12
Disaster
Readiness and
Risk Reduction
Quarter 3: Module 1-4
1
Republic of the Philippines
Department of Education
N a t i o n a l C a pi t a l Re g i o n
Sc h o o l s D i v i s i o n O f f i c e o f La s Pi ñ a s C i t y
DEVELOPMENT TEAM OF THE MODULE
WRITERS:
LOUISE A. FERRER, Master Teacher I
MARK ANTHONY C. MAMON, Master Teacher I
EMERINA CLARISSE R. BERNANTE, Teacher II
CHERYL A. RETIO, Teacher III
CONSOLIDATOR:
EMERINA CLARISSE R. BERNANTE, Teacher II
LANGUAGE EDITOR:
CHRISTOPHER SABAUPAN, Teacher II
CONTENT
VALIDATORS:
MARIA SHEILA M. PELEGRINO, Master Teacher I
JOVELLANO V. ONTOG, Teacher III
MICHELLE ANN V. VILLACORTA, Teacher III
MARGIAN ERICA S. TAGUAS, Special Science Teacher I
COVER PAGE
ILLUSTRATOR:
AIRA MARI CON M. AUSTERO
TEAM LEADER:
DR. RAQUEL M. AUSTERO
Education Program Supervisor
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Module 1
Basic Concept of Disaster and Disaster Risk
Most Essential Learning Competencies
•
•
Explain the meaning of disaster (DRR11/12-Ia-b-1)
Differentiate the risk factor underlying disasters (DRR11/12-Ia-b-2)
What’s In
The Concept of Disaster and Disaster Risk
In this first module, you will be able to explain the basic concept of disaster to
differentiate the disaster risk drivers. The terminologies listed below are defined by the
United Nations Office for Disaster Risk Reduction (UNDRR), also known as the
United Nations International Strategy for Disaster Reduction (UNISDR).
A disaster is defined as a serious disruption of the functioning of a community
or a society at any scale due to hazardous events interacting with conditions of
exposure, vulnerability, and capacity that may lead to one or more of the following:
human, material, economic, and environmental losses, and impacts. An event is
already a disaster if a hazard has already affected a population making them
vulnerable. One example we can have for disaster is a typhoon directly passing
through a city or a province.
Disaster risk is the potential loss of life, injury or destroyed or damaged assets
which could occur to a system, society, or a community in a specific period, determined
probabilistically as a function of hazard, exposure, vulnerability, and capacity.
The disaster risk formula is shown below:
Disaster Risk = Hazard x Exposure x Vulnerability
Capacity
Hazard is defined as a process, phenomenon, or human activity that may cause
loss of life, injury or other health impacts, property damage, social and economic
disruption, or even environmental degradation.
An exposure is the situation of people, infrastructure, housing, production
capacities and other tangible human assets located in hazard-prone areas.
Vulnerability is a condition determined by physical, social, economic, and
environmental factors or processes which increases the susceptibility of an individual,
a community, assets, or systems to the impacts of hazards.
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To determine disaster risk, the capacity of the community must be analyzed.
Capacity is the combination of all strengths, attributes, and resources available within
an organization, community, or society to manage and reduce disaster risks and
strengthen resilience. The capacity of a community may include the knowledge and
skills of people, leadership and management of the local government, and the
infrastructure and facilities available to the community.
Disaster risk can be presented with this diagram:
Figure 2: Disaster Risk
Source: https://niwa.co.nz/natural-hazards/hazards/risk-and-vulnerability
Nature of Disaster
1. Natural Hazards and Disasters – are the results and outcomes of naturally
occurring processes that occurred throughout Earth’s history.
Examples: Flood, volcanic eruption, insect infestation, tropical cyclone,
earthquake, tsunami, landslide, hurricane, tornado, sinkhole, drought, storm
surge etc.
2. Man-made/Human-induced/Anthropogenic Hazards and Disasters – occur
as a result or an outcome of human actions and interactions with other people
and the environment.
Examples: Chemical threat, hazardous material, nuclear blast, cyber-attack,
terrorism, civil unrest, bioweapon etc.
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Disaster Risk Drivers
Disaster risk drivers are factors that promote or increase the risk of a disaster. The
following are some disaster risk drivers:
1. Climate change – this can amplify disaster risk while weakening the resilience
of the community.
2. Poverty – extreme poverty equates to greater disaster impact.
3. Socio-economic inequality – can result to limited capacity of households and
communities to manage the risk and improve their resilience.
4. Increase population density/growth – the higher the population, the greater
vulnerability to disasters.
5. Rapid and unplanned urbanization – can result to an increased severity of
disasters.
6. Environmental degradation – can reduce the environmental capacity to
provide social and ecological needs.
7. Lack of awareness – households, communities, and societies who have lack
of awareness on disasters are not disaster prepared thus can aggravate
disaster risk.
8. Weak governance – inefficient and incompetent protection of human rights,
and failure to provide public services can happen due weak governance.
What’s More
Activity 1. The Most Memorable Experience on a Dangerous
Situation of My Life
Directions: Based on the discussion in What is it, can you recall any disaster? If you
don’t recall any, you may ask someone in your household to tell a disaster they had
experienced. Make a short descriptive essay about it. Take note on the details and
expressions you have, or they had while recalling.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
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Activity 2. Recalling the Challenging Times
Directions: Read the article provided on this activity about a disaster that recently
happened in the Philippines. Answer the given questions on a separate sheet/s of
paper.
Metro Manila (CNN Philippines, January 30) — The Philippines has confirmed its first
case of novel coronavirus or 2019-nCoV.
The Department of Health announced Thursday that a 38-year-old female Chinese
national who travelled to the Philippines from Wuhan — the Chinese city where the
coronavirus outbreak originated — via Hong Kong tested positive for the virus. She arrived
in the country on January 21, the DOH said.
The DOH further disclosed that she consulted with a doctor after experiencing mild
cough. She is no longer exhibiting any symptoms of coronavirus infection.
DOH Secretary Francisco Duque III confirmed to CNN Philippines' Newsroom that
the woman has been confined at the San Lazaro Hospital in Manila, a special national
hospital for infectious diseases.
“We are working closely with the hospital where the patient is admitted and have
activated the incident command system of the said hospital for appropriate management,
specifically on infection control, case management and containment. We are also
implementing measures to protect the health staff providing care to these patients,” Duque
said in an earlier press briefing.
Further, Duque told Newsroom that the Chinese nationals admitted in San Lazaro
Hospital were put in isolation.
"They are in isolation room, absolutely sealed off form anybody, except the health
care workers taking care of them and they are in their full gear," the Health chief assured.
DOH Epidemiology Bureau Director Ferchito Avelino said they are also looking at
places where the woman stayed in Cebu and Dumaguete. He added that they are working
to identify and quarantine employees at establishments who had close contact with the
woman
Avelino also said they are also working with the Bureau of Quarantine to determine
what flights the Chinese woman took to the Philippines. He said they will track down the
four passengers nearest to the front, back and sides of the patient, contact them and advise
them accordingly.
The Philippine National Police has vowed to assist the DOH in monitoring all major
entry points in the country. It said that local police are also on standby to track down other
people who may have been infected with 2019-nCoV.
The city government of Manila will also distribute around 400,000 face masks to
students in public schools in the Philippine capital, Mayor Isko Moreno said.
"We ask the public not to panic and to remain calm as the government, especially
the DOH, is on top of the situation," Presidential Communications Operations Office
Secretary Martin Andanar said. "We would like to assure them that the relevant health,
research, and law enforcement agencies are working together to prevent the disease from
spreading."
Travel ban sought
The DOH said that it is now investigating 29 people suspected of 2019-nCoV
infection. Eighteen of them are in Metro Manila, four are in Central Visayas, three in Western
Visayas, and one each in Mimaropa, Eastern Visayas, Northern Mindanao and Davao.
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One person who had been under investigation for the coronavirus has died of
pneumonia. Health officials said that the 39-year-old man has not yet tested positive for
2019-nCoV, but has tested positive for HIV, which if untreated can leave the body
susceptible to all kinds of infections.
Duque said he will recommend to the task force on emerging diseases to ban the
entry of all travellers from China's Hubei province, where Wuhan is located.
“But I believe that will still change. It could expand, increase the number of places
depending on the assessment that is going to be done by the WHO (World Health
Organization),” he said.
Some areas in the country have enforced stricter entry rules, with Samal Island in
Davao del Norte barring entry of all people who came from countries which have reported
cases of 2019-nCoV. Cebu, meanwhile, is seeking to enforce a 14-day quarantine for
tourists coming from China.
Some lawmakers are also calling for the government to temporarily ban all people
who came from China from entering the country.
Among them is Senator Risa Hontiveros who wants a 30-day travel ban on all
individuals travelling to the Philippines who passed through China in the past two weeks.
“If Hong Kong has drastically reduced high-speed train and ferry services from
China, then why can’t we do the same?" said Senate President Pro Tempore Ralph Recto,
who is also seeking a travel ban.
The DOH advised the public to practice good hygiene, drink lots of water, eat food
rich in vitamins A, C, E and the mineral zinc, avoid crowded places and to wear a surgical
mask if they feel any flu-like symptoms.
Some of the common symptoms of a 2019-nCoV infection are headache and
weakness, runny nose, cough or sore throat, and muscle pain. It may also cause high fever,
trouble breathing, pneumonia, sepsis and even death.
Worldwide, the number of people infected with 2019-nCoV has exceeded the count
during the 2003 Severe Acute Respiratory Syndrome outbreak, with now more than 7,700
confirmed cases in mainland China, including 170 deaths, CNN reported.
This marks an increase of almost 30 percent in the number of cases from the
previous day.
Cases have also been reported in countries including Thailand, South Korea, Japan,
Cambodia, Malaysia, Singapore, the United States, Canada, France, Germany, Sri Lanka,
India and Australia.
CNN Philippines Correspondent Triciah Terada contributed to this report.
Source: https://cnnphilippines.com/news/2020/1/30/Philippines-coronavirus-case.html
Questions:
1. What disaster is being discussed in the article? Give a brief description of the
disaster. ______________________________________________________
_____________________________________________________________
2. What will be affected by the disaster? List all the possibilities and justify them.
______________________________________________________________
______________________________________________________________
3. What are the negative implications can this disaster brought us?
______________________________________________________________
______________________________________________________________
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Activity 3. Everything Around Us
Directions: Remember a disaster that happened in the past or is currently happening
and identify how did the risk drivers magnified disasters. Write the risk drivers in the
first (1st) column and explain how these answers magnified the risk of a disaster in the
second (2nd) column.
Risk Drivers
Magnified Results
1.
2.
3.
4.
5.
6.
7.
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What I Have Learned
Directions: Fill in the blanks of what you have learned from this module.
1. Disaster is ________________________________________ while disaster risk
is______________________________________________________________
_______________________________________________________________.
2. The disaster risk drivers are _________________________________________
and it can______________________________________________________.
What I Can Do
Directions: Pollution is a man-made disaster in the environment brought about by
irresponsible actions and activities. Pollution can harm people, animals, and plants.
How did pollution become a disaster?
List three (3) events that pollution had become a disaster.
1. _________________________________________________________________
2. _________________________________________________________________
3. _________________________________________________________________
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Module 2
Effects of Disaster
Most Essential Learning Competencies
•
•
Describe the effects of disasters on one’s life (DRR11/12-Ia-b-3)
Analyze disaster from the different perspective (physical, psychological, sociocultural, economic, political, and biological. (DRR11/12-Ia-b-6)
What’s In
The Effects of Disasters
Figure 2. Wildfire in Malibu, California
Source: https://www.thebalance.com/cost-of-natural-disasters-3306214
Figure 2. Shows a ravaging wildfire that burnt down a hillside near a community
in Malibu, California. By seeing this picture, you can see how devastating this wildfire
is. Most likely, it affected the vegetation in the hillside and the lives and properties of
the community residing at the base of the hill. Like any other disasters, it has
dangerous or negative effects to the people. What are the different effects of disaster
to the community?
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The following are the effects of the disasters to the community:
1. Deaths or mortalities, injuries, and missing persons.
2. Displaced population – many people are forced to abandon their homes and
3.
4.
5.
6.
7.
seek new shelters in other places.
Health risks – include infectious diseases or outbreaks, contaminated and unsafe
food and water.
Food scarcity and water shortage.
Emotional aftershocks such as post-traumatic stress disorder developed
commonly among children.
Economic loss – loss of livelihood.
Infrastructure and property damages – houses, buildings, bridges, and roads are
destroyed.
Disasters from Different Perspectives
Disasters can be analyzed and interpreted from different perspective. This will
help us to understand the severity of the disaster and to identify what specific loss a
community received after a disaster.
1. Physical Perspective – damages to physical elements such as on people and
their properties, and buildings and other infrastructures.
2. Psychological Perspective – serious mental and emotional consequences of
a disaster to a victim.
3. Socio-Cultural Perspective - this refers to the behavior of communities and
societies towards hazards and disasters. This can influence readiness of the
people to adapt, implement, and change disaster precautionary
measures/interventions.
4. Economic Perspective – refers to the loss caused by disasters on human,
physical and financial capital, or the impact of disasters on economic growth.
5. Political Perspective – the role of government and its institutions on disaster
preparedness, mitigation, prevention, response, recovery, and rehabilitation.
6. Biological Perspective – involvement of living organisms that can spread
diseases, or the sudden growth in the population of pests.
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What’s More
Activity 1. Disasters Around Us
Directions: Read a news article thru a newspaper or an online website about an
aftermath of a disaster here in the Philippines. Based on that article, create a
descriptive essay answering the following questions below. Write your answers on the
space provided.
A. What effects of disaster you have observed in the article?
___________________________________________________________
___________________________________________________________
___________________________________________________________
B. How can the people affected prevent such effects?
___________________________________________________________
___________________________________________________________
___________________________________________________________
C. If you were to respond to that disaster, what will be your actions? ________
___________________________________________________________
___________________________________________________________
___________________________________________________________
D. Analyze the article using the Psychological Perspective.
___________________________________________________________
___________________________________________________________
___________________________________________________________
Activity 2: Effects of Disaster
Directions: With the use of given example below, fill in the table by writing down what
probable disaster could occur and its effects on the given location. Write your answers
in a separate sheet/s of paper.
Location/Place
Urban City
Possible Natural
Disasters that
can Happen
A typhoon can
pass thru this
urbanized city.
Possible ManMade Disasters
that can Happen
A war can break
in areas like this.
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Effects of the
Disasters
The effects can
be death,
property damages
and economic
loss.
Table 1. Effects of Disaster
Location/Place
1.
Building
2.
Coastal Area
3.
Residential Area
4.
Riverside
Possible Natural
Disasters that can
Happen
Possible ManMade Disasters
that can Happen
Effects of the
Disasters
Questions:
1. What are the common natural and man-made disasters that occur on the
places listed on the table?
______________________________________________________________
______________________________________________________________
______________________________________________________________
2. What are the factors that made these places or locations prone to such natural
and man-made disasters?
______________________________________________________________
______________________________________________________________
______________________________________________________________
3. How can the people living in or near the community increase their capacity or
improve their resilience toward disasters?
______________________________________________________________
______________________________________________________________
______________________________________________________________
Activity 3. Match the Effects
Directions: Match column A with column B. Write the letter of the correct answer in a
separate sheet/s of paper.
COLUMN A
1. Infrastructure
and property
damages
2. Health risks
3. Emotional
aftershocks
4. Economic loss
5. Physical
perspective
COLUMN B
A. Traumatic stress disorder developed commonly
among children.
B. Houses, buildings, bridges, and roads are destroyed.
C. Damages to people and their properties, buildings,
and other infrastructures.
D. Serious mental and emotional consequences of a
disaster to a victim.
E. Include
infectious
diseases
or
outbreaks,
contaminated and unsafe food and water.
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6. Socio-Cultural
perspective
7. Psychological
perspective
8. Economic
perspective
9. Biological
perspective
10. Political
perspective
F. This refers to the behavior of communities and
societies towards hazards and disasters. This can
influence readiness of the people to adapt,
implement, and change disaster precautionary
measures/interventions
G. Involvement of living organisms that can spread
diseases, or the sudden growth in the population of
pests.
H. It is the absence and the presence of the political and
economic perspective
I. Loss of livelihood
J. The role of government and its institutions on disaster
preparedness, mitigation, prevention, response,
recovery, and rehabilitation
K. Refers to the loss caused by disasters on human,
physical and financial capital, or the impact of
disasters on economic growth.
Activity 4. Assessing Ourselves
Directions: Analyze the sentences from news/website articles, and identify the
perspective being told on each text. Choose the letter of the best answer. Write the
chosen letter on a separate sheet of paper.
1. People walk past the damaged San Pedro Church in Loboc, Bohol after a 7.2
magnitude earthquake hit the Visayas area early Tuesday morning, October 15.
At least 20 people have been killed when the earthquake destroyed buildings in
and around one of the major tourist hubs in the Philippines.
A. biological
C. physical
B. economic
D. political
2. As the coronavirus pandemic is rapidly spreading throughout the world, it causes
considerable fear, concern, and concern among the general population and
among certain groups, such as older adults, caregivers, and people with
underlying health conditions.
A. economic
C. psychological
B. political
D. socio-cultural
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3. Wednesday's Philippine Stock Exchange Index (PSEi) plunged to its lowest level
in more than a year, reflecting the decline in the global market amid fears of the
2019 coronavirus disease impact on the global economy.
A. economic
C. psychological
B. political
D. socio-cultural
4. In the fight against the COVID-19 pandemic the government has taken swift, and
decisive action and the World Bank is proud to support its efforts. Every other
company offers more returns right now.
A. economic
C. psychological
B. political
D. socio-cultural
5. Washington, D.C. April 22, 2020 – The U.S. Centers for Disease Control and
Prevention (CDC) and the National Veterinary Services Laboratories (NVSL) of
the United States Department of Agriculture (USDA) today announced the first
confirmed cases of SARS-CoV-2 (the virus which causes COVID-19) infection in
two pet cats. These are the first pets to be tested positive for SARS-CoV-2 in the
United States.
A. biological
C. physical
B. economic
D. political
6. Unless we act now to tackle the pandemic's mental health needs, there will be
huge long-term consequences for families, communities, and societies
A. economic
C. psychological
B. political
D. socio-cultural
7. The United Nations Office for the Coordination of Humanitarian Affairs (OCHA)
says it is estimated that more than 450,000 people live within the Taal volcano's
14 km danger zone.
A. biological
C. physical
B. economic
D. political
8. Based on a preliminary assessment, the foregone income in the economic sectors
was estimated at PHP4.3 billion from the effects of Taal Volcano's eruption, or
0.17 per cent in CALABARZON 2018 regional gross domestic product (GRDP)
(Cavite, Laguna, Batangas, Rizal, and Quezon).
A. biological
C. physical
B. economic
D. political
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9. He attributed the spike to many people wading in floodwaters teeming with
disease-causing bacteria. "We expect a lot more cases in Rizal (province) and
CALABARZON," Duque said, citing areas where hospital data is still coming in
and where floodwaters in heavily populated communities remain stagnating.
A. biological
C. physical
B. economic
D. political
10. The National Disaster Risk Reduction and Management Council (NDRRMC) said
on Sunday that more than 70,000 people have evacuated from their homes due
to Ambo's hazard.
A. economic
C. psychological
B. political
D. socio-cultural
What I Have Learned
Directions: Fill in the blanks of what you have learned from this module.
1. The effect of disaster is the ________________________________________
while the perspective is the _______________________________________.
2. The effects of disaster can worsen _________________________________
and it can______________________________________________________.
3. Using the different perspectives, we can _____________________________
and___________________________________________________________.
What I Can Do
Directions: We are still in midst of a pandemic; we have an ongoing quarantine since
the start of it last March 2020. In a short descriptive essay, tell your story during the
pandemic. Give the effects of disaster that you have observed in your community and
then analyze the action of your community towards the pandemic using your choice of
perspective. Write your answers on the space provided.
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Module 3
The Concept of Vulnerability
Most Essential Learning Competencies
•
•
Explain the meaning of vulnerability. (DRR11/12-Ic-8)
Explain why certain sectors of society are more vulnerable to disaster than
others. (DRR11/12-Ic-9)
What’s In
Terminologies: Exposure and Vulnerability
United Nations Office for Disaster Risk Reduction (UNDRR), formerly
known as the United Nations International Strategy for Disaster Reduction (UNISDR),
defines exposure as people, property, systems, or any other elements located in
hazard-prone areas which may be lost due to disaster. Vulnerability is the condition
determined by various factors or processes whether physical, social, economic, or
environmental, which make a person, community, asset, or system susceptible to the
impacts of hazards. In the previous modules, you learned capacity as the strengths,
attributes, and resources of a community or society to manage and reduce disaster
risks. Vulnerability results from insufficient capacity. Therefore, a greater capacity
reduces vulnerability.
Exposure: Elements Exposed to Hazards
Exposure refers to the elements at risk that can be affected by hazards or are
present in the hazard zones that are subject to potential losses. Exposed elements
may be tangible or intangible and can be classified into the following categories:
1. Physical Elements
- Infrastructures such as bridges, roads, railways, harbors, and airports.
- Essential facilities such schools, hospitals, fire and police stations, and
emergency shelters
- Utilities that include power, water, and gas supply
- Transportation and communication facilities
2. Societal Elements - vulnerable age groups (children and the elderly), persons
with disability (PWD), homeless, etc.
3. Economic Elements - business and trade activities, accessibility to work,
productivity and opportunity costs.
4. Environmental Elements – biodiversity, and environmental resources such as
land, water and air.
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Dimensions of Vulnerability
The susceptibility of an individual, community, asset, or system to the impacts
of hazards is determined by the physical, social, economic, and environmental
dimension. The greater the susceptibility to the effects and impacts of a hazard, the
greater the vulnerability.
1. Physical Dimension – refers to geography, location, and place of the
population at risk; and the site, design and materials used for physical
structures.
Some physical structures are more vulnerable than others due to the age
of the building, poor planning, use of the building etc. Proper planning should
be considered when selecting materials for construction of a physical structure
as different materials have different strengths and weaknesses.
There is no such thing as a disaster-proof physical structure. Therefore,
its effects cannot be totally prevented. However, analyzing the vulnerability of
physical structures before a disaster hit will minimize the possible damage or
casualties.
2. Social Dimension – this includes demography; displacement and migration;
level of education and literacy; health, and well-being; social equity and access
to basic human rights; cultural beliefs, morality, and traditional values; safety
and security; and the governance aspects.
3. Economic Dimension – refers to susceptibility of an economic system to the
effects of a possible disaster. This dimension includes income, gross domestic
product, tax revenue, domestic savings, investments, financial market, and
indebtedness. The economic dimension may also refer to poverty, and lack of
access to basic services
Disasters may hinder business operations or disrupt work arrangements,
cumulatively leading to a drop in the economy.
4. Environmental Dimension – this includes the regulation of the ecosystem,
ecosystem degradation, depletion of the natural resources, habitat destruction,
and loss of biodiversity.
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Variation of Vulnerability across Sectors
Vulnerability and capacity of people may be influenced by physical, social,
economic, or even political factors. Age, gender, health status and poverty greatly
affect the vulnerability of different groups. The following are some groups with
potentially higher vulnerability than others:
1. Children – They are not fully developed physically and emotionally and have a
poor capability to defend themselves from abuse and exploitation. As a
vulnerable sector they should be provided with special protection needs.
2. Senior Citizens – The elderly may have poor health conditions which can
worsen during a disaster. They would require assistance in terms of source of
income, supply of medicines or access to medical facilities.
3. Women – Some women have less opportunities for work and lower wages due
to discrimination and gender inequality. Pregnant women and those who
underwent childbirth would need pre- and post-natal care.
4. Persons with Disability – They are often not reached by disaster warning
systems or are not included in disaster plans. Due to their conditions, they would
require higher level of protection and easy access to specified healthcare.
5. Ethnic Minorities – Disaster may force indigenous people to flee from their
homes and relocate to distant places. They are vulnerable to misrepresentation
and discrimination due to cultural differences. They may also have less of
income generating opportunities when displaced by disaster events.
6. Survivors of Conflict and Violence – Aside from physical needs, victims of
conflict and violence would also need counselling to help them recover from
disaster. They may also need protections as they are vulnerable to abuse.
7. Urban Poor - Those with low income and unsecure livelihoods are less likely to
have greater capacity to withstand its effects of disaster. It is possible that
laborers in the informal sector be displaced due to the circumstances of disaster.
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What’s More
Activity 1: Shake! Shake! Shake!
Directions: Prepare the materials mentioned and perform the tasks specified in the first
column of the table below. Write the results to each task in the second column.
Materials: empty table, hardboiled egg, 3 pieces biscuit/cookie, pencil, and spoon
(You can use other materials available at home.)
Task
1. Place the materials separately
above the table (Reserve 2
biscuits/cookies for Task 2).
Shake the table vigorously
enough to make all objects fall to
the floor. Describe the effects to
the objects.
2. Place one biscuit near the edge
of the table, while the other
biscuit is near the center. Shake
the table, enough to make one at
the edge fall, while the other
stays on top. Describe what
happens to both biscuits.
Results
Answer the following questions:
1. In task 1, which objects were vulnerable to the shaking of the table? Why?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
2. What do the results of task 2 show about the vulnerability of the two objects?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
3. Based on your answers in the previous questions, explain the meaning of
vulnerability.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
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Activity 2: Be cautious!
Directions: Identify and discuss the POSSIBLE dimensions of vulnerability for every
hazard listed in the first column of the table below. You can use separate sheets.
Dimensions of Vulnerability
Hazard
1.
Physical
Dimension
Social
Dimension
Economic
Dimension
Environmental
Dimension
A super
typhoon
A 7.5
2. magnitude
earthquake
3. Flooding
4. Fire
Disease
5. outbreak in
humans
Answer the following questions:
1. Why do you need to determine the dimensions of vulnerability?
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
2. How did you assess the possible dimensions of vulnerability in every hazard
that can occur or happen?
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
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Activity 3: Vulnerable or not?
Directions: Analyze the images and symbols below. Identify the sector of society
depicted in the image and explain why they are more vulnerable to disaster than others.
1.
Sector: ________________________
Reason for vulnerability:
Image source:
https://www.coe.int/documents/7354522/8551049/Picture_vuln
erable_groups.jpg/1fa19737-33aa-d311-7b2877d24ecd5bb8?t=1614266414000
2.
Sector: ________________________
Reason for vulnerability:
Image source:
https://cdn5.vectorstock.com/i/1000x1000/68/84/elderlycouple-icon-old-people-silhouette-symbol-vector-15936884.jpg
3.
Sector: ________________________
Reason for vulnerability:
Image source:
https://pics.freeicons.io/uploads/icons/png/6168385801621503
921-512.png
Answer the question:
Why are some groups potentially more vulnerable than other sectors of society?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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What I Have Learned
Directions: Answer the following questions below on a separate sheet/s of paper.
1. Explain vulnerability and exposure in your own words.
______________________________________________________________
______________________________________________________________
2. Explain the classifications of elements at risk. Give examples.
______________________________________________________________
______________________________________________________________
3. Why does vulnerability have different dimensions? Explain the relevance of
identifying the different dimensions of vulnerability.
______________________________________________________________
______________________________________________________________
4. Why are some sectors more vulnerable to disaster than others?
______________________________________________________________
______________________________________________________________
What I Can Do
Communities around the globe face different
threats and hazards. In any hazard, there are groups
of people who are more vulnerable than other
sectors. Can you identify specific groups in your
community who are more vulnerable? As a senior
high school student and a member of your local
community, what programs can you suggest to the
barangay or local government unit to reduce the
vulnerability of these groups?
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https://upload.wikimedia.org/wikipedia/commons/thumb/b/
b2/Sangguniang_Kabataan_logo.svg/1200pxSangguniang_Kabataan_logo.svg.png
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Module 4
Recognizing Vulnerability of Exposed Elements
Most Essential Learning Competencies
•
•
Recognize vulnerabilities of different elements exposed to specific hazards
(DRR11/12-Id-12)
Differentiate among hazards, exposure, and vulnerabilities and explain the
relationship of the three to disaster risk. (DRR11/12-Id-13)
What’s In
Hazard, exposure, vulnerability, and disaster risk
Hazard is a natural or man-made process, event, or activity that that may cause
loss of life, injury, property damage, disruption of livelihood or environmental
disturbance and destruction. A hazard is characterized by its location, intensity,
frequency, and likelihood of occurrence. It poses as a threat because it is a disaster
with a high probability of happening. Hazard assessment can provide information on
what could happen and when it could happen.
Exposure refers to the situation of anything located in an area that is prone to
hazard. Anything that is exposed to a possible hazard is considered an element at
risk. It can be tangible or intangible such as infrastructures, population of different
members of society, business activities or the environment itself.
Vulnerability is the susceptibility of a person, community, asset, or system to
the impacts of hazards. An exposed element can have high or low vulnerability,
depending on physical, social, economic, and environmental factors and processes.
Disaster risk is the possible death, injury or destruction to property that could
happen to a community or system in any time, predicted in consideration of hazard,
exposure of elements at risk and vulnerability. Variations in hazard, exposure and
vulnerability determine disaster risk. It can be illustrated in the equation below:
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24
Reduction of any factor, whether occurrence of hazard, vulnerability of exposed
elements or number and types of elements at risk, will also lessen disaster risk. If the
hazard does not occur, there is no risk. Similarly, if there are no exposed elements or
the exposed elements have low vulnerability, there is no disaster risk. To reduce
disaster risk, a community should address exposed elements with high vulnerability.
This can be done by recognizing vulnerability of exposed elements and employing
prevention, mitigation, and adaptation measures.
Recognizing vulnerability
Exposed elements may be tangible or intangible and can be classified as
physical, societal, economic, or environmental elements. Recognizing vulnerability is
the same as identifying the weakness of exposed elements.
1. Physical elements
- Poorly planned and constructed infrastructures such as roads and bridges.
- Establishments such as schools, hospitals, office buildings, residential
houses made of substandard materials.
- Faulty wiring, gas, and water leaks
2. Societal elements
- Inadequate knowledge and lack of training of people on disaster
preparedness
- Population of vulnerable age groups (children and the elderly), persons with
disability (PWD), homeless, urban poor etc.
- Lack of insurance or social protection
3. Economic elements
- Unsustainable livelihood or business
- Poor accessibility to work
- Ban on tourism activities
- Unstable price of raw building materials
4. Environmental elements
- Possible leakage of harmful substances to the environment
- Introduction of invasive species
- Habitat destruction
25
Vulnerability Monitoring and Assessment
There are categories and associated data that can be used to recognize
vulnerability. These vulnerability categories are the following:
1. Populations of concerns
This refers to the populations who need more intervention, most
especially during and after the disaster. They are the persons with disability,
children and elderly, pregnant women, and population in poverty. They should
be prioritized because they are the ones with the least capability to deal with the
effects of disaster themselves. Population growth and its distribution may also
affect vulnerability as some areas may be densely populated and have limited
escape routes.
2. Gender concerns
Gender-based differences relative to accessibility of opportunities,
services, resources, and positions in economic and political structures should
be considered when disaster strikes. This may include population of single
parents, ratio of female to male labor participation and gender representation in
government institutions. To reduce the impacts in this aspect, opportunities
should be provided to make their needs accessible.
3. Health Outcomes
This refers to the population’s status of general health. This includes data
on mortality rate, recovery rate, mental health stability of certain population, etc.
4. Health Services
This refers to the capacity and availability of healthcare including medical
doctors, nurses, other medical personnel, medical facilities and equipment. It
includes the population of medical personnel per city or province, as well as the
capacity of hospitals (especially government hospitals) to accept patients.
5. Water and Sanitation
This refers to the general state and quality of potable water, and the state
of sewage disposal. People should have access to potable water and be
informed about schedules of service maintenance for them to be able to
prepare. Alternative sources of water can also be considered for the vulnerable
areas.
6. Education
The access to formal and non-formal educational system should be
addressed accordingly. This includes the enrollment rate, capability of learners
to sustain education whether online or face to face, availability of learning
materials, classrooms, etc.
26
7. Communication
This refers to the availability of and access to communication facilities.
It includes available network providers, functionality of communication lines, etc.
8. Transportation
The availability of and access to transportation networks and facilities
includes traffic density in roads and highways, distance of airports and seaports,
accessibility of travel within and across areas, etc.
9. Environmental pressures
This refers to the changes in the environment due to human activities.
Associated data includes decrease in forest area, conversion of forests to
agricultural lands, etc.
Reducing disaster risk
1. Prevention - aims to completely avoid or eliminate the hazard or the exposure
to its effects. Some examples include immunization to eliminate possible cases
of disease, ordinances that prohibit human or business settlement in dangerous
areas, and construction of dams along major rivers.
2. Mitigation – aims to reduce, lessen, and limit the hazard or the exposure to its
effects through external intervention methods. As there are instances where
exposed elements cannot be removed, mitigation measures are carried out to
make them less vulnerable. Some examples include putting up of flood walls or
barriers, reforestation along steep slopes and construction of retaining walls in
the mountain side.
3. Adaptation – also aims to reduce, lessen, and limit the hazard or the exposure
to its effects. Unlike mitigation measures, adaptation is more inclined to changes
in human behavior to reduce exposure and vulnerability. Examples include
avoiding octopus’ connection for electrical devices
27
What’s More
Activity 1: Danger! Beware!
Directions: Complete the table below by identifying the possible disasters your
household or community can be exposed to and the reasons for its exposure. You can
use a separate sheet/s.
Name of Community: ______________________________
Possible
Disasters
Put a (/) or an (X)
mark if your
household or
community is
exposed to the
possible disaster
Reasons why your household or
community is in danger of the possible
disaster
1. Earthquake
2. Flood
3. Landslide
4. Fire
5. Disease
outbreak
Answer the following questions:
1. What are the things you considered for you to determine if your household or
community is exposed to the possible disasters listed in the table?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
2. Why do you need to assess if your household or community is in danger or
exposed to the possible disasters mentioned in the table?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
28
Activity 2: Analyzing the past
Directions: Fill out the table with data explaining why the following events became a
disaster. A sample is given as a guide.
Disaster
Hazard
Exposed
Elements
Effects
•
Ondoy
Flash Flood
People, Homes
•
•
Victims of drowning in flash floods due
to limited evacuation time.
Psychosocial trauma of survivors.
Damaged structures
Taal
Eruption
Covid 19
Pandemic
Fire in a
local
barangay
Activity 3: Let’s reduce the risk!
Directions: Examine the disaster risk of your home to a specific hazard. Specify one
(1) hazard and identify the exposed elements, level of vulnerability and measures that
you can do to reduce risk.
Hazard: _____________________________
Exposure
(Elements at
risk)
Level of
Vulnerability
(Low, Medium,
High)
Reason for
vulnerability
1.
2.
3.
29
Prevention, Mitigation or
Adaptation measures to
reduce risk
What I Have Learned
Directions: Answer the following questions below on a separate sheet/s of paper.
1. Explain the meaning of disaster risk and the factors that affect it.
2. How can disaster risk be reduced?
What I Can Do
The COVID 19 pandemic that struck the world has pushed people, businesses,
and all other activities to shift from face-to-face encounters. Moving forward, we are
now implementing practices that are applicable to the new normal. How about you?
What are the mitigation and adaptation strategies that you practice reducing the risk of
this virus?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
References:
Commission on Higher Education. 2016. Teaching Guide for Senior High
School: Disaster Readiness and Risk Reduction.
United States Agency for International Development (n.d.). ASEAN Regional
Risk and Vulnerability Assessment Guidelines. Retrieved https://asean.org/wpcontent/uploads/2012/05/ASEAN-Regional-RVA-Guidelines-final.pdf
https://www.unisdr.org/we/inform/terminology
http://www.adpc.net/casita/course-materials/Mod-3-Vul-Risk.pdf
https://www.unisdr.org/we/inform/terminology
http://drm.cenn.org/training_materials/Session%2004%20Elements%20at%20
risk.pdf
30
31
Answer Key
MODULE 2
MODULE 1
Activity 1
Activity 1
1.
Answers may vary.
Activity 2
Location
Riverside
4.
Residenti
al Area
3.
Coastal
Area
2.
Building
1.
Natural
ManMade
Pollution
Typhoon /
flooding
/earthquak
e
Flooding
Pollution
Storm
surge /
tsunami
Bombing /
terrorism
Typhoon /
earthquake
Pollution
Answers may vary, but the following elements
should be present: the year/date the event
occurred and the disaster.
Activity 2
Effects
1.
Death /
economic
loss /
damge to
properties
2.
Death /
economic
loss /
damage to
properties
3.
Death /
damage to
property
Death /
displaceme
nt /
damage to
property
1. Typhoon related / pollution
2. Philippines is usually experiencing typhoon.
For the man-made, in any area as long there
will be people occupying, pollution will be
there.
3. Answers may vary.
Activity 3
1. B
2. E
3. A
4. I
5. C
6. F
7. D
8. H
9. G
10. J
Activity 4
1. D
2. A
3. B
4. A
5. C
6. C
7. B
8. C
9. A
The disaster discussed in the article is about
the novel coronavirus. It is a flu-like disease
similar to the Sars disease. There is already a
positive case in the Philippines at San Lazaro
Hospital.
First is the humans because it is stated that it’s
like the Sars, it may transferred from person to
person. Second is the economy, it may lead to
closing of establishments.
The negative implication of it is it will cause
death and maybe massive spread of the
disease. It may lead to a high rate of casualties
and may hinder the economic growth.
Activity 3
Risk drivers
1. – 7. In no particular
order, can be the
following: climate
change, poverty, socioeconomic inequality,
increase population
density/growth, lack of
awareness, rapid and
unplanned urbanization,
environmental
degradation, weak
governance
Magnified Results
Answers may vary
What I Have Learned
1.
2.
Disaster is an event man-made or natural that
can cause great damage while disaster risk is
the potential loss of life, injury or destroyed or
damaged assets to a community.
The disaster risk drivers are climate change,
poverty, socio-economic inequality, increase
population density/growth, lack of awareness,
rapid
and
unplanned
urbanization,
environmental degradation, weak governance,
and it can increase the risk of disaster.
What I can do
1. Answers may vary
10. D
Answer Key
32
MODULE 4
MODULE 3
Activity 1
1. (Answers may vary) location of the
household, physical composition and age
of the structure, availability of resources,
etc.
2. (Answers may vary) Residents can
strengthen and modify their households
to be able to overcome the possible
effects of any hazard. They can also use
strategies to reduce their vulnerability if
complete relocation is not possible.
Activity 2 and 3
Answers in the table may vary
Activity 1
1. (Answers may vary) All items were
vulnerable to the shaking of the table
because all of them are exposed. The
hardboiled egg is the most vulnerable
because it cracked.
2. (Answers may vary) The vulnerability of
an element may vary depending on its
location because it may either be
exposed or not to a particular hazard. The
biscuit placed near the edge is vulnerable
to falling and may break apart compared
to the biscuit placed at the center of the
table.
3. Vulnerability is the condition determined
by various factors or processes whether
physical, social, economic or
environmental, which make a person,
community, asset or system susceptible
to the impacts of hazards.
Activity 2
1. (Answers may vary) The dimensions of
vulnerability specify the areas where an
individual, community or system is weak
and could be used as baseline
information on how to prevent the
negative effects of a disaster or plan on
how to reduce its risks.
2. In assessing vulnerability, it is necessary
to investigate the physical, social,
economic and environmental dimension
of an exposed element.
Activity 3
1. Persons with disability – they might have
difficulty in evacuating areas affected by
disasters or may have limited access to
healthcare.
2. Senior citizens – they have relatively less
physical strength and may need to have
special attention to their needs.
3. Urban poor – they belong to low-income
groups and may have un stable sources
of income as well.