerability of
the community.
Lesson 6 Sector of Society’s Vulnerability to
Disaster
This lesson explains why some sectors are more vulnerable to exposure to hazard
and most likely to suffer greater disaster impact than others. It will also be discussed
how different sectors find ways on how to lessen vulnerability of the community and
how it adapts after the disaster.
What’s In
Learning Task 1: Directions: Observe the situations happening in the Philippines
regarding the COVID-19 Pandemic. What could be the reasons why the number of
cases keeps on increasing and has higher vulnerability transmissible infectious
diseases? Do this on your answer sheet.
What’s New
Learning Task 2: Directions: Recall the exits and entrances of your previous
school. Answer the following questions based on your observation. Write your
answers on your answer sheet.
1. Are there exits allotted for emergency escape plan? How many?
2. Are the gates working and can be easily opened in case of emergency?
30
3. Do you practice emergency escape thru drills? Are there designated areas
for the students to go to so that the teachers will be able to check if there
are missing students?
4. Do you think your school is highly capable of making sure of the safety of
their learners? Explain why.
What is It
Level of vulnerability of an area or community can be assessed base on different
factors. These factors can affect one another or can lead to other factors.
Factors affecting vulnerability of one’s community:
1. Population density near a hazard event.
 Population differs from population density.
 Population refers to the number of individuals inhabiting in a particular
space at the same time. If people are well distributed, there is lesser
effect of disaster.
 Population density refers to the number of individuals living in an area
in relation to the size of an area.
 The primary consideration is not the population size but the population
density.
2. Capacity and efficiency to reduce Disaster Risk.
 Community that is less vulnerable has the capacity to reduce disaster
risk because;
1. It can provide accessibility and availability of services and facilities
during and after disaster.
2. It has the ability to anticipate, adapt, and respond to possible
disaster.
What’s More
Learning Task 3: Directions: Given the following situations, identify what factor
affects the vulnerability to disaster. Write P if it is due to population density and
write C if it is due to sector’s capacity and efficiency to reduce disaster risk. Write
your answer on a separate sheet of paper.
1. Tondo community during the total lockdown due to Covid-19 pandemic
wherein the families are forced to stay inside their houses that are too
small for the number of family members.
2. Use of drones to disinfect the community in Pasig City to prevent the
spread of the Covid-19 virus.
3. Insufficient number of rubber boats during super typhoon Yolanda in
Malabon City wherein large number of residents were stranded on the top
of their roof.
31
What I Have Learned
Learning Task 4: Explain why certain sectors of society are more vulnerable to
disaster than others. Write your explanation in 1 to 2 sentences on your paper.
What I Can Do
Learning Task 5: Directions: Read the given situation then answer the questions
that follow. Write your answer on a separate sheet of paper.
You are the barangay captain of Brgy. Canlubang. Your response team
is deployed, and you have your radio with you. Reports are streaming-in for
assistance and relief goods. Mobile patrols are having a difficult time going
around due to lack of accessible barangay roads. At the same time, the
barangay is heavily populated so there was a shortage of response vehicles to
assist the victims and deliver relief goods to the evacuation area.
1. What do you think are the possible problems being faced by Barangay
Canlubang? Give three (3) possible problems.
2. In this kind of situation, what do you think is the liability of the local
officials? National government?
3. Suggest three (3) possible solutions based on your identified possible
problems.
Answer Key
What's More
1. P
2. C
3. C
References
Bueza, Michael. “The Role of LGUs, Local Councils during Disasters.” Rappler, December 6, 2014.
https://www.rappler.com/newsbreak/44026-role-lgu-local-councils-disaster.
Campanero, Nida S, and Veronica N Egargo. “Correlates of Vulnerability: A Quantified Study of People’s
Vulnerability on the Impact of Super Typhoon Yolanda in Guiuan, Eastern Samar,
Philippines.” Imperial Journal of Interdisciplinary Research 3, no. 9 (2017): 416–32.
Commission on Audit (COA), nd. Disaster Management practices in the Philippines: An assessment.
Philippines: Commission on Audit.
“Executive Order No. 335, s. 1941: GOVPH.” Official Gazette of the Republic of the Philippines, April
1, 1941. http://www.officialgazette.gov.ph/1941/04/01/executive-order-no-335-s-1941/.
National Disaster Risk Reduction and Management (NDRRM). 2011. The National Disaster Risk
Reduction and Management Plan (NDRRMP). Philippines: NDRRMP, Department of Interior and
Local Government (DILG).
Republic Act No. 10121. Philippine Disaster Risk Reduction and Management Act of 2010. Manila,
Philippines:
Congress
of
the
Philippines.
http://www.mdrrmc.gov.ph/attachments/article/45/Republic_Act_10121.pdf (accessed May
20, 2020)
32
Disaster Readiness and
Risk Reduction
Vulnerabilities of Different
Elements Exposed to Hazards
Disaster Readiness and Risk Reduction
Vulnerabilities of Different Elements Exposed to Hazards
First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines.
However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of
such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are
owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials
from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them.
Published by the Department of Education
Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
Writer:
Editors:
Reviewers:
Illustrator:
Layout Artist:
Management Team
Development Team of the Module
Melencia Rosario Coronel
Andrea D. Senadoza , Anne Marielle R. Del Mundo , Vanessa R. Ambas
Dolorosa S. De Castro , Cristeta M. Arcos , Richard Brian L. Tutor
Leumel M. Cadapan , Ronan DC Vergara
Leumel M. Cadapan , Maria Elinor F. Hemedes
Wilfredo E. Cabral , Job S. Zape Jr., Elaine T. Balaogan , Rosemarie D. Torres, Ernesto D. Lindo ,
Dolorosa S. De Castro , Cristeta M. Arcos
Department of Education – Region IV-A CALABARZON
Office Address: Gate 2, Karangalan Village 1900, Cainta, Rizal
Telefax: 02-8682-5773/8684-4914/8647-7487
E-mail Address: region4a@deped.gov.ph/ ict.calabarzon@deped.gov.ph
33
Week
4
What I Need to Know
In this module, the learner will be able to recognize vulnerabilities of different
elements exposed to hazards and at the same time, determine all those elements.
The module consists of 1 lesson, namely:

Vulnerabilities of different elements exposed to specific hazards
After going through this module, you are expected to:
1. Comprehend the different elements that may be exposed to hazards.
2. Differentiate vulnerabilities of different elements exposed to specific hazards.
3. Explain how different elements can become exposed to hazard making it
more vulnerable.
Lesson 7
Recognize vulnerabilities of
different elements exposed to specific
hazards
The learners in this module will realize that recognizing the vulnerabilities of different
elements exposed to hazard will help the community design to formulate strategies
on prevention, mitigation, and immediate response and possible rehabilitations after
a major event.
What’s In
Learning Task 1: Directions: Classify the following words/phrase according to
the given category below. Place the words into their proper column. Do this on your
answer sheet.
Agricultural land
Barangay response team
Bridges
Fish pond
Government
Category 1
Hospital
Marine resources
Railroads
Rainforest
schools
seashore
social status
subdivision
Telecommunications
Transportation
Category 2
Category 3
If you are going to assign names for each category, what could it be?
What’s New
Learning Task 2: Directions: Concept map is a visual representation that shows
relationships between concepts. Arrange the following words or phrase into a
concept map. Under the diagram, explain how did you come up with your output
and cite your basis.
34
ecosystem
Elements
environmental
Exposed
Hazard
physical
response and recovery
Risk
socio-economic
tangible
What is It
Vulnerabilities of different elements are determined due to its exposure to
particular and specific hazard.
Physical vulnerability includes population density levels, place of a
settlement, the site design, and materials used for infrastructure and housing.
When hazardous events occur, normally physical elements are severely
damaged. For example, UP Visayas buildings were totally destroyed during
the super typhoon Yolanda in 2008 leaving the structure totally damaged.
Another example is the decreased in population density like what happened
in Baguio during the 1990 earthquake in North Luzon when a lot of people
were injured and died.
Social vulnerability happens due to inability of people, organization, and
societies to prevent severe effects from hazards because of the expected
behavior in social interactions, institutions, and system of cultural values.
For example, during typhoon the line of communications were cut off when
cell sites shutdown or disruption of transport system due to inability of small
vehicles to pass through the flooded areas or unpassable roads and bridges.
With some difficulties in the delivery of services such as relief goods and
medicines, a lot of problems occurred like shortage of food and spread of
infectious diseases. Therefore, when social elements were exposed to hazard,
these may lead to disruption of normal processes and activities in the
community.
Level of economic vulnerability is based on the economic status of
individuals, communities, and nations. The poorer the country, the more
vulnerable to disasters because they lack the funds or budgets to build sturdy
structures and put other engineering measures in place which protect them
from being affected by disasters. So, we can say that Philippines is more
vulnerable than Japan. As an example is the Covid-19 pandemic wherein the
most affected are those who belong to low income and informal workers. Social
and economic vulnerability can be combined also known as socioeconomic
vulnerability.
Environmental vulnerability is caused by natural resources depletion and
destruction. Organisms like humans, animals, and plants are all dependent
on the environment for survival. Human activities like deforestation, burning
of fossil fuels, and kaingin affect the natural abilities of the environment to
35
protect itself from any natural hazard due to absence of trees which may cause
landslide and flashfloods. Sometimes the effects are irreversible.
Quantifying vulnerability is used in estimating how much mitigation and
preparedness measures will be applied. Computation is based on the previous
hazard events and severity of their effects. Vulnerability can be expressed as:
0 = lowest degree of vulnerability and 1 as the highest degree. Vulnerability
of people is the ratio of casualties or injured to the total population.
Vulnerability of buildings is expressed as a repair cost or degree of damage.
What’s More
Learning Task 3: Directions: Classify the following words or phrases whether it is
PHYSICAL, SOCIOECONOMICAL OR ENVIRONMENTAL VULNERABILITY. Write
your answers on your answer sheet.
1. Shutdown of telecommunication tower
2. Houses built near fault lines
3. Denudation of forests
4. Rest houses near Boracay shoreline
5. Twenty-story building constructed on soil mainly made up of clay
What I Have Learned
Learning Task 4: Directions: The following are real life situations. Identify 3
elements that are vulnerable in each situation. Write your answers on your paper.
1.
2.
You are a college student. You are stranded in your college building. They have
blocked off the entrances and exits because the grounds are flooded. You have
been trying to call your family and trying to get news on your house in Tondo,
but the signal’s down. You have only gotten your books, notebooks, and
laboratory materials in your bag and locker. What elements of vulnerability are
present in the situation?
You are inside your apartment in Pateros. The radio reports anticipated flooding,
and you heard the rain pouring, so you prepared water bottle, some clothes,
canned goods, and cash. You placed all your electronic appliances on top of the
cabinets and tables and encased them in plastic covers. You’re ready to go out,
but you don’t know where the evacuation center is.
What I Can Do
Learning Task 5: Directions: Read the given situation below. Then complete the
task that follows. Write your answers on your answer sheet.
You have a sari-sari store in Calamba City. According to the news, typhoon
Ondoy will bring heavy rains to almost all parts of Southern Luzon. At first, the rain
seemed normal, but it just won’t stop. There are less customers now. There might
not be any more customers soon with this rain. It might flood in a bit. But if you
36
close the store, you won’t be able to feed your three children. So, you decided not to
close the store. There is news from your neighbors that San Cristobal River is already
overflowing and in a few minutes your store and the rest of the community will be
flooded. Your family was directed by the barangay officials to evacuate to Parian
Elementary school.
1. Identify all the elements exposed to hazard “Typhoon Ondoy” and identify
the category (Physical, socioeconomical or environmental).
Elements exposed to hazard
Category
2. Why is it so important to determine the elements exposed to hazards in
your community?
References
Bueza, Michael. “The Role of LGUs, Local Councils during Disasters.” Rappler, December 6, 2014.
https://www.rappler.com/newsbreak/44026-role-lgu-local-councils-disaster.
Campanero, Nida S, and Veronica N Egargo. “Correlates of Vulnerability: A Quantified Study of People’s
Vulnerability on the Impact of Super Typhoon Yolanda in Guiuan, Eastern Samar,
Philippines.” Imperial Journal of Interdisciplinary Research 3, no. 9 (2017): 416–32.
Commission on Audit (COA), nd. Disaster Management practices in the Philippines: An assessment.
Philippines: Commission on Audit.
“Executive Order No. 335, s. 1941: GOVPH.” Official Gazette of the Republic of the Philippines, April 1,
1941. http://www.officialgazette.gov.ph/1941/04/01/executive-order-no-335-s-1941/.
National Disaster Risk Reduction and Management (NDRRM). 2011. The National Disaster Risk
Reduction and Management Plan (NDRRMP). Philippines: NDRRMP, Department of Interior and
Local Government (DILG).
Republic Act No. 10121. Philippine Disaster Risk Reduction and Management Act of 2010. Manila,
Philippines:
Congress
of
the
Philippines.
http://www.mdrrmc.gov.ph/attachments/article/45/Republic_Act_10121.pdf (accessed May
20, 2020)
Kellie Hayden, “Teaching Ideas for Brochure-Making With a Rubric”,
Bright Hub Education, June 26, 2010
https://www.brighthubeducation.com/teaching-methods-tips/75435-rubric-for-brochure-project/
Answer Key
1.
2.
3.
4.
5.
Socioeconomical
Physical
Environmental
Physical
Physical
What's More
37
Disaster Readiness and
Risk Reduction
Effects of Hazard, Exposure
and Vulnerability to Disaster
Risks
Disaster Readiness and Risk Reduction
Effects of Hazard, Exposure and Vulnerability to Disaster Risk
First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines.
However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of
such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are
owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials
from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them.
Published by the Department of Education
Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
Development Team of the Module
Writer:
Editors:
Reviewers:
Illustrator:
Layout Artist:
Management Team:
Melencia Rosario Coronel , Ruby C. Bautista
Josefina M. Fabra , Anne Marielle R. Del Mundo , Vanessa R. Ambas
Dolorosa S. De Castro , Cristeta M. Arcos , Richard Brian L. Tutor
Leumel M. Cadapan , Ronan DC Vergara
Leumel M. Cadapan , Maria Elinor F. Hemedes
Wilfredo E. Cabral, Job S. Zape Jr., Eugenio S. Adrao, Elaine T. Balaogan, Rosemarie D. Torres,
Ernesto D. Lindo, Dolorosa S. De Castro, Cristeta M. Arcos
Department of Education – Region IV-A CALABARZON
Office Address:
Gate 2 Karangalan Village, Barangay San Isidro
Cainta, Rizal 1800
Telefax:
02-8682-5773/8684-4914/8647-7487
E-mail Address:
region4a@deped.gov.ph
38
Week
4
What I Need to Know
This module was designed and written with you in mind. It is here to help you
master the Disaster Readiness and Risk Reduction. The scope of this module
permits it to be used in many different learning situations. The language used
recognizes the diverse vocabulary level of students. The lessons are arranged to
follow the standard sequence of the course. But the order in which you read
them can be changed to correspond with the textbook you are now using.
The module is divided into three lessons, namely:

Hazards, Exposure and Vulnerabilities from actual situation.
After going through this module, you are expected to:
1. Define and differentiate hazards, exposure, and vulnerabilities
2. Observe and Explain the difference among hazards, exposure, and
vulnerabilities.
Lesson 8
Hazards, Exposure, and
Vulnerabilities from actual situations
What’s In
Learning Task 1: Directions: Below is a picture of an incident in a mining
community in Itogon, Benguet after the onslaught of the Typhoon Ompong in 2018.
Look and analyze the picture. Answer the questions after the image. Do this on
your paper.
Philippine News Agency, “Itogon landslide After Ompong”, September 21,
2018, accessed May 28, 2020
https://files.pna.gov.ph/souce/2018/09/20/itogon-landslide-afterompong.jpg.
Guide Questions:
1. What is the hazard shown in the picture?
2. What area is exposed to hazard?
39
3. What do you think is the cause of this incident?
4. If the portion of the mountain slides down towards the remaining
residential buildings on the left, what part of the community will be
most affected?
5. Which part in the presented image will be least likely affected?
What’s New
Learning Task 2: Directions: Analyze the following situations. Answer the
following questions after the given situations. Do this on your answer sheet.
You are a mom. You live in Brgy. Aplaya, which is right next to Laguna de
Bay. You have a 2-storey house, and the ground floor where your sari-sari store is
situated already flooded. You wrapped your baby and went to the second floor, but
the flood is fast rising and you are likely to get trapped. Your husband went to
Barangay Hall, where they prepared boats, but he has not yet come back.
1.
Determine the hazards given in the situation and identify the possible
ways to lessen the vulnerability of the exposed elements to hazard? Explain your
answer.
What is It
Hazard is a harmful condition, substance, human behavior or condition that can
cause loss of life, injury or other health effects, harm to property, loss of livelihood
and services, social and economic disruption or damage to the environment. Any
risk which is imminent is threat.
Exposure is the presence of elements at risk or chance of being harmed from a
natural or man-made hazard event. Elements include the individuals, households or
communities, properties, buildings and structures, agricultural commodities,
livelihoods, and public facilities, infrastructures and environmental assets present
in an area that are subject to potential damage or even losses. The more a community
40
is exposed to hazard factors, the higher is the disaster risk or higher chance disaster
occurrence.
Vulnerability means the characteristics and circumstances of a community,
system, or asset, that make it susceptible to the damaging effects of a hazard and
inability of a community to prevent, mitigate, prepare for and respond to
hazardous events.
Risk implies the probability of possible adverse effects. This results from the
interaction of social and environmental systems, from the combination of physical
danger, and exposed item vulnerabilities.
Disaster is a serious disruption to the functioning of a community or society which
causes widespread human, material, economic or environmental losses that exceed
the capacity of the community or society concerned to cope with the use of their own
resources. It results from the mix of hazards, risk conditions and inadequate
capability or measures.
Exposure and vulnerability, on the other hand, are distinct. A certain community
can be exposed but it does not mean that it is vulnerable. Buildings and structures
in Japan are exposed to earthquake, but they are not vulnerable since their
architectural and engineering designs are earthquake proof or resistant. However, to
become vulnerable, it must be exposed to hazard first.
Physical elements
Buildings: Urban land use,
construction types, building height,
building age, total floor space,
replacement costs.
Monuments and cultural heritage
Essential facilities
Emergency shelters, Schools,
Hospitals, Fire Brigades, Police,
Transportation facilities
Roads, railway, metro, public
transportation systems, harbor
facilities, airport facilities.
Life lines
Water supply, electricity supply,
gas supply, telecommunications,
mobile telephone network, sewage
system.
Population
Density of population, distribution in
space, distribution in time, age
distribution, gender distribution,
handicapped, income distribution
Socio-economic aspects
Organization of population, governance,
community organization, government
support, socio-economic levels. Cultural
heritage and traditions.
Economic activities
Spatial distribution of economic activities,
input-output table, dependency,
redundancy, unemployment, economic
production in various sectors.
Environmental elements
Ecosystems, protected areas, natural
parks, environmentally sensitive areas,
forests, wetlands, aquifers, flora, fauna,
biodiversity.
C.J. Van Wester , “General Classification of Elements at Risk”, Caribbean Handbook on Risk Information
Management, C.J. Van Wester http://www.charim.net/methodology/52
What’s More
Learning Task 3: Tell me! Skilled workers like electricians, welders, technicians
are prone and vulnerable to hazards. How can they avoid the untoward incident?
Write your answer on your answer sheet.
41
What I Have Learned
Learning Task 4: WRAP IT UP!
Directions: Wrap up your understanding about the lesson on Vulnerability and
Exposure by writing two sentences on your answer sheet.
What I Can Do
Learning Task 5: Emergency Escape Plan
We are all exposed to fire hazard, so there is a risk if fire occurs anytime. We are less
vulnerable if we are prepared and ready for such incident. Create your house floor
plan or blueprint and check the internet for fire and rescue symbols or make your
own symbols. With the help of your floor plan and emergency symbols, make a fire
escape plan for your family. Share your concept to your parent/ guardian for your
family’s safety. Have your parent or guardian signed into it to prove that you share
it with them.
Here is an example of a floorplan.
ITEMS TO BE INCLUDED
Windows
Doors
All furniture -labelled
Closet space/ other storages
All outlets
Faucets and sockets
Primary and Secondary escape
path
References
Ashley Macejka, “Floor Plan Rubric”, Slide Share, Nov. 25, 2014,
https://www.slideshare.net/amacejka/floor-plan-rubric
Bueza, M. 2014, The Role of LGU’s, local councils during disasters, Rappler,
(accessed on May 20, 2020). https://www.rappler.com/newsbreak/44026-role-lgu-localcouncils-disaster
Campanero, N.S. and V.N. Egargo. 2017, Correlates of Vulnerability: A quantified
study of
people’s vulnerability on the impact of super typhoon Yolanda in Guiuan, Eastern Samar, Philippines,
Imperial Journal of Interdisciplinary
Research 3(9): 416-432.
C.J. Van Wester , “General Classification of Elements at Risk”, Caribbean
Handbook on Risk Information Management, C.J. Van Wester
http://www.charim.net/methodology/52
Executive Order No. 335. Creating a civilian emergency administration, defining its
powers and
duties and providing for the coordination and control of civilian organizations for the protection of
the civil population in extraordinary and
emergency conditions. Manila, Philippines: Office of the President, (accessed on May 20,
2020) http://www.officialgazette.gov.ph/1941/04/01/executive-order-no-335-s-1941/
Kellie Hayden, “Teaching Ideas for Brochure-Making with a Rubric”, Bright Hub
Education, June 26, 2010 https://www.brighthubeducation.com/teaching-methods-
tips/75435-rubric-for-brochure-project/
Types of Disaster Mitigation”, Public Safety Canada, December 22, 2015,
https://www.publicsafety.gc.ca/cnt/mrgnc-mngmnt/dsstr-prvntn-mtgtn/bt-dsstr-mtgtnen.aspx
42
Disaster Readiness and
Risk Reduction
Hazard and Its Types
Disaster Readiness and Risk Reduction
Hazard and Its Types
First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the
Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for
exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this
module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use
these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over
them.
Published by the Department of Education
Secretary: Leonor Magtolis Briones
Undersecretary: Annalyn Sevilla
Development Team of the Module
Writers:
Editors:
Reviewers:
Illustrator:
Layout Artist:
Management Team:
Ruby C. Bautista , Angelyn T. Natividad
Aries B. Manalo, Riza Mae S. Sanchez , Ginalyn H. Aquino
Desiree D. Vista, Rex J. Vibal
Leumel M. Cadapan
Dyessa Jane P. Calderon , Leumel M. Cadapan
Wilfredo E. Cabral , Job S. Zape Jr , Elaine T. Balaogan, Rosemarie D. Torres, Ernesto D. Lindo
Dolorosa S. De Castro , Cristeta M. Arcos
Department of Education. – Region IV-A CALABARZON
Office Address:
Gate 2 Karangalan Village, Barangay San Isidro
Cainta, Rizal 1800
Telefax:
02-8682-5773/8684-4914/8647-7487
E-mail Address:
region4a@deped.gov.ph / ict.calabarzon@deped.gov.ph
43
Week
5
What I Need to Know
This module was designed and written with you in mind. It is here to help you
master the Disaster Readiness and Risks Reduction on the topic Hazard and its
Types. It contains different information about hazard and comprises of different
samples. The scope of this module permits it to be used in many different learning
situations specifically in dealing various hazards.
The module focused on the concept of hazard and its types.
After going through this module, you are expected to:
1. define and expound hazard and its types;
2. observe proper precautions signs and symbols in hazard areas; and
3. appreciate the importance of observing precautionary measures
Lesson 9 Hazard and Its Types
This lesson introduces various concepts underlying hazard and determine types of
Hazard and its example. In the varied information given below it will help students
understand the major effects of hazards and how to prevent and avoid that to
happen. It will also serve as a warning signal for the students to be aware and extra
cautious.
A hazard is any object, situation, or behavior that has the potential to cause injury,
ill health, or damage to property or the environment.
As stated in Philippine DRRR law 2010, Hazard is a dangerous phenomenon,
substance, human activity or condition that may cause loss of life, injury or other
health impacts, property damage, loss of livelihoods and services, social and
economic disruption, or environmental damage.
What’s In
Learning Task 1: Let’s Study and Analyze: Volcano and Parachutist
Let’s Think About This
Directions: Based on the illustration,
answer the following tasks/questions
below. Do this on your answer sheet.
1. Cite hazards present in the illustration.
2. What type of Hazards is shown in the
picture?
3. Based on the picture what do you think
will happen to the parachutist?
Source: Richard J. King, hazard_risk_cartoon_456.jpg.,
2012, https://d32ogoqmya1dw8.cloudfront.net/images
44
What’s New
Identifying potential hazards can eliminate or control unintentional injuries,
property damage or even worst, losing one’s life that might happen in the future .
Learning Task 2: Let’s Know! SPOT THE HAZARD
Directions: Find hazards on the given pictures. Answer the following questions
below. Do this on a separate sheet.
A. Hazard at home
Source: Danger in the kitchen, www.google.com, accessed October 2019,
https://www.twinkl.co.uk/resource/cfe-h-011-dangers-in-the-kitchen-activity-sheet
1. List down the 5 different hazards found at home, school and outside.
2. Classify the types of Hazards present on the given picture.
3. Can the effects of hazards be avoided? How?
What is It
Let’s Learn
After identifying hazards in the previous activity, this part gives information about
the types of Hazard and its example.
Hazards can be categorized in different types:
1. Natural hazards - arise from natural processes in the environment.
e.g. earthquakes, tsunami, landslides, volcanic eruptions and floods
2. Quasi-natural hazards- arise through the interaction of natural processes and
human activities
e.g. pollution or desertification, smog and fog
45
3. Technological (or man-made) hazards- These arise directly as a result of
human activities.
e.g. accidental release of chemicals, toxic and pesticides to floral and fauna
Hazards Signs and Symbols
These signs and symbols with corresponding meaning below help people to be extra
cautious, aware and observant in surroundings.
Each picture is designed to become recognizable to anyone as a signal word like
“danger” or “warning”.
Technology or Man-Made Hazards Signs and Symbols
Descriptions
Sign/Symbol
Flame
Health Hazard
Meaning
-
Flammable
Self-heating
Emits Flammable Gas
Pyrophoric
-
Reproductive toxicity
Respiratory sensitizer
Target organ toxicity
Aspiration toxicity
- Explosives
- Self-reactives
- Organic Peroxides
Exploding Bomb
- Fatal or toxic
- Acute toxicity
Skull and Crossbones
Quasi-Natural Signs and Symbols
Descriptions
Sign/Symbol
Environment
Meaning
- Aquatic toxicity
- Air toxicity
Environment
Source: Safety Symbols and Their Meanings, February
1, 2018, https://www.dcmgroup.ca/en/news/safetysymbols-and-their-meanings-2/
46
Natural Hazards Signs and Symbols
Source: Professional Crime-Writers and Crime-Fighters, 2018,
https://www.sleuthsayers.org/2018/04/and-how-was-your-spring-break.html
What’s More
Learning Task 3: Arrange Me!
Directions: Choose the right example of types of hazards below. Write it on
the corresponding table. Do this on a separate sheet.
Natural Hazards
Quasi-Natural Hazards
47
Technological Or
Manmade Hazards
avalanche
oil spill
mining explosions
wild fires or bush fires
transportation accidents
train accident
falling objects
air pollution
global warming
lightning
plants and animals
volcanic eruptions
biological attacks
polluting ground water
dam failures
storm surge
plane crashes
typhoon
water pollution
desertification
sandstorm
hurricanes
landslides
droughts
fires
earthquake
tornadoes
floods
acid rain
smog
epidemic in human
What I Have Learned
Learning Task 4: Complete Me!
Directions: Complete the following sentences by giving the appropriate answer
needed in the blank. Do this on a separate sheet.
Hazard
is
__________________________.
__________________________.
The
different
It
becomes
types
of
hazard
hazards
when
are
__________________________, __________________________, __________________________.
We can minimize the effects of hazards through __________________________.
What I Can Do
Learning Task 5: Directions: Read the following statements on each part of the
learning task. Answer the following learning task on a separate sheet.
A. Let’s Pretend!
The Philippines is considered as the third most prone to hazard country in the world,
having more than 20 tropical cyclones in a year, earthquakes, and more than 20
active volcanoes found all over the country. As a disaster advocate, what are the
things that you can contribute to possibly minimize the risks of disaster in your home
and school?
References
E-book:
K. Hewitt and I. Burton, The Hazardousness of a Place: A Regional Ecology
of Damage Events, University of Toronto, 1971,
https://www.abebooks.com/servelet/BookDetailsPL?bi=22573648538
48
Eric Gislason, Types of Hazards National Association of Safety Professionals, accessed
December 26, 2018, https://naspweb.com/types-of-hazards/
Difference between Natural and Man Made Disaster, accessed June
https://pediaa.com/difference-between-natural-and-man-made-disaster/
23,
2016,
Caution
and
Warning:
Natural
disaster,
https://www.shutterstock.com/imagevector/natural-disaster-warning-signs-caution-danger-302759177
Website
Richard J. King, hazard_risk_cartoon_456.jpg., 2012,
https://d32ogoqmya1dw8.cloudfront.net/images
Danger in the kitchen, www.google.com, October 2019,
https://www.twinkl.co.uk/resource/cfe-h-011-dangers-in-the-kitchen-activity-sheet
Slip, Trip and Fall Hazards, www.youtube.com, March 9, 2015,
https://youtu.be/ChQ8aoeHoEQ?t=146
Sun Star Davao, June 2, 2020, https://www.sunstar.com.ph/article/1801175
Safety Symbols and Their Meanings, Retrieved February 1, 2018,
https://www.dcmgroup.ca/en/news/safety-symbols-and-their-meanings-2/
Much Mania, Natural Disaster Warning Signs, Caution, Danger, Hazard Symbol Set, 20032020, https://www.shutterstock.com/image-vector/natural-disaster-warning-signscaution-danger-302759177
Wamsler, Smog warning sign, grungy style, vector illustration, www.google.com,
https://www.123rf.com/photo_37312853_stock-vector-smog-warning-sign-grungystyle-vector-illustration.html
Shubert Ciencia, Cleanup in Barangay La Paz, Nueva Valencia, Guimaras, licensed under
CC BY 2.0
Floods in the Philippines 2009, www.google.com, https://floodlist.com/wpcontent/uploads/2013/04/philippines
Answer Key
-
- air pollution
- water
pollution
- acid rain
- global
warming
- desertification
- smog
- avalanche
- volcanic
eruptions
hurricane
landslides
droughts
storm surge
tornadoes
typhoon
floods
lightning
sandstorm
wild fires
earthquake
Quasi Natural
Hazards
Natural
Hazards
What's More
49
- oil spill
- biological
attacks
- mining
explosions
- polluting
ground water
- dam failures
- fires
- transportation
accidents
- falling objects
- epidemic in
human plants
and animals
- plane crashes
Technological
or Man Made
Hazards
Disaster Readiness
and Risk Reduction
Hazard: Its Impact,
Identification and
Risk Assessment
Disaster Readiness and Risk Reduction
Hazard: Its Impact, Identification and Risk Assessment
First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the
Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for
exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this
module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use
these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over
them.
Published by the Department of Education
Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
Development Team of the Module
Writers:
Editors:
Reviewers:
Illustrator:
Layout Artists:
Management Team:
Rodgem A. Barairo, Ruby C. Bautista
Aries B. Manalo, Riza Mae S. Sanchez , Josefina M. Fabra
Desiree D. Vista , Rex J. Vibal
Leumel M. Cadapan
Dyesa Jane P. Calderon, Leumel M. Cadapan
Wilfredo E. Cabral , Job S. Zape Jr , Elaine T. Balaogan, Rosemarie D. Torres,
Ernesto D. Lindo , Dolorosa S. De Castro , Cristeta M. Arasco
Department of Education – Region IV-A CALABARZON
Office Address:
Telefax:
E-mail Address:
Gate 2 Karangalan Village, Barangay San Isidro
Cainta, Rizal 1800
02-8682-5773/8684-4914/8647-7487
region4a@deped.gov.ph / ict.calabarzon@deped.gov.p
50
Week
5
What I Need to Know
Have you heard of people who lost their job and suffered extreme depression as a
result of an epidemic? What about people who were physically injured in the
workplace while performing their tasks? How do concerned government agencies
address an epidemic like the COVID-19 outbreak? The answers to such questions
will be revealed as you progress in this module.
Upon completion of this module, you are expected to:
1.
2.
3.
4.
explain the impacts of various hazards on different exposed elements;
classify hazard impacts;
perform hazard identification and risk assessment; and
recognize the value of being disaster-resilient
Lesson
10
Hazard: Its Impact, Identification and
Risk Assessment
In any workplace or environment, safety works best if hazards and its impacts are
identified. Moreover, assessment of risks accompanying hazards must also be done
to ensure safety or at least minimize the impact of hazards, if not totally eradicated.
A sound safety management program must be established to avoid injuries and
unpleasant events brought about by hazards and accompanying risks.
What’s In
A hazard is defined is simply a condition or a set of circumstances that present a
potential for harm. So far, you also have learned that hazards are divided into two
broad categories: health hazard (can cause occupational illnesses) and safety hazard
(can cause physical harm or injuries). A hazard can also be classified into six types
which are biological, chemical, physical, safety, ergonomic and psychosocial.
On the other hand, risk refers to the potential for loss, damage or destruction a
hazard can cause while vulnerability refers to the characteristics of a community or
system that make it susceptible to the possible damaging effects of a hazard. For
example, a doctor who is handling a patient infected with a virus (hazard) has a high
chance of getting infected (risk) if she has poor immune system and does not wear
personal protective equipment (vulnerability).
What’s New
Learning Task 1: Arrange the Jumbles
Directions: Arrange the jumbled letters to form the word being described in the
sentences. Write your answers on a separate sheet.
51
NEXYITA
FOSTER RIFE
LSIYERPR
ROVOCIRUSNA
UTENMENPMOLY
NOITMIRCISNIDA
Too much fear and worrying after a loved-one died of
COVID-19
The burning of Amazon in Brazil (2019) leaving many species
dead and homeless
Wet floor that caused this woman to trip
An invisible enemy that is highly contagious
No-work-no-pay scenario brought by a biological hazard
In a world where one culture is not being embraced by
another’s culture
What is It
What are the Different Impacts of Hazards?
A hazard can bring about many impacts which can come in different types. Facilities
and infrastructures are commonly the target of natural hazards. Specifically, these
impacts can trigger accidents and the release of toxic substances, fires and
explosions, potentially resulting in health effects, environmental pollution and
economic losses.
One way to classify hazard impacts is by means of general impact themes namely:



Danger to life which includes physical and psychological harm and diseases
Denial of access like energy, water, communication and transport access
Damage to the physical environment like buildings and land
1. Physical impact
Physical injuries (bone fracture,
wounds, bruises)
Destruction and loss of vital
infrastructure like transportation
system, roads, bridges, power lines
and communication lines.
Wide
spread
destruction
of
housing and buildings
2. Psychological impact
Grief and psychological illness
Marital conflict
Depression due to loss of loved
ones and properties
Chronic anxiety
3. Socio- cultural impact
Displacement of population
Loss of cultural identity
Forced of adoption of new sets of
culture
Ethnic conflicts
Economic impact
Loss of job due to displacement
Loss of harvest and livestock
Loss of farms, fish cages and other
source of food
Loss of money and other valuables
5. Environmental impact
Loss of forest due to forest fires
Loss of fresh water due to
salination
Disturbance of biodiversity
Loss of natural rivers
4.
-
6. Biological impact
Epidemic to people, flora and
fauna
Chronic and permanent illness
caused by biological agents
- Proliferation of different
viral diseases
52
Identification of Hazards and Risk Assessment
Hazard identification is the process of determining all physical and nonphysical
agents in the workplace or specific environment. Most occupational health and safety
problems are caused by hazards which are not eliminated or managed. In order to
prevent untoward incidents in a workplace or community, elimination or controlling
of hazards is crucial. In some workplaces where hazards cannot be avoided, they
must be monitored.
Risk assessment is a way to determine which hazards and risks should prioritized
by taking into consideration the probability and severity of impact.
Below are the steps in hazard identification and risk assessment.
1. Identify the hazards. Use the following methods:
2. Assess the Risk. Once a hazard has been identified, the likelihood and
possible severity of injury or harm will need to be assessed before determining
how best to minimize the risk. High-risk hazards need to be addressed more
urgently than low- risk ones.
Table 1. Risk Assessment Scoring Matrix
Organization
Threshold Priority
Source: Gulsum Kubra Kaya, Research Gate, Risk Level Matrix, www.researchgate.net/profile/Gulsum
3. Make the changes. Once risks are assessed, the next step is to make decision
for some necessary changes. These changes include removing the hazard and
replacing it with something less hazardous, engineering modifications like
installation of exhausts, safety barriers and safety exits, modification of
procedures, etc. Combination of the risk control measures mentioned above
to effectively reduce exposure to hazards can also be done.
4. Checking the changes made. To make sure risk has been minimized, and a
further hazard has not been created, the new safety measures may need to be
carefully tested before work begins again. Risk assessment doesn’t end with
making changes. It is essential that these changes made are monitored and
checked. It must be monitored if the changes done are being followed
consistently and if these changes contribute to the improvement of safety
management in the workplace. This last step has to be done periodically to
accurately assess the effectiveness of the entire process.
53
Table 2. Risk assessment and control measures to counter risks
Source: Gulsum Kubra Kaya, Research Gate, Risk Level Matrix, www.researchgate.net/profile/Gulsum
What’s More
Learning Task 2: Concept Webbing
Directions: Classify the following hazard impacts. Write PH if the hazard impact is
Physical, PS if it is Psychological, SC if it is Socio-cultural, EN if it is Environmental,
EC if it is Economical and B If it is Biological. Do this on a separate sheet.
Insanity
amputated leg
Massive lay-off of workers
COVID-19
Amazon forest fire
broken spine
Bird’s flu
relocation of people
overthinking
bankruptcy
cultural wars
volcanic ash
Learning Task 3: Assessment and Reduction of Risks




Remember your previous school.
Choose 5 hazards you have spotted in your school.
Conduct a risk assessment with proposed changes using the table below.
An example is provided for your reference.
Hazard
Not
wearing
of PPE
Risk
Probability
Impact
Risk
Level
Changes made to
reduce the risk
Potential
physical
injuries
4
5
20 High
Provision of PPE’s to
employees
What I Have Learned
1. A hazard is any agent in a workplace, can be an object or procedure that can
cause potential harm. A risk refers to the potential harm a hazard can cause.
54
2. Vulnerability refers to the susceptibility of an element exposed to the risks of
a hazard.
3. Hazard Identification refers to the process of determining all the agents in a
workplace that can cause harm.
4. Risk Assessment takes into account the probability of happening and the
severity of impact of a risk. It is done to determine which risks should be
addressed first or prioritized.
5. The following are the steps in hazard identification and risk assessment:
a. Identify the hazards.
b. Assess the risks.
c. Make changes.
d. Check the changes made.
6. Changes must be made after assessing the risks. The changes made should
be monitored on a regular basis.
What I Can Do
Learning Task 4: Directions: Perform a Hazard Analysis and Risk Assessment of
your house by following the steps you have learned from this module.




List the hazards and the risks that go with each hazard.
Know which risk to prioritize by risk assessment.
Propose changes in order to reduce risks.
Do this on a separate sheet.
Use the table below.
Table 4. Risk assessment from identified hazards in our house
Hazard
Location
in the
house
Risk
Probabilit
y
Impact
Risk
Level
Changes
made to
reduce
the risk
References
Department of Environment, B. (n.d.). The Impact of Hazards on People and the Environment
–
igeogers,
http://igeogers.weebly.com/the-impact-of-hazards-on-people-and-theenvironment.ht
Ma. Rosalie Gonzales, Risk Assessment, Powerpoint presentation, Lecheria National High School-ISO
Committee, Calamba City, Laguna, September 10, 2019
E. Krausmann, S. Girgin, and A. Necci (2019), In International Journal of Disaster Risk Reduction (Vol.
40), Natural hazard impacts on industry and critical infrastructure: Natech risk drivers and risk
management performance indicators, https://doi.org/10.1016/j.ijdrr.2019.101163
UNISDR. (2009). United Nations International Strategy for Disaster Reduction Terminology on Disaster
Risk Reduction.
G. Wells,(1996). Hazard identification and risk assessment. Hazard Identification and Risk Assessment,
1–12. https://doi.org/10.1201/9780429280740-13
11_Mod_3_Participant_Manual.pdf,
https://www.osha.gov/sites/default/files/2018-12/fy11_sh22318—
Gulsum Kubra Kaya, Research Gate, Risk Level Matrix, www.researchgate.net/profile/Gulsum
55
Disaster Readiness
and Risk Reduction
Earthquake Hazards and
Risk Reduction Methods
Disaster Readiness and Risk Reduction
Earthquake Hazards and Risk Reduction Methods
First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines.
However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of
such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are
owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials
from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them.
Published by the Department of Education
Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
Development Team of the Module
Writers:
Editors:
Reviewers:
Illustrator:
Layout Artists:
Management Team:
Rodgem A. Barairo, Ruby C. Bautista
Aries B. Manalo, Riza Mae S. Sanchez , Josefina M. Fabra
Desiree D. Vista, Rex J. Vibal
Leumel M. Cadapan
Dyesa Jane P. Calderon, Leumel M. Cadapan
Wilfredo E. Cabral , Job S. Zape Jr, Elaine T. Balaogan, Rosemarie D. Torres, Ernesto D. Lindo ,
Dolorosa S. De Castro , Cristeta M. Arcos
Department of Education – Region IV-A CALABARZON
Office Address:
Telefax:
E-mail Address:
Gate 2 Karangalan Village, Barangay San Isidro
Cainta, Rizal 1800
02-8682-5773/8684-4914/8647-7487
region4a@deped.gov.ph / ict.calabarzon@deped.gov.ph
56
Week
6
What I Need to Know
If earthquake is regarded as one of the most frightening natural disasters, that is
because seconds of its occurrence can be more destructive than days of a typhoon.
Besides, an earthquake comes with very little warning.
After going through this module, you are expected to:
1. identify various potential earthquake hazards and ways to minimize it;
2. appreciate the value of preparedness and resilience in disastrous situations
Lesson 11
Earthquake Hazards
An earthquake poses a lot of hazards which can contribute to large economic and
human losses, and represents a serious impediment to socioeconomic development,
creation of jobs and availability of funds for poverty reduction initiatives.
In this module you will be introduced to the different hazards brought about by an
earthquake. Earthquake hazard and risk assessment is a fundamental tool for
developing risk reduction measures and constitutes the first step to support
decisions and actions to reduce potential losses.
What’s In
Let us refresh the following earthquake concepts:
• An earthquake is the vibration of Earth produced by the rapid release of energy
within the lithosphere.
• Earthquakes are caused by slippage along a break in the lithosphere, called a fault.
• The energy released by an earthquake travels in all directions from the focus in the
form of seismic waves.
• The movement that occurs along faults during earthquakes is a major factor in
changing Earth’s surface.
• Forces inside Earth slowly deform the rock that makes up Earth’s crust, causing
rock to bend.
• Elastic rebound is the tendency for the deformed rock along a fault to spring back
after an earthquake.
• An aftershock is an earthquake that occurs sometime soon after a major
earthquake.
 A seismograph is a device used to record the motion of the ground during an
earthquake.
What’s New
Learning Task 1: Who would not know the story of Popoy and Basha? In the movie,
Popoy, who played the role of an architect, was able to fulfill his stubborn vision of
building calamity and earthquake-proof housing projects.
Answer the following questions on your answer sheet.
57
1. What do you think is the reason why Popoy thought of building earthquakeproof houses?
2. What are the possible hazards or dangers that can be caused by an
earthquake?
3. Based from your previous learnings, what are the materials and structural
features of an earthquake-proof house?
What is It
What are Earthquake Hazards?
Earthquake Hazards refer to earthquake agents which have the potential to cause
harm to a vulnerable targets which can either be humans, animals or even your
environment.
The effects of an earthquake can be classified as primary or secondary.
 Primary effects are permanent features an earthquake can bring out.
Examples include fault scarps, surface ruptures, and offsets of natural or
human-constructed objects.
 Secondary effects happen when ground movement results to other types of
destruction. Examples include landslides, tsunami, liquefaction and fire.
Below are the four earthquake hazards which are considered as secondary effects of
an earthquake:
1. Landslides
Seismic vibration is a common triggering mechanism for landslides. Landslides can
have particularly devastating effects like floods, blocking of rivers, death, and
damage to land and natural resources. Landslides can be prevented by reinforcing
slope material, modifying the pathway for surface and underwater and by putting
piles and retaining walls.
2. Tsunami
A tsunami is a huge sea wave triggered by a violent displacement of the ocean floor.
Underwater earthquakes, volcanic eruptions or landslides can cause tsunami. As it
approaches a shallow coastline, its speed decreased, but the height of the tsunami
increases drastically, bringing so much damage to nearby communities. Tsunamis
can also overwhelm sewage systems, destroy structures and kill people.
3. Liquefaction
Earthquake motion can turn loosely packed, water-saturated soil to liquid—
"liquefaction.” Liquefied soil becomes less compact and ultimately lose the ability
to support roads, buried pipes, and, of course, houses. It is caused by vibration or
saturation with water which causes the soil to decrease in density. This poses
danger for it lead to unstable structures of buildings due to ground subsidence.
4. Fires
Earthquakes cause fires. Even moderate ground shaking can break gas and
electrical lines, sever fuel lines, and overturn stoves. To further complicate things,
water pipes rupture, so it would be impossible to extinguish the fire.
58
What’s More
Most commonly used methods of reducing earthquake risks are as follows:
1. Effective recording and interpretation of ground motion
This can be done by effective instrumentation in order to determine the
location, strength and frequency of earthquakes. This assists in providing
alerts and warnings especially to high-risk or vulnerable areas for preparation
and emergency response.
2. Constructing seismic hazard maps
A seismic hazard map shows the potential hazards in a given area. In many
regions in our country, seismic expectancy maps or hazard maps are now
available for planning purposes. It serves as basis for disaster management
information like locations for evacuation and evacuation routes. The
anticipated intensity of ground shaking is represented by a number called the
peak acceleration or the peak velocity.
3. Developing resistant structures
Resistant structures are able to withstand collapse by redistributing forces
caused by seismic waves through shear walls. Developing engineered
structural designs that are able to resist the forces generated by seismic waves
can be achieved either by following building codes based on hazard maps or
by appropriate methods of analysis.
What I Have Learned
1. Earthquake refers to the sudden shaking or trembling of the ground.
2. Earthquake Hazards can cause either primary or secondary effects.
3. Primary effects are permanent features produced by the earthquake (fault
scarps, surface ruptures, and offsets of natural or human-constructed
objects).
4. Secondary effects result when ground movement causes other types of damage
(landslides, tsunami, liquefaction and fire).
5. There are ways to reduce the risks of an earthquake. These are as follows:
a. Accurate recording and interpretation of ground shaking
b. Making seismic hazard maps
c. Building resilient structures
What I Can Do
Learning Task 2: Read the poem with understanding. Answer the following
questions. Do this on a separate sheet.
Filipinos have been through a lot of disasters- typhoon Yolanda, fire, July 1990earthquakes, landslides, covid-19 pandemic. Name it and the Filipinos had been
through it! Read the poem below, and then answer the questions that follow.
59
We Filipinos Are Disaster-Resilient, Aren’t We?
By Rodgem A. Barairo
To reduce disaster, is an impossibility
Never ever say,
Because reality is
We can’t work hand in hand
We can prepare
We can think of ways
Because truth is
We’re hopeless, down on bended
knees
Never believe
Our nation can be great again
Because truth is
Filipinos are not resilient
Forget the thought
That we can’t make it
Never ever say
There’s hope after a disaster!
Never believe
The government and Filipinos are
capable
This time, read the poem in reverse, that is, from bottom to top.
Questions
1. Do you think you are a resilient person? Why do you say so?
2. Which manner of reading the poem gives a more realistic characterization of
our nation’s ability to respond to disasters, from-top-to-bottom, or reverse
manner? Justify your answer.
3. As a senior high school student, how can you make yourself disaster-strong
and resilient?
References
E. Krausmann, S. Girgin, and A. Necci, Natural hazard impacts on industry and critical
infrastructure: Natech risk drivers and risk management performance indicators. In
International Journal of Disaster Risk Reduction (Vol. 40), 2019,
https://doi.org/10.1016/j.ijdrr.2019.101163
Posco Newsroom, What It Takes To Build A Natural Disaster Proof House, Retrieved June 2,
2020,https://newsroom.posco.com/en/takes-build-natural-disaster-proof-house/
DHel Nazario, Impact-proof desk developed for pre-school students, Manilla Bulletin, April
28, 2019
S. A. Nelson, Earthquake Vulnerability Reduction for Cities (EVRC-2). Notes, 1, 1–10, 2016,
http://www.tulane.edu/~sanelson/Natural_Disasters/ eqhazards%26r. 1–7.
60
Disaster Readiness and
Risk Reduction
Natural Signs of
Impending Tsunami
Disaster Readiness and Risk Reduction
Natural Signs of Impending Tsunami
First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines.
However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of
such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are
owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials
from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them.
Published by the Department of Education
Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
Development Team of the Module
Writers:
Editors:
Reviewers:
Illustrator:
Layout Artists:
Management Team:
Maria Henrietta DP. Quilla
Aries B. Manalo, Riza Mae S. Sanchez
Desiree D. Vista
Leumel M. Cadapan
Dyessa Jane P. Calderon
Wilfredo E. Cabral , Job S. Zape Jr , Elaine T. Balaogan, Rosemarie D. Torres, Ernesto D. Lindo,
Dolorosa S. De Castro , Cristeta M. Arcos
Department of Education – Region IV-A CALABARZON
Office Address:
Telefax:
E-mail Address:
Gate 2 Karangalan Village, Barangay San Isidro,
Cainta, Rizal 1800
02-8682-5773/8684-4914/8647-7487
region4a@deped.gov.ph
61
Week
6
What I Need to Know
This module was designed and written with you in mind. It is here to help you
master the Natural Signs of Impending Tsunami. The scope of this module permits
it to be used in many different learning situations. The language used recognizes
the diverse vocabulary level of students. The lessons are arranged to follow the
standard sequence of the course. But the order in which you read them can be
changed to correspond with the textbook you are now using.
This module focuses on:

Recognizing the natural signs of impending tsunamis.
DRR11/12-If-g-18
After going through this module, you are expected to:
1. Identify the natural signs of impending tsunami;
2. Appreciate the topic by locating places for possible evacuation during
tsunamis; and
3. Create guidelines or warning signs to be aware and prepared for possible
tsunami.
Lesson 12 Natural Signs Impending Tsunami
Different natural events may be experienced by anyone that may cause damage
and/or loss of properties as well as put everyone’s life in danger. One of which is
tsunami. A tsunami is a series of enormous ocean waves caused by earthquakes,
underwater landslides, volcanic eruptions, or asteroids.
In this part of the module, you will learn about natural signs of impending tsunami
and what you should do in the event of a tsunami warning.
What’s In
Learning Task 1: What are the different related hazards brought by an
earthquake? Differentiate each and one of them.
What’s New
Learning Task 2
Directions: Give three countries in Southeast Asia which experienced Tsunami as
one of the related hazards brought by an earthquake. If possible, recall the exact
year and place when and where these happened. Do this on your paper.
62
What Is It
What are the natural signs of an impending tsunami?
1. Feel an earthquake. Severe ground shaking from local earthquakes may
cause tsunamis. However, an earthquake may not be felt if the event is far
away.
2. See ocean water disappear from beach, bay, river. Water may recede from
the coast, exposing the ocean floor, reefs and fish before returning as a fastmoving wall of water (tsunami). This is called “drawback.” Drawback can
exceed hundreds of meters exposing normally submerged areas.
3. Hear an unusual roaring sound. Abnormal ocean activity, a wall of water,
and an approaching tsunami can create a loud "roaring" sound similar to
that of a train or jet aircraft.
What should you do when a tsunami threatens?
1. Preparations before a tsunami:
a. If you live near or visit a coastal area, learn about the risk of a
tsunami. Some at-risk communities have maps with evacuation
zones and routes.
b. Learn the signs of an impending tsunami.
c. Know and practice community evacuation plans and map out your
routes from coming from your house, work, and other areas.
d. Create a family emergency plan with all your family members.
2. During the event of a tsunami:
a. Protect yourself first from an earthquake if you are in a tsunami area.
Do the Duck, Cover, and Hold. Tsunamis generated in distant
locations will generally give people enough time to move to higher
ground. For locally-generated tsunamis, where you might feel the
ground shake, you may only have a few minutes to move to higher
ground.
b. If there is a warning, either from the officials or a natural sign, move
immediately to a safe place as high and as far from the inland as
possible.
c. If you are outside the tsunami hazard zone and a warning has been
issued, stay where you are unless officials tell you otherwise.
d. If you are in school and a tsunami warning has been issued, follow
the advice of teachers and other school personnel.
e. If you are at home and hear there is a tsunami warning, you should
make sure your entire family is aware of the warning. Move in an
orderly, calm and safe manner to the evacuation site or to any safe
place outside your evacuation zone. Always follow the evacuation
instructions of local emergency and law enforcement authorities.
f. High, multi-story, reinforced concrete hotels are located in many lowlying coastal areas. The upper floors of these hotels can provide a
safe place to find refuge should there be a tsunami warning and you
63
cannot move quickly inland to higher ground. On the other hand,
homes and small buildings located in low lying coastal areas are not
designed to withstand tsunami impacts. Do not stay in these
structures should there be a tsunami warning.
g. Offshore reefs and shallow areas may help break the force of tsunami
waves, but large and dangerous waves can still be threat to coastal
residents in these areas. Stay away from all low-lying coastal areas
when there is a tsunami warning.
h. If you are in a boat at sea or in a harbor, do not return to port if
you are at sea and a tsunami warning has been issued for your area.
Tsunamis are imperceptible and can cause rapid changes in water
level and unpredictable dangerous currents in harbors and ports.
Small boat owners may find it safest to leave their boat at the pier
and physically move to higher ground, particularly in the event of a
locally-generated tsunami. Severe weather conditions (rough seas
outside of the harbor) could present a greater hazard to small boats,
so physically moving yourself to higher ground may be the only
option.
i. Contact the harbor authority before returning to port to verify that
conditions in the harbor are safe for navigation and berthing.
What’s More
Learning Task 3: “Tsunami VS Tidal Wave”
Directions: Read the following statements. Write TSUNAMI if the statement is true.
Otherwise, write TIDAL WAVE. Write your answers on your paper.
1. I should go to the shore to watch a tsunami.
2. All undersea earthquakes cause tsunami.
3. If I felt a strong earthquake while near the coast, I should wait to hear the
rumbling sound before moving to high ground.
4. If a small tsunami is coming, I should get out of the water and wait until I
hear it is safe to return.
5. If a big tsunami is coming, I should move as far inland as I can or to higher
ground.
6. If I am swimming when a small tsunami comes, I could get dragged out to
sea by the strong rips and currents.
7. A tsunami is most often caused by undersea earthquakes.
What I Have Learned
Learning Task 4
Directions: Fill in the blanks with the correct answer. Do this on your paper.
A (1) _______________ is a massive sea wave caused by (2) _______________, (3)
_______________, (4) _______________ , and (5) _______________ . Natural warning
signs are often monitored and observed to prevent this sea wave. One of the signs
is a felt shaking of the ground. If you are in a tsunami-prone area while the ground
64
is shaking, protect yourself first by doing the (6) _______________. Immediately go
to (7) _______________ when the shaking stops. Another sign is (8) _______________
which is the receding of the water exposing the normally submerged areas. If this
is observed, immediately run away from the shore. And the last sign to look for is
hearing an unusual (9) _______________ similar to that of a train or jet aircraft. Do
not wait for an (10) _______________ if one of the natural signs of an impending
tsunami is observed.
What I Can Do
Learning Task 6
You are the barangay Captain in your place near coastal area. The news mentioned
your barangay as one of the tsunami prone areas in the country.
As a barangay Captain, what guidelines or warning signs will you suggest for your
constituents to be aware and prepared for possible tsunami?
Also, how can you help the people in your barangay in the preparation in time of
a tsunami? What are the ways of promoting the preparation for such phenomena?
Will you be one of the leaders from your location/town to attract other barangays
near you to do the same as what you will be doing in your place in the preparation
of an impending tsunami?
Answer Key
1. tsunami
2 – 5. Possible answers in no
particular order:
earthquakes, underwater
landslides, volcanic
eruptions, or asteroids
6. Duck, Cover, and Hold
7. Higher ground
8. Drawback
9. Rumbling sound
10. Official warning
1. TIDAL WAVE
2. TIDAL WAVE
3. TIDAL WAVE
4. TSUNAMI
5. TSUNAMI
6. TSUNAMI
7. TSUNAMI
Learning Task 3
Learning Task 4
References
Rimando, R. E. Disaster Readiness and Risk Reduction, First ed.
Quezon City: Rex Bookstore. 2015.
Quebral, Villamor S. Disaster Readiness and Risk Reduction. Quezon City:
Lorimar Publishing, Inc. 2016.
Burton, I. and Kates, R.W. The perception of natural hazards in resource management, Natural Resources Journal
3.1964. pp. 412-441.
What Are the Natural Warning Signs for a Tsunami? American Geosciences Institute, May 5, 2020. Accessed June
04, 2020. Retrieved at https://www.americangeosciences.org/critical-issues/faq/what-are-naturalwarning-signs-tsunami.
Yulianto, Eko, Fauzi Kusmayanto, Nandang Supriyatna, and Mohammad Dirhamsyah. Where the first wave
arrives in minutes: Indonesian lessons on surviving tsunamis near their sources. IOC Brochure 2010 4
(2010): 28
65
Disaster Readiness and
Risk Reduction
Effects of Different
Earthquake Hazards
Disaster Readiness and Risks Reduction
Effects of Different Earthquake Hazards
First Edition, 2020
Republic Act 8293, Section 176 states that: No copyright shall subsist in any work of the Government of the Philippines.
However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of
such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are
owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials
from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them.
Published by the Department of Education
Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
Development Team of the Module
Writers:
Editors:
Reviewers:
Illustrator:
Layout Artists:
Management Team:
Angelyn T. Natividad, Ruby C. Bautista
Aries B. Manalo, Riza Mae S. Sanchez , Priscilla D. Domino
Desiree D. Vista, Rex J. Vibal
Leumel M. Cadapan
Dyesa Jane P. Calderon, Leumel M. Cadapan
Wilfredo E. Cabral , Job S. Zape Jr , Elaine T. Balaogan, Rosemarie D. Torres, Ernesto D. Lindo
Dolorosa S. De Castro , Cristeta M. Arcos , Fe M. Ong-ongowan
Department of Education – Region IV-A CALABARZON
Office Address:
Telefax:
E-mail Address:
Gate 2 Karangalan Village, Barangay San Isidro
Cainta, Rizal 1800
02-8682-5773/8684-4914/8647-7487
region4a@deped.gov.ph/ ict.calabarzon@deped.gov.ph
66
Week
6
What I Need to Know
In this module, the learner will be able to identify earthquake potential hazard and
its effects. Ground shaking, ground rupture, tsunami, liquefaction and earthquake
induced landslide and ground subsidence are the primary effects of earthquake.
Learning Competency
Analyze the effects of the different earthquake hazards. (DRR11/12-If-g-19)
Objectives:
By the end of the lesson, the students must be able to:
a. identify the possible effects of an earthquake;
b. appreciate the importance of being ready and resilient; and
c. create a plan for an earthquake awareness program in the community.
What’s In
On the previous lesson you learned the different parts of an earthquake and various
potential earthquake hazards. Earthquake is considered as one of geologic hazards.
It is a natural phenomenon that can occur in different parts of the world. We are
always warned by the Department of Science and Technology- Philippines Institute
of Volcanology and Seismology (DOST-PHILVOCS) about the possible coming of “The
Big One”, the question is what are the possible effects of an earthquake once it strikes
the country? In this module you will able to identify earthquake potential hazard
and its effects and identify the different earthquake related hazards that can affect
your home and/or community.
Learning Task 1: I remember…
Directions: Recall a previous situation where you have experienced an earthquake.
What were you doing during that time? What did you do when you noticed that an
earthquake was happening? Write your answers on your answer sheet.
Learning Task 2: Dangerous Alarm!
Directions: Read the article below. Answer the succeeding questions. Give your
reactions in the situation. Do this on a separate sheet.
Justine was a call center agent. He worked in 17th floor of a huge building located in
Makati. Thousands of employees including Justine had an ordinary day doing their
jobs. Suddenly, everything changed, the huge building began to rumble and swing.
Alarmed people headed for the exits. Justine had seen on the television that building
started to crack and bridges started to fall. Rivers changed their paths. Mountains
and cliffs caused landslides that covered up the houses and roads. Electricity and
67
communication lines were downed. There was also a report that giant waves were
seen near seashores that caused floods.
What is It
Potential Earthquake Hazards
1. Ground Shaking
Definitions: disruptive up, down and sideways vibration or movement of the ground
during an earthquake. (DOST-PHIVOLCS,N.d.)
Effects: Damage, falling or collapse structure resulted by shaking of grounds.
Ground shaking is a hazard created by earthquakes and at the same time it can also
be triggered for other hazard such as liquefaction, landslide and fires.
2. Ground Rupture/ Ground Displacement
Definition: deformation on the ground that marks the intersection of the fault with
the earth’s surface (DOST-PHIVOLCS,n.d.)
Ruptures occur along zones of weakness, such as preexisting faults or fractures.
Effects: fissuring, displacement of the ground due to movement of the fault.
Characteristics of Ground Rupture
a. Length- It depends on the magnitude of an earthquake. Earthquake with 6.5
magnitudes and above will result to larger rupture.
b. Width- deformation along the length of ground rupture also largely depend
on the type of faulting
Two type of Ground Ruptures
a. Vertical Displacement- occurs when one side of the ground goes up or
down or both sides move with one side going up and the other going down.
b. Horizontal Displacement- happens when there is lateral movement from
side to side; one side goes to left or right or both moves sideways in different
directions.
3. Liquefaction
Definitions: transformation of the behavior of a body of sediments or soil form
to liquid form.
(DOST-PHIVOLCS,n.d.).
It is a process caused by water pressure which makes soil more compact. It
decreases the ground’s ability
to support structures.
Effect: sinking and/or titling of structure above it; sand boil; fissuring
4. Tsunami
Definition: series of waves caused by an earthquake under the sea. (DOSTPHIVOLCS,n.d.).
Wave’s height could be greater than 5 meters. It is also known as tidal waves.
Effect: flooding, coastal erosion; drowning of people and damage to properties
68
5. Earthquake-induced landslide
Definition: down slope movements of rocks and other debris commonly
triggered by strong shaking. It may include soil, debris, and/ or rocks. (DOSTPHIVOLCS,n.d.).
It may include soil, debris and or rocks.
Effect: erosion, burial and blockage of road and rivers
6. Earthquake-Induced ground subsidence
Definition: It is the sinking or settling of the ground surface due to various
causes, such as extraction of ground water and natural gas, mining and
earthquakes (DOST-PHIVOLCS, n.d.).
Effects: ground subsides; the structures on the surface can tilt or collapse due
to weakened foundation.
What’s More
Learning Task 3: Earthquake Experience
A. For those students with no internet access. Interview any adult in your
household or any one in your neighborhood who has experienced
earthquake or you may have at least 2 newspaper clippings about an
earthquake.
B. Have a summary of your interview or research; be guided with the following
questions.
Questions
1. When did this earthquake happen? Date and Time (if possible).What were
the magnitude, intensity and epicenter location (if possible)?
2. What did you feel during the earthquake?
3. What did you do during the earthquake?
4. What did you do after the earthquake?
5. What are the effects of the earthquake based on your experience?
6. Why these earthquake events remarkable?
What I Have Learned
1. Earthquake has the following potential hazards: Ground shaking, ground
rupture, tsunami, liquefaction and earthquake induced landslide and ground
subsidence
2. Ground shaking is disruptive up, down and sideways vibration or movement of
the ground during an earthquake.
3. Ground Rupture/ Ground Displacement is a deformation on the ground that
marks the intersection of the fault with the earth’s surface.
4. Liquefaction is losing of soil particles because of water pressure.
69
5. Tsunami is series of waves caused commonly by an earthquake under the sea.
6. Earthquake-induced landslide is a down slope movement of rocks and other
debris commonly triggered by strong shaking. It may include soil, debris, and/ or
rocks.
7. Earthquake-Induced ground subsidence is the sinking or settling of the ground
surface.
What I Can Do
Learning Task 6: Let’s Try This: Community Preparation for Earthquakes
A. The National Disaster Risk Reduction and Management Council
(NDRRMC)
always conduct a Nationwide Earthquake Drills. This drill was conducted
simultaneously in schools, establishments, government and non-government
offices. Design a plan about a program in your community which aims to teach
the residents what to do before, during and after an earthquake. Include the
following components:
I. Title of the Program
II. Objectives
III. List of Activities
References
Basilica Del Sto. Niño [online image].(October 16, 201). Retrieved May 30, 2020,
https://amp.rappler.com/video4142-after-the-quake-shows-damage-in-cebu-city
Stefan W. Cramer, “Earthquake” in the United Church of Christ of the Philippines Disaster
Management, 1991, Quezon City: Witness and Service Desk, UCCP.
Earthquake and its Hazard., A Flyer Pdf file, November 2015, Department of Science and
Technology-Philippine Institute of Volcanology and Seismology (DOST-PHILVOLCS)
Earthquake and Earthquake Hazards, A Power Point Presentation, Department of Science
and Technology-Philippine Institute of Volcanology and Seismology (DOSTPHILVOLCS)( n.d)..,
Fires started by broken gas lines [online image]. (n.d.) Retrieved May 30, 2020,
fromhttps://images.app.goo.gl/bLZ7DGkXWdbXQsL89
Ground Rupture [online image]. July 09, 2017, Retrieved May 30, 2020,
https://image.app.goo.gl/fb9Qi4nFs1V3Tfmp9
Liquefaction Hazard Map of Metro Manila [map]. (n.d). Philippines Institute of Volcanology
and
Seismology.
Retrieved
May
31,
2020,
www.philvolcs.dost.gov.ph/liquefactio/liqhaz_mmla_2001.pdf
Answer Key
Answers in Learning Tasks may vary.
70
Disaster Readiness and
Risk Reduction
Interpret Earthquake
Hazard Map
Disaster Readiness and Risk Reduction
Interpret Earthquake Hazard Map
First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines.
However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of
such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are
owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials
from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them.
Published by the Department of Education
Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
Development Team of the Module
Writers:
Editors:
Reviewers:
Illustrator:
Layout Artists:
Management Team:
Armand R. Tolentino
Aries B. Manalo, Riza Mae S. Sanchez , Ginalyn H. Aquino
Desiree D. Vista, Rex J. Vibal
Leumel M. Cadapan
Dyesa Jane P. Calderon, Leumel M. Cadapan
Wilfredo E. Cabral , Job S. Zape Jr., Elaine T. Balaogan, Rosemarie D. Torres, Ernesto D. Lindo
Dolorosa S. De Castro , Cristeta M. Arcos , Fe M. Ong-ongowan
Department of Education – Region IV-A CALABARZON
Office Address:
Telefax:
E-mail Address:
Gate 2 Karangalan Village, Barangay San Isidro
Cainta, Rizal 1800
02-8682-5773/8684-4914/8647-7487
region4a@deped.gov.ph / ict.calabarzon@deped.gov.ph
71
Week
7
What I Need to Know
In this module, the learner will be able to identify different earthquake hazards at
home. This will further teach the learner how to sketch an earthquake map and
be able to interpret it according to its degree of damage in order to make the whole
family safe and free from harm during earthquake. To lessen if not to avoid danger
during disasters, the learner is expected to become a keen observant by knowing
how to identify different earthquake hazards present at home. Aside from having
a skill in identifying earthquake hazards at home, this module will also help the
learner and other family members to propose appropriate actions for disaster
readiness.
The module consists one lesson only.

Lesson 1 – Interpret Different Earthquake Hazard Maps. DRR11/12-If-g-20
After going through this module, you are expected to:
1. Identify different earthquake hazards at home.
2. Appreciate a hazard map by creating one within the vicinity
of the house.
3. Interpret an earthquake hazard map at home according to the degree of
damage.
Lesson 14 What is Earthquake Hazard Map?
Hazard Map in this lesson is defined as a purposive material or tool which provides
the necessary information and guide in procurement of peoples understanding,
awareness and mitigation of the risks from natural hazards. It also consists of
predicted risk areas, specified designed locations (facilities and shelters) for
evacuation measures. Also, hazard maps must be easy to use and understand for
immediate evacuation purposes by its users.
Note: Hazard maps can be accessible and maybe combined with the disaster
management information of the locale (i.e. evacuation site, evacuation routes etc.)
What’s In
Learning Task 1: Know How?
Directions: Answer the questions below. Write your answers on your paper.
1. How do people assess the earthquake hazards?
2. Are there clues and considerations in identifying earthquake
hazards?
What’s New
The table below describes the hazard level associated with each “seismic design
categories” (SDC) in a particular area and the associated levels of shaking. Although
stronger shaking is possible in each SDC, it is less probable than the shaking
described.
72
SDC
Map Color
Earthquake
Hazard
White
Very small
probability of
experiencing
damaging
earthquake effects
B
Gray
Could experience
shaking of
moderate intensity
C
Yellow
DO
Light Brown
D1
Darker Brown
D2
Darkest
Brown
A
E
Red
Could experience
strong shaking
Could experience
very strong shaking
(the darker the
color,the stronger
the shaking)
Near major active
faults capable of
producing the most
intense shaking
Potential effects of Shaking
Moderate shaking-Felt by all,many
frightened. Some heavy furniture
moved; a few instances of fallen
plaster. Damage slight
Strong shaking-Damage negligible
in buildings of good design and
construction; slight to moderate in
well-built ordinary structures;
considerable damage in poorly built
structures.
Very strong shaking-Damage slight
in specially designed structures;
considerable damage in ordinary
substantial buildings with partial
collapse. Damage great in poorly
built structures.
Strongest shaking-Damage
considerable in specially designed
structures; frame structures
thrown out of plumb.
Damage great in substantial
buildings, with partial collapse.
Buildings shifted off foundations.
Shaking intense enough to
completely destroy buildings.
What is It
Why are Hazard Maps Important?
Hazard maps are very important because it provides us information to help not only
our family members but also other people understand the risks of
natural hazards and to help mitigate disasters. Hazard maps indicate the extent of
expected risk areas at home and community and can be combined with disaster
management information such as evacuation sites, evacuation routes, and so forth.
73
Learning Task 2: Go around.
Directions: Go around your house. Look for 10 potential hazards that may put you
and your family into danger during earthquake. (example: picture frames hanging on
the wall, ornamental plants on top of a cabinet, etc…) Do this on a separate sheet.
What’s More
Learning Task 3: Directions: On your answer sheet, make a sketch or map
indicating the exact location of those potential hazards you have identified. The map
should be easy to follow and understand. Potential hazards should be colored Red
and labeled properly. Safe areas and paths should be colored blue.
What I Have Learned
You go back to the different earthquake hazards you have identified at home or the
map that you sketched illustrating the different hazards. Then answer the following
questions in two or three sentences.
1. What are the possible impact or damage of those earthquake hazards to you
and your family?
2. What course of action you are going to take/do to avoid damage to you and
your family?
3. If a strong earthquake will strike your place, how will you and your family use
the map that you made?
What I Can Do
Learning Task 4: Directions: Interview your grandparents, parents, or nearest
neighborhood. Ask them about an earthquake they had experienced; when was the
earthquake happened and where is the epicentre of the strongest earthquakes
happened in the Philippines. Try to list down at least five strong earthquakes.
No.
When was the earthquake
happened?
Where was the epicenter of the
earthquake?
1.
References
https://www.google.com/search?q=Philippine+earthquake+hazard+map&sxsrf=ALeKk0078
X7PN9EcEqH688AQMdYXbEKiOA:1591069483296&tbm=isch&source=iu&ictx=1&fir=_ECe
Dzlky0iRYM%253A%2
74
Disaster Readiness and
Risk Reduction
Potential Volcano-Related
Hazards
Disaster Readiness and Risk Reduction
Potential Volcano-Related Hazards
First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines.
However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of
such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are
owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials
from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them.
Published by the Department of Education
Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
Development Team of the Module
Writers:
Editors:
Reviewers:
Illustrator:
Layout Artists:
Management Team:
Elmo C. Maagad
Aries B. Manalo , Riza Mae S. Sanchez
Desiree D. Vista
Leumel M. Cadapan
Dyessa Jane P. Calderon
Wilfredo E. Cabral , Job S. Zape Jr , Elaine T. Balaogan, Rosemarie D. Torres, Ernesto D. Lindo
Dolorosa S. De Castro , Cristeta M. Arcos , Fe M. Ong-ongowan
Department of Education – Region IV-A CALABARZON
Office Address:
Telefax:
E-mail Address:
Gate 2 Karangalan Village, Barangay San Isidro
Cainta, Rizal 1800
02-8682-5773/8684-4914/8647-7487
region4a@deped.gov.ph / ict.calabarzon@deped.gov.ph
75
Week
7
What I Need to Know
This module was designed and written with you in mind. It is here to help you
master the Potential Volcano-Related Hazards. The scope of this module permits
it to be used in many different learning situations.
The module explains various volcano-related hazards (DRR11/12-Ih-i-2).
After going through this module, you are expected to:
1. Explain the most common volcano-related hazards in the Philippines;
2. Appreciate the knowledge about negative impact of volcano-related hazards;
3. Recognize the importance of having knowledge on volcano-related hazards.
Lesson 15 Various Volcano-Related Hazards
Philippines is a beautiful island. We have Mayon Volcano and Taal Volcano to
mention some that are fascinating and captivating. Did you know that our country
has active volcanoes that may lead to hazards? If this hazard becomes active, then it
will harm and endanger human lives and property. By knowing the concept of what
volcano can do will give you insight on how to mitigate volcanic hazards.
Volcanic hazards are volcanic activities that may harm the subsystem on Earth such
as the biosphere, hydrosphere, atmospheres and even geosphere.
What’s In
Learning Task 1: I remember…
Directions: Recall the events happened about the eruption of Taal Volcano in 2020.
What were the hazards encountered by the people within CALABARZON and NCR?
Write your answers on your answer sheet.
What’s New
Leaning Task 2: Directions: In first quarter of 2020, Filipinos particularly in
Region IV-A CALABARZON and other nearby regions experienced the eruption of
Taal Volcano. Share your thoughts on the hazards brought by the eruption. How
these affect humans, animals and environment how you could mitigate the effect of
different volcanic hazards. Do this on your paper.
What is It
Volcanic hazards are observable facts that are arising due to volcanic activity such
as eruption. These have potential threat, for seeable crisis that directly affect to
human beings, animals, properties, infrastructure, tourism, and even political
stability to mention some within a specific period of time.
76
Volcanic eruption is one of the dangerous event that may happen because it results
to different hazards such as: Ballistic projectiles, Ash fall, Pyroclastic flows, Lava
flows, Volcanic gases, Debris Avalanche or Volcanic landslide and even Tsunami.
Various Volcanic-Related hazards
1. Ballistic projectile are rock fragments that are ejected from volcano’s mouth
that are comparable to cannonballs. These reach its projectile up to 5
kilometers or 3 miles.
Ballistic projectiles endanger life and property by (1) the force of impact of
falling fragments, but this occurs only close to an eruption, (2) loss of
agricultural lands if burial is greater than 10 cm depth, (3) producing
suspensions of fine-grained particles in air and water which clogs filters and
vents of motors, human lungs, industrial machines, and nuclear power
plants, and (4) carrying of noxious gases, acids, salts, and, close to the vent,
heat (volcanology.geol.ucsb.educ).
Negative effect: Endanger life and property
2. Ash fall or Tephra fall are minute volcanic particles such as pulverized rock,
minerals and silicon which has fine to coarse grain. This is formed during
explosive volcanic eruption when dissolve gages in magma escape violently
into the atmosphere.
Negative effects: Endanger life and property; kills organisms both on
land and in water; causes respiratory tract problem to human beings;
ruins machines in the industries and aircrafts; can damage also roofing
at home, in addition to it break power and communication lines, ash, and
very hot gases. They flow very fast down in volcanic slopes.
3. Pyroclastic Flows contain a highly-density mix of hot lava blocks, pumice,
ash and volcanic gases. They move at very high speed down volcanic
slopes, typical following valleys. It consists of two parts: a lower (basal) flow
of coarse fragments that moves along the ground, and a turbulent cloud of
ash that rises above the basal flow (Quebral 2016).
Negative effects: Pyroclastic flows can destroy anything on its path by
direct impact. It burns sites with hot rocks debris. It burns forest,
farmlands, destroy crops and buildings.
4. Lava flows are streams of molten rocks that are poured or oozed from an
erupting vent (Quebral 2016).
Lava flows rarely threaten human life because it moves slowly. It is
mostly characterized as quite effusion of lava (DRRR, TG, 2017).
Negative effects: It may instigate other types of hazards such as
pyroclastic flow. It damages the properties, agricultural lands, and even
human lives by burying, burning everything in their path.
5. Volcanic gases. Magma contains dissolve gases which provides the driving
force that causes most volcanic eruptions. As magma rises towards the
surface and pressure decreases, gases are released from the liquid portion
of the magma (melt) and continue to travel upward and are eventually
released into the atmosphere (Quebral 2016).
77
Negative effects: These gases are all potentially hazardous to all living
things as well as to agriculture and property.
The Carbon dioxide that is held at low-lying areas can be detrimental to
humans and animals. Sulfur dioxide is lethal also to human beings; it
irritates the eyes, skin and can cause respiratory tract infection. In
addition to this, Sulfur oxide , when it reacts with water in the atmosphere,
its product would be acid rain the Hydrogen sulfide in a high concentration
would be toxic too.
6. Debris Avalanche or Volcanic landslide massive collapse of a volcano,
usually triggered by an earthquake or volcanic eruption (DRRR, TG, 2017).
Negative effects: When a huge portion of the side of a volcano collapses
due to slope failure, this results to massive destruction (DRRR, TG
2017).
7. Tsunami – sea waves or wave trains that are generated by sudden
displacement of water (could be generated during undersea eruptions
or debris avalanches) (DRRR, TG 2017).
Negative effects: An eruption that occurs near a body of water may
generate tsunamis if the pyroclastic materials enter the body of water
and cause it to be disturbed and displaced forming huge waves (DRRR,
TG 2017).
What’s More
Learning Task 3:
Directions: Give the characteristics of each potential volcanic hazard on the table.
Answer the questions after it. Do this on a separate paper.
Potential Volcanic Hazard
Characteristics
1. Ballistic Projectiles
2. Ash Fall
3. Pyroclastic Flows
4. Lava Flow
5. Volcanic Gases
6. Debris Avalance or
Volcanic landslide
7. Tsunami
What I Have Learned
Learning Task 4: Tell Me
Directions: Write two to three sentences about your learning on various volcanicrelated hazards. Write your answers on your paper.
What I Can Do
Learning Task 5: The Piece of Art
Directions: Create a collage of potential volcano-related hazards in a short bond
paper. Refer to the suggested rubric in scoring the collage.
78
Disaster Readiness and
Risk Reduction
Signs of Impending
Volcanic Eruption
Disaster Readiness and Risk Reduction
Signs of Impending Volcanic Eruption
First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines.
However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of
such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are
owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials
from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them.
Published by the Department of Education
Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
Development Team of the Module
Writers:
Editors:
Reviewers:
Illustrator:
Layout Artists:
Management Team:
Denmark L. Manzano, Maria Henrietta DP. Quilla
Aries B. Manalo, Riza Mae S. Sanchez
Desiree D. Vista
Leumel M. Cadapan
Dyessa Jane P. Calderon
Wilfredo E. Cabral , Job S. Zape Jr , Elaine T. Balaogan, Rosemarie D. Torres, Ernesto D. Lindo ,
Dolorosa S. De Castro , Cristeta M. Arcos , Fe M. Ong-ongowan
Department of Education – Region IV-A CALABARZON
Office Address:
Telefax:
E-mail Address:
Gate 2 Karangalan Village, Barangay San Isidro
Cainta, Rizal 1800
02-8682-5773/8684-4914/8647-7487
region4a@deped.gov.ph / ict.calabarzon@deped.gov.ph
79
Week
8
What I Need to Know
This module was designed and written with you in mind. It is here to help you master
the Signs of Impending Volcanic Eruption. The scope of this module permits it to be
used in many different learning situations.
The module focuses on:
Recognizing signs of an impending volcanic eruption (DRR11/12 Ih-I-24)
After going through this module, you are expected to:
1. recognize the signs of impending volcanic eruptions;
2. identify the different parameters used to monitor volcanoes;
3. create a family emergency preparedness plan against a volcanic eruption; and
Lesson
16
Signs of Impending Volcanic
Eruption
Volcanic eruption is one of the most dangerous natural events because of the
different hazards that it may bring namely: lahars, lava flows, ash falls, pyroclastic
flows, debris avalanche, and emission of volcanic gases. These hazards may inflict
devastating effects to people, physical structures and to the environment.
While volcanoes may give off several warning signs they are about to blow, some are
taken more seriously by volcanologists who alert and advise government officials
regarding when evacuations need to take place.
These signs may include very small earthquakes beneath the volcano, slight inflation,
or swelling, of the volcano and increased emission of heat and gas from vents on the
volcano. These early warning signs make it easier for people to prepare and prevent
damages to properties and loss of lives.
What’s In
Learning Task 1: Directions: Recall the discussed volcano-related hazards. What
will you do in the event of an impending volcanic eruption? List down five (5) ways
you should do in case signs of an impending volcanic eruption are observed. Do
this on your paper.
What’s New
Learning Task 2: Directions: Think of things happening in the environment that
deals with SIGNS. Write your ideas on a separate sheet.
80
What is It
What are the natural signs of an impending volcanic eruption? The following are
commonly observed signs that a volcano is about to erupt. These precursors may
vary from volcano to volcano.
1.
Increase in the frequency of volcanic quakes with rumbling sounds;
occurrence of volcanic tremors
2. Increased steaming activity; change in color of steam 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 are not
attributed to heavy rains
6. Noticeable increase in drying up of vegetation around the volcano's upper
slopes
7. Increase in 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 (craters with sulfur gas)
The parameters used to monitor volcanoes are:
1. Ground
deformation
–
any
surface
changes
on
a
volcano
(subsidence/sinking, tilting, bulging); often use of satellite imaging which
results to less exposure on the ground or safer for volcanologists. However,
interpretation needs field verification sometimes.
2. Seismic Activity – When magma rises up, it breaks rock along the way. Thus,
earthquakes are generated. Monitoring of quakes/tremors is done by using a
seismometer that determines which patterns of seismic waves precede an
eruption.
3. Gases – Monitor types and rate of emission of different gases; Concentrations
of gases are sometimes high enough to create acid rain that kills vegetation
around the volcano; Collection of samples from vents directly with the use of
remote sensing instruments that identify and quantify the present gases
4. Sensory observations (by people living near volcano)
 Visual – intensified presence of steam; drying up of vegetation,
wells/spring/lake; crater glow at the mouth of the volcano
 Auditory – Rumbling sounds are heard.
 Olfactory – observed foul smell (usually rotten egg caused by sulfur)
caused by presence of volcanic gases
 Tactile – ground movement/earthquake is felt
81
What’s More
Learning Task 3: Before and After
How many active volcanoes do you think are there on the planet right now? What are
the characteristics and conditions of a volcano you must look for to predict an
eruption? Are there visible changes after the volcano erupted? Do all of these warning
signals appear to work equally well in predicting eruptions?
1. Draw 2 images of volcano as it looks BEFORE AND AFTER erupting (label the
signs). Describe the details that you will draw. Do this on your paper.
2. Compare the volcano before and after it erupted. What changes happened?
Explain.
What I Have Learned
Learning Task 4: Wrap up your understanding on the signs of an impending
volcanic eruption into three sentences. Do this on your paper.
References
Books
Quebral, Villamor S. Disaster Readiness and Risk Reduction Senior High School (Core Subject). Quezon
City: Lorimar Publishing, Inc. 2016.
Rimando, R. E. Disaster Readiness and Risk Reduction. First Edition. Manila: Rex Book Store, Inc.
2016.
Online Sources
Discovery Place Education Studio & SK Films (n.d.), Educator Guide: Volcanoes The fires of creation,
June
08,
2020,
retrieved
from
https://www.fleetscience.org/sites/default/files/files/Volcanoes%20Education%20Guide%20%2027-08-2018.pdf
Philippine Institute of Volcanology and Seismology (2010), Mga sensyales aron mahibaw-an nga mobuto
ang
bulkang
kanla-on
[Poster],
retrieved
from
http://www.phivolcs.dost.gov.ph//images/attachments/article/757/EULogo_Poster_KANLAON
_TRANSLATED_Precursor_Cebuano.jpg
Remando, Rolly E. et.al., Disaster Readiness and Risk Reduction, U.S. Geological Survey. (n.d.).
Monitoring
and
studying
volcanoes
faqs,
retrieved
from
http://www.usgs.gov/faq/categories/9818/378
82
Disaster Readiness
and Risk Reduction
Different Volcano Hazard Maps
Disaster Readiness and Risk Reduction
Different Volcano Hazard Maps
First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines.
However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of
such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are
owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials
from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them.
Published by the Department of Education
Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
Development Team of the Module
Writers:
Editors:
Reviewers:
Illustrator:
Layout Artists:
Management Team:
Elmo C. Maagad
Aries B. Manalo, Riza Mae S. Sanchez
Desiree D. Vista
Leumel M. Cadapan
Dyessa Jane P. Calderon
Wilfredo E. Cabral , Job S. Zape Jr , Elaine T. Balaogan, Rosemarie D. Torres, Ernesto D. Lindo
Dolorosa S. De Castro , Cristeta M. Arcos , Fe M. Ong-ongowan
Department of Education – Region IV-A CALABARZON
Office Address:
Telefax:
E-mail Address:
Gate 2 Karangalan Village, Barangay San Isidro
Cainta, Rizal 1800
02-8682-5773/8684-4914/8647-7487
region4a@deped.gov.ph / ict.calabarzon@deped.gov.ph
83
Week
8
What I Need to Know
This module was designed and written with you in mind. It is here to help you master
the Different Volcano Hazard Maps. The scope of this module permits it to be used
in many different learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed to
correspond with the textbook you are now using.
After going through this module, you are expected to:
1. Interpret different volcano hazard maps;
2. Demonstrate how to use the different volcano hazard maps;
3. Appreciate the importance of knowing the volcano hazard map; and
4. Manifest readiness in facing volcanic hazards through.
Lesson 17
Different Volcano Hazard Maps
In this world where abrupt weather condition occurs, it is important that you know
the characteristics of the place you are living. This lesson will help you identify places
that are prone to volcano hazard around the Philippines and/or communities near
you through different volcano hazard maps.
What’s In
Learning Task 1: The Dangerous One!
Directions: Recall one natural calamity happened in the Philippines. What were the
situations back then. Answer the following questions. Write your answers on your
paper.
1. What are the possible hazards that happened on this volcanic eruption?
2. Describe each possible hazard in this event.
3. Are there negative effects on this natural phenomenon to human, animals, and
environment? If yes, then explain.
4. How would you mitigate the negative effect of volcanic hazards?
What’s New
Learning Task 2: Name Them!
Directions: Identify five (5) different active volcanoes together with its locations in
the Philippines. How is it important to you to be aware of the different locations of
active volcanoes in our country? Write your answers on your paper.
What is It
Seismic hazard is the hazard related with probable earthquakes in a particular
area. The possible hazards caused by an earthquake is normally shown in a
seismic hazard map that shows how likely can a disaster affect the lives of people
living in that area and how can they prepare better for the approaching disaster.
84
The volcano authority in the Philippines is the Philippine Institute of Volcanology
and Seismology (Phivolcs). The alert level system used by Phivolcs runs from Alert
Level 0 (lowest) to Alert Level 5 (highest) as shown in the table below.
Alert
Level
0
Description
No Alert
1
Abnormal
2
Increasing Unrest
3
Increasing Tendency
Towards Eruption
Hazardous Eruption
Imminent
4
5
Volcanic Activity










Hazardous Eruption
Quiet
No eruption in the foreseeable future
Low level unrest
No eruption imminent
Moderate unrest
Unrest probably of magmatic origin,
could eventually lead to eruption
Relatively high unrest
Magma is close to the crater.
Intense unrest
Hazardous eruption is possible
within days.
 Hazardous eruption ongoing
What is the difference between an active, erupting, dormant and extinct volcano?
An active volcano is a volcano that has had at least one eruption during the past
10,000 years. An active volcano might be erupting or dormant.
An erupting volcano is an active volcano that is having an eruption.
A dormant volcano is an active volcano that is not erupting, but supposed to erupt
again.
An extinct volcano has not had an eruption for at least 10,000 years and is not
expected to erupt again in a comparable time scale of the future.
Source:
“What is the difference between an active, erupting, dormant and extinct volcano?”, Volcano
Discovery, https://www.volcanodiscovery.com/volcanoes/faq/active_erupting.html
This volcanic hazard map basically shows the ballistic projectile or the rocks that
an erupting volcano may throw into the air. Looking into the legend of the map the
areas in pink, specifically the towns of Balete, San Roque and Talisay, are the
places that will mostly be affected by this hazard. It is therefore very important that
people in these areas be notified and warned about the disaster that may happen
to them in case of volcanic eruption.
This hazard map indicates the susceptibility of the those colored areas to ground
infolding, fast outward moving and raging, dilute clouds of gas and ash that are
discharged from an erupting volcano. Those areas must be warned from heavy ash
fall and pyroclastic materials that are harmful to the health of people especially
those with respiratory problems.
85
What’s More
Learning Task 3: The Danger Zone
Directions: Study carefully the
map where Taal Volcano is
located. Answer the questions
below on your paper.
Source:
https://upload.wikimedia.org/wikipedia/
commons/thumb/1/1a/Taal_Volcano_Da
nger_Zone.svg/1200pxTaal_Volcano_Danger_Zone.svg.png
1. Based on the map above, list down the places in Batangas province which
belong to the 15 km radius danger zone?
2. What are the places which belong to both 7 & 10 Km. danger zones?
3. Among the provinces present on the map, which is most affected?
What I Have Learned
Learning Task 4: Directions: With your understanding with the interpretation of
different volcano hazard maps, what are your generalizations about this? How
can you apply this in your daily living?
What I Can Do
Learning Task 5: Show Me the Way
Directions: Draw an emergency hazard map for your community where you can
evacuate during natural calamity such as volcanic eruption. Do this on a short bond
paper.
References
Lagmay, Alfredo M., “The Importance of Hazard Maps in Averting Disasters”, National Operational
Assessment of Hazard, March 4, 20016, retrieved from https://center.noah.up.edu.ph/theimportance-of-hazard-maps-in-averting-disasters/
“Mapping Philippine Vulnerability to Environmental Disasters”, Center for Environmental Geomatics Manila Observatory, 2005, retrieved from http://vm.observatory.ph/geophys_maps.html
“Mayon Volcano Lava flow Hazard”, Active Volcanoes, Department of Science and Technology-PHIVOCS,
2018, retrieved from https://www2.phivolcs.dost.gov.ph/index.php/22-hazard-maps/280volcano-hazard-maps
“What is the difference between an active, erupting, dormant and extinct volcano?, Volcano Discovery,
retrieved from https://www.volcanodiscovery.com/volcanoes/faq/active_erupting.html
Volcano
Alert
levels:
Philippines,
The
Volcanism
Vlog,
December,
2007,
https://volcanism.wordpress.com/about/volcano-alert-levels-philippines/
86
For inquiries or feedback, please write or call:
Department of Education - Bureau of Learning Resources (DepEd-BLR)
Ground Floor, Bonifacio Bldg., DepEd Complex
Meralco Avenue, Pasig City, Philippines 1600
Telefax: (632) 8634-1072; 8634-1054; 8631-4985
Email Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph
87