LEARNING MODULE

NOTRE DAME OF MASIAG, INC.

SY 2020-2021

Name ______________________________________________

Section ______________________________________________

Subject Teacher ______________________________________________

Class Adviser ______________________________________________

FOR PRIVATE USE

in the Notre Dame of Masiag, Inc.
Strictly not for Public Circulation
 Foreword to Parents and Students

Welcome to Notre Dame of Masiag Inc . Modular Learning Modality for school year 2020-2021. This Module was
prepared for use in the Archdiocesan Notre Dame Schools of Cotabato (ANDSC) system. Whenever necessary and appropriate,
the Subject Teacher made some revisions in order to best suit the needs of your particular school.
This set of Modules will be used with an accompanying official textbook available for sale or rental from the school.
For the schools that do not use a textbook, the subject teacher will provide another set of texts or excerpts that will serve as
Substitute of the textbook, which is called Appendix Text. On a regular basis, the student will be directed to do some activities
in his/her Activity/Assessment Notebook. Make sure you have these 3 sets of Materials for your classes: 1) Modules; 2)
Textbook or Appendix Texts; and 3) Activity/Assessment Notebook.
For our Blended Learning, the school will use online technologies to support our Modular Learning Delivery: the use
of online classrooms, links, video presentations, social media, emails, live calls, webinars, etc. Furthermore, the students are
highly encouraged to find supplementary ways of learning like reading materials, multimedia, online resources, and the aid of
the people in the homes. It goes without saying that the parents are the best partners of the school in the education of thei r
children. Now, more than ever, your children need your support in the delivery of learning.
We are hopeful that despite its few disadvantages, this new approach to education will yield the most for our students.
We also hope that this pandemic will soon end and we can see you face to face. At the beginning of this school year, may I
introduce to you the Vision-Mission and Core Values to be adapted by all the ANDSC schools starting this school year 2020-
2021. Our Module Designers have tried their best to incorporate these treasures in the Modules.
Thank you for choosing Notre Dame .
Rev. Fr. Arnold L. Fuentes, DCC
Director/Superintendent

VISION STATEMENT
Notre Dame of Masiag, Inc., a member of the Archdiocesan Notre Dame Schools of Cotabato, providing quality education rooted in
the gospel values and Marian ideals, envisions to be a center of excellence in the holistic development of human persons, equipped
with knowledge and life-enriching skills who are successful and responsible citizens contributing to the transformation of society.
MISSION STATEMENT
We commit ourselves to provide innovative programs for dynamic learning experiences in a safe and conducive
environment; foster a culture of peace, understanding and solidarity; develop leadership and exercise social responsibility;
participate in nation building
and promote love for country; and collaborate with the local church in its mission of evangelization.
CORE VALUES – N.O.T.R.E. D.A.M.E.
N Noble A Notre Damean demonstrates high moral principles that embody nobility of character especially
honesty and integrity.
O Obedient A Notre Damean exemplifies fidelity to God and loyalty to country; follows school policies, rules
and regulations; and practices desirable family values.
T Transformed A Notre Damean displays positive disposition in life and an acceptable level of self-confidence and
maturity, and shows capacity for teamwork, collaboration and solidarity.
R Respectful A Notre Damean shows high esteem and regard to oneself, others, the community, country, nature,
environment, and other faiths and cultures.
E Enlightened A Notre Damean demonstrates academic excellence, critical and reflective thinking, and guided by
one‟s conscience, makes good decisions and actions based on wise judgment.
D Disciplined A Notre Damean wills and obliges to do what is right and expected, and exercises self-control in
one‟s dealings with the world and others.
A Accountable A Notre Damean displays commitment and responsibility in performing one‟s tasks, and shows
leadership capacities and sense of volunteerism and initiative.
M Marian A Notre Damean emulates Mary‟s virtues especially faith in God, generosity, humility,
prayerfulness, purity, simplicity, and service.
E Empathetic A Notre Damean shows sensitivity and understanding of the feelings, ideas, beliefs, cultures,
traditions, and experiences of others; and shows compassion, friendship, kindness and love.
 REFERENCES AND WEBSITE LINKS USED IN THIS LESSON:

Author: Rolly E. Rimando Coordinator: Josefina G. Belen, REX Book Store Rex Publishing House,
First Edition Disaster Readiness and Risk Reduction;

Author: Juliano S. Parena Jr. Coordinator: John Donnie A. Ramos PHOENIX Publishing House Exploring
Life Through Science Series Senior High School (Disaster Readiness and Risk Reduction)

PHOENIX Publishing THE PADAYON SERIES Building Resilience Communities (Disaster Readiness and
Risk Reduction) Author: Maria Isabel B. Lanada, Ma. Lourdes F. Melegrito, Ph.D Cand.

LESSON 1 BASIC CONCEPT OF DISASTER AND DISASTER RISK

Lesson 1.1 https://www.youtube.com/watch?v=o628L1UDJiA&pbjreload=101
Lesson 1.4 https://www.youtube.com/watch?v=jPX1dNODRSw
Lesson 1.5 https://www.youtube.com/watch?v=9BdTnQeS_x4

LESSON 2 EXPOSURES AND VULNERABILITY

Lesson1.1https://www.youtube.com/watch?v=UtY4bv9MsT4
Lesson 2.2 https://www.youtube.com/watch?v=kCd6zTwLzwo
LESSON 3 BASIC CONCEPT OF HAZARD
ACTIVITY 1 https://www.youtube.com/watch?v=V86G03930Nc
Lesson 3.3
ACTIVITY 3 https://www.youtube.com/watch?v=JEBM9H8AFmo and
https://www.youtube.com/watch?v=n73qtEojP_Y
LESSON 4 EARTHQUAKE HAZARD
ACTIVITY 1 https://www.youtube.com/watch?v=hWSu4l1RxLg
Lesson 4. 1 Ground Shaking
ACTIVITY 2 http://www.geo.mtu.edu/UPSeis/making.html
Lesson 4. 2 Ground Rapture
ACTIVITY 3 http://www.geologypage.com/2017/10/three-main-types-
faults.html Lesson 4. 3 Liquefaction
ACTIVITY 4 https://www.youtube.com/watch?
v=tW1iUAAMZZU Lesson 4.4 Tsunami
ACTIVITY 5 https://www.nationalgeographic.com/environment/2007/04/tsunami-facts- saftey-
tips/
Lesson 4.5 Earthquakes –Induced Landslide
ACTIVITY 6 https://research.engineering.ucdavis.edu/gpa/landslides/earthquake-induced-
landslides/
LESSON 5 VOLCANO HAZARD
ACTIVITY 1 http://www.volcano-erasmusplus.eu/wp-content/uploads/2016/01/Lesson-
Plan_Volcanoes.pdf
Lesson 5.1 Volcanic Hazards
ACTIVITY 2 http://geology.isu.edu/wapi/EnvGeo/EG6_volcano/volcanoes.htm
Lesson 5.2 Volcanic Hazard Map
https://www.phivolcs.dost.gov.ph/index.php/22-hazard-maps/280-volcano-hazard-maps
ACTIVITY 3 https://scientiafantastica.wixsite.com/scientiafantastica/single-
post/2017/12/08/Signs-of-Impending-Volcanic-Eruption
 DEFINITION OF TERMS
A’ a flow- is a Hawaiian term for lava flows philanthropic considerations CSOs include
characterized by rough rubbly surface composed of nongovernment organizations (NGOs), professional
broken lava blocks. associations (CBOs), faith-based organizations
Aftershocks- are earthquakes that follow the main people‟s organizations, social movements, and
shock which is the largest shock of an earthquake labor unions.
sequence. Community-Based Disaster Risk Reduction and
Amplitude- is the size of the wiggles on an Management or “CBDRRM”- a process of
earthquake recording. disaster risk reduction and management in which at-
Andesite- a type of magma with the intermediate risk communities are actively engaged in the
viscosity and silica content. Andesite also refers to identification, analysis, treatment, monitoring, and
the volcanic rock formed from the cooling of an evaluation of disaster risks in order to reduce their
andesite magma. vulnerabilities and enhance their capabilities and
Ash- fine particles (< 2 mm in diameter) of where the people are at the heart of decision-making
pulverized rock (tephra) erupted from the vent of and implementation of disaster risk reduction and
volcano. management activities.
Attenuation- the decrease in size or amplitude of Creep- the slow, steady, and downward movement
waves such as seismic waves with distance from the of slope-forming soil or rock.
source. Compressional stress- the stress that squeezes
Ballistics- volcanic blocks or bombs (less than 64 something. It is the stress component perpendicular
mm in diameter) that are rejected from a volcanic to a given surface, such as fault plane, that results
vent. from forces applied perpendicular to the surface or
Basalt- a type of fluid magma with low silica from remote forces transmitted through the
content that forms dark-colored rock. surrounding rock.
Bedrock- relatively hard, solid rock beneath the Decite- a type of volcanic rock intermediate
softer rock, sediment, or soil. between andesite and rhyolite.
Blind thrust fault- a thrust fault that does not Debris avalanche- an avalanche or slurry
rupture all the way up to the surface. consisting of unsorted rock, water and other
Block- a solid volcanic object which is greater than material (eg. Fragmented cold and hot volcanic
64 mm in diameter. rocks, snow or ice and tress).
Body wave- a seismic wave that moves through the Deformation- is a change in the original shape of a
interior of the earth. material.
Bomb- volcanic fragments larger than 64 mm in Dip- is the angle that planar geologic surface (for
diameter which are ejected from the event which example, a fault) is inclined from the horizontal.
partially molten. Dip-slip faults- are inclined faults where the blocks
Capacities- a combination of all strengths and have mostly shifted vertically. If the block above
resources available within a community, society, or and inclined faults plane moves down, the fault is
organization that can reduce the level of risk or termed normal; if the block was above the fault
effects of a disaster. Capacity may include plane moves up, the fault is termed reverse.
infrastructure and physical means, institutions, Disaster- a serious disruption of the functioning of
societal coping abilities, as well as human a community or society involving widespread
knowledge, skills and collective attributes such as human, material, economic, or environmental losses
social relationships, leaderships, and management. and impacts, which exceeds the ability of the
Capacity may also be described as capability. effected community or society to cope using its own
Civil Society Organizations or “CSOs”- non state resources. Disasters are often described as a result
actors whose aim are neither to generate profits nor of the combination of; the exposure to a hazard: the
to seek governing power. CSOs unite people to condition of vulnerability that are present, and
advance share goals and interest. They have a insufficient capacity or measures to reduce or cope
presence in public life; expressing the interests and with the potential negative consequences. Disaster
values of their members or others; and are based on impacts may include loss of life, injury, disease and
ethical, cultural, scientific, religious or other negative effects on human; physically,
mentally and social well-being, together with
damage to property, destruction of assets, loss of potential hazards and evaluating existing conditions
services, social and economic disruption and of vulnerability that together could potentially harm
environmental degradation. exposed people, property, services, livelihood and
Disaster Mitigation- the lessening or limitation of the environment on which they depend. Risk
the adverse impacts of hazards and related disasters. assessments with associated risk mapping include: a
Mitigation measures encompass engineering review of the technical characteristics of hazards
techniques and hazard-resistant construction as well such as their location, intensity, frequency and
as improved environmental policies and public probability; the analysis of exposure and
awareness. vulnerability including the physical, social, health
Disaster Preparedness- the knowledge and and economic and environmental dimensions; and
capacities developed by government, professional the evaluation of the effectiveness of prevailing and
response and recovery organizations, communities alternatives coping capacities in respect to likely
and individual to effectively anticipate, respond to, risk scenarios.
and recover from, the impacts of likely, imminent, Disaster Risk Reduction- the concept and practice
or current hazards events or conditions. of reducing disaster risks through systematic efforts
Preparedness action is carried out within the context to analyze and manage the causal factors of
of the disaster risk reduction and management and disasters, including through reduced exposures to
aims to build the capacities needed to efficiently hazards, lessened vulnerability of people and
manage all types of emergencies and achieve property, wise management of land environment,
orderly transitions from response to sustained and improved preparedness for adverse events.
recovery. Preparedness is based on a sound analysis Disaster Risk Reduction Management- the
of a contingency planning, stockpiling of equipment systematic process of using administrative
and supplies, the development of arrangements for directives, organizations, and operational skills and
coordination, evacuation and public information, capacities to implement strategies, policies and
and associated training and filled exercises. These improved coping capacities in order to lessen the
must be supported by formal institutional, legal, and adverse impacts of hazards and the possibility of
budgetary capacities. disaster. Prospective disaster risk reduction and
Disaster Prevention- the outright avoidance of management activities address and seek to avoid the
adverse impacts of hazards and related disasters. It development of new or increased disaster risks,
expresses the concept and intention to completely especially if risk reduction policies are not put in
avoid potential adverse impacts through action place.
taken in advance such as construction of dams or Displacement- is the difference between the initial
embankments that eliminate flood risks, land-use position of a reference point and any later position.
regulations that do not permit any settlement in The amount any point affected by an earthquake has
high-risk zones, and seismic engineering designs moved from where it was before the earthquake.
that ensure the survival and function of a critical Early Warning System- the set of capacities
building in any likely earthquake. needed to generate and disseminate timely and
Disaster Response- the provision of emergency meaningful warning information to enable
services and public assistance during or individuals, communities, and organization
immediately after disaster in order to save lives, threatened by a hazard to prepare and to act
reduce health impacts, ensure public safety, and appropriately and in sufficient time to reduce the
meet the basic subsistence needs of the people possibility of harm or loss. A people-centered early
affected. Disaster response is predominantly warning system necessarily comprises four (4)key
focused on immediate and short-term needs and is elements: knowledge of the risks; monitoring,
sometimes called “disaster relief”. analysis and forecasting of the hazards;
Disaster Risk- the potential disaster losses in lives, communication or dissemination of alerts and
heath status, livelihood, assets, and services, which warnings; and local capabilities to respond to the
could occur in a particular community or a society warning received. The expression “end-to-end
over some specified future time period. warning system” is also use to emphasize that
Disaster Risk Assessment- a methodology to warning systems need to span all steps from hazard
determine the nature and extent of risk by analyzing detection to community response.
Earthquake- a sudden ground motion or vibration on the surface s of lava flows and thick deposits of
of the earth produced by a rapid release of stroke- pyroclastic flows.
up energy. It includes sudden slip on a fault and G or g- the acceleration of gravity 9.8(m/s2) or the
the resulting radiation of seismic energy. strength of the gravitational field (N/Kg). The forces
Earthquake Hazard- is anything associated with caused by the shaking of the ground during an
an earthquake that may affect the normal activities earthquake can be measured as a percentage of
of people. This includes surface, ground shaking, gravity or percentage.
landslide, liquefaction, tectonic deformation, Ground motion –is the movement of the earth‟s
tsunamis, and seiches. surface from earthquake or explosions. Ground is
Effusive Eruption- an eruption dominated by the produced waves that are generated by a slip or a fault
outpouring of lava onto the ground as opposed to or sudden pressure at the explosive source travels
the violent fragmentation of magma by explosive through the earth and along its surface.
eruptions. Hazard- a dangerous phenomenon, substance,
Epicenter- the point of the earth’s surface located human activity or condition that may cause of life,
directly above the focus of an earthquake. injury or other health impacts, property damage loss
Eruption-when solid, liquid, or gaseous volcanic of livelihood and services, social and economic
materials are expelled quietly or violently into the disruption, or environmental damage.
atmosphere or surface. Hertz (Hz)- is a unique of measurement of
Eruption cloud-a cloud of tephra and gases that frequency expressed in cycles per second; 1 Hz = 1
forms downwind of an erupting volcano. cycle of rise and fall of a wave per second.
Eruption plume-a cloud of volcanic ash emitted Hot Spring- a surface feature of a geothermal
from a volcanic vent or volcano. system, where warm or hot water flows out of the
Explosions-the sudden decompression of hot, ground.
pressurized volcanic gas and stem from the vent Hummocks- are rounded or conical mounds within a
during the volcanic eruption volcanic landslide or debris avalanche deposit.
Exposure the degree to which the elements at risk Hummocks contain a wide range or rock debris,
are likely to experience hazard events of different reflecting the variation of deposit that previously
magnitudes. formed the flunks of the volcano.
Fault-a fracture in the earth along which one side Hypocenter- is the point within the earth where an
has moved relative to the other. earthquake rupture starts also commonly termed the
Fault plane-the planar (flat) surface along which focus.
relative slip between blocks on opposite sides of Intensity –is a number (written as Roman numeral)
the plane occurs. describing the severity of an earthquake in terms of
Fault scrap- a feature on the surface of the earth its effects on the earth‟s surface and on human in
that looks like a step caused by slip along a fault. their structures.
Fault trace –is the intersection of a fault with Isoseismal (line) – is a contour or line on a map
ground surface. bounding points of equal intensity for a particular
First motion- on a seismogram, the first motion is earthquake.
the direction of ground motion as the P wave Karst – a distinctive landscape that develops where
arrives at the seismometer, upward ground motion the underlying bedrock is partially dissolved by
indicates an expansion in the source region; surface or ground water.
downward motion indicates a contraction Lahar – is an Indonesian word for a rapidly flowing
Focus- the point at which an earthquake begins. mixture of rock debris and water that originates on
Foreshocks- are relatively smaller earthquakes the slopes of a volcano.
that precede the largest earthquakes in a series, Landslide – the downslope movement of rock, soil,
which is termed the main shock. Not all main or mud.
shocks have foreshocks. Land Use Planning – the process undertaking by
Frequency-the number of times an event happens public authorities to identify, evaluate and decide on
within a given period of time such as the up and different options for the use of land, including
down or back and forth shaking of the ground consideration of long term economic, social and
during an earthquake. environmental objectives and the implications
Fumarole-are vents are which volcanic gas escapes for different communities and interest groups,
from the atmosphere. Fumaroles may occur along tiny and the subsequent formulation and
cracks or long fissure, in chaotic clusters or fields, and promulgation of plans that describe the
permitted or acceptable uses.
Lapilli – rock fragments between 2 and 64 mm most commonly used are (1) local magnitude (ML),
(0.08-2.5 in) in diameter that are ejected from a commonly referred to as “Richter magnitude,” (2)
volcano during an explosive eruption. Lapilli may surface-wave magnitude (Ms), (3) body-wave
consist of many different types of tephra, magnitude (Mb), and (4) moment magnitude (Mw).
including scoria, pumice, and reticulite. Main shock- is the largest earthquake in a sequence,
Lateral spread – a landslide on a gentle slope, sometimes preceded by one or more foreshocks, and
with rapid, fluid-like movement. almost always followed by many aftershocks.
Lava – molten rock that has reached the earth’s Mineral – is naturally occurring inorganic element
surface. or compound having an orderly internal structure and
Lava flow – are masses of molten rock that pour characteristic chemical composition, crystal
onto the earth’s surface during an effusive morphology and physical properties such as density
eruption. Both moving lava and the resulting and hardness. Minerals are the fundamental units
solidified deposit are referred to as lava flows. from which most rocks are made.
Lava fountain - a jet of lava sprayed into the air Mitigation- structural and non- structural measures
by the rapid formation and expansion of gas undertaken to limit the adverse impact of natural
bubbles in the molten rock. hazards, environmental degradation, technological
Left-lateral – if you were to stand on the fault and hazards and to ensure ability of at- risk communities
look along its length, this is a type of strike-slip to address vulnerabilities and minimize the impact of
fault where the left block moves toward you and disasters. Such measures include, but are not limited
the right block moves away. to, hazard- resistant construction and engineering
Lifelines - are structures that are important or works, the formulation and implementation of plans,
critical for a community to function, such as programs, projects and
roadways, pipelines, power lines, sewers, activities, awareness raising, knowledge
communications, and port facilities. management, policies on land- use planning,
Lightning – an electrostatic discharge that is often building and safety standards, legislation.
seen in volcanic ash plumes. The lightning can be National Disaster Risk Reduction and
cloud-to-cloud (intra cloud), or cloud –to-ground, Management Framework or “NDRRMF”-
which can be hazardous. Provides for comprehensive, all hazards, multi-
Liquefaction - a process by which water-saturated sectoral, inter-agency and community based
sediment temporarily loses strength and acts as a approach to disaster risk reduction and management.
fluid. National Disaster Risk Reduction and
Locked fault – a fault that is not slipping because Management Plan or “NDRRMF”- the document
frictional resistance on the fault is greater that the to be formulated and implemented by the OCD that
shear stress across the fault (it is stuck). Such sets out goals and specific objectives for reducing
faults may store strain for extended periods that is disaster risk together with related actions to
eventually released in an earthquake when accomplish these objectives. The NDRRMP shall
frictional resistance is overcome. provide for the identification of hazards,
Love wave – is a surface wave having a horizontal vulnerabilities and risks to be managed at the
motion that is transverse (or perpendicular) to the national level; disaster risk reduction and
direction the wave is traveling. management approaches and strategies to be applied
Maar – is a low-relief, broad volcanic crater in managing said hazards and risks; agency roles
formed by a single explosive eruption. The responsibilities and line of authority at all
explosion is usually caused by the heating and governments levels; and vertical and horizontal
boiling of groundwater when magma invades the
coordination of disaster risk reduction and
groundwater to form a lake.
management in the pre- disaster and post-
Magma – molten or partly molten rock beneath
disaster phases. It shall be in conformity with the
the surface of the earth. Magma that reaches the
NDRRMF.
surface
Pahoehoe- is a Hawaiian term for basaltic lava
that has a smooth, hummocky or ropy surface.
erupts from a volcano as lava or explosively as ash Period- the time interval required for one full
rocks. cycle of a wave.
Magnitude – is a number that characterizes the Phreatic eruption- steam- driven explosions
relative size of an earthquake. Magnitude is based on that occur when water beneath the ground or on
measurement of the maximum motion recorded by a the surface is heated by magma, lava, hot rocks,
seismograph. Several scales have been defined, but the
or new volcanic deposits (for example, tephra and of those people affected and in the restoration of
pyroclastic- flow deposits). essential public activities and facilities.
Pillow Lava- mounds of elongate lava “pillows” Rhyolite- a type of highly viscous magma wit high
formed when basalt erupt underwater. silica content; it is found as pumice (in air fall
Plinian eruption- large, explosive events that deposits or ignimbrites), lava or obsidian. Rhyolite is
form enormous dark columns of tephra and gas also the name given to the volcanic rock formed
high into the stratosphere (>11km). from rhyolitic magma.
Post- Disaster Recovery- the restoration and Richter Magnitude scale- a measure of an
improvement where appropriate, of facilities, earthquake’s sized devised by C.F. Richter. I
livelihood and living conditions of disaster- describe the total amount of energy released during
affected communities including efforts to reduce an earthquake. The energy released in an earthquake
disaster risk factors in accordance with the goes up with magnitude by a factor of 32.
principles of “build back better”. Right- lateral- if you were to stand on the fault and
Preparedness- pre-disaster actions and measures look along its length, this is a type of strike- slip
being undertaken within the context of disaster risk fault where the right block moves toward you and
reduction management and are based on sound risk the left block moves away. See also left- lateral.
analysis as well as pre-disaster activities to avert or Ring of Fire- the ”Ring of fire” also called the
minimize loss of life and property such as, but not Circum – Pacific belt, is the zone of earthquakes
limited to, community organizing, training, planning, surrounding the Pacific Ocean where about 90% of
equipping, stockpiling, hazard mapping, insuring of the world’s earthquake occur.
assets, and public information and education Risk- the probability that negative consequences
initiatives. This also includes the development or may arise when hazards interacts with vulnerable
enhancement of an overall prepared strategy, policy, areas, people, property, and environment.
institutional structure, warning and forecasting Risk Assessment- a methodology to determine the
capabilities, and measures to help at-risk communities nature and extent of risk by analyzing potential
safeguard their lives and assets by being alert hazards hazards and evaluating existing conditions of
and taking appropriate action in the face of an vulnerability that together could potentially harm
imminent threat or an actual disaster. exposed, people, property, services, livelihood, amd
Pumice- a light colored, frothy, and glassy the environment on which they depend. Risk
volcanic rock. The texture is formed by rapidly assessment with associated risk mapping include: a
expanding gas in erupting lava. review of the technical characteristics of hazards
Pyroclastic flow- an extremely hot mixture of gas, such as their location, intensity, frequency and
ash, and pumice fragments that travels down the probability; the analysis of exposure and
flanks of a volcano or along the surface of the vulnerability including the physical, social, health,
ground at speeds of 80 to 160 kilometres per hour. economic and environmental dimensions; and the
P wave- A P wave, or compressional wave , is a Risk reduction measures- various activities,
seismic body wave that shakes the ground back projects, and programs that communities may
and forth in the same direction and the opposite identify after assessing and analyzing the risk that
direction as the wave is moving. they face. These measures are specifically intended
Reyleigh wave- as seismic surface was causing the to reduce the current and prevent future risks in the
ground to shake in an elliptical motion, with no community.
transverse or perpendicular motion. Rock fall- falling, bouncing, or rolling of debris
Resilience- the ability of a system, community or down a steep slope.
society exposed to hazards to resist, absorb, Sand boil- sand and water that come out onto
accommodate, and recover from the effects of a hazard the ground surface during an earthquake as a
in a timely and efficient manner, including through the result of liquefaction at shallow depth.
preservation and restoration of its essential basic Scoria- a bubbly glassy lava rock of basaltic to
structures and functions. andesitic composition ejected from a vent during
Recurrence interval- the recurrence interval, or explosive eruption. Scoria is typically dark gray to
return period, is the average time span between black in color, mostly due to its high iron content.
earthquake occurrences on a fault or in a source zone. Segmentation- the partitioning of a fault along its
Response- any concerted effort by two (2) or more length into several smaller faults. This can happen as
agencies, public or private, to provide assistance or a result of other faults crossing it, topography
intervention during or immediately after a disaster to changes, or bends in the strike of the faults.
meet the life preservation and basic subsistence needs Segmentation can limit the length of faulting in a
single earthquake to some fraction of the total fault Strike slip- are vertical (or nearly vertical) features
length, thus also limiting the size of the earthquake. where the blocks have mostly moved horizontally
Seiche- the sloshing of a closed body of water as a either left- laterally or right-laterally.
result of an earthquake. Strombolian eruption- an eruption characterized by
Seismic gap- a section of a fault that has produced the intermittent explosion or fountaining of basaltic
earthquakes in the past but is now quiet. lava from a single vent or crater.
Seismic wave- an elastic wave generated by an impilse Strong motion- ground motion of sufficient
such as an earthquake or an explosion. Seismic waves amplitude and duration to be potentially damaging to
may travel either along or near the earth‟s surface a building or other structure.
(Rayleigh and love waves) or through the earth‟s Surface faulting- a displacement that reaches the
interior (P and S waves). earth’s surface during slip along fault. Commonly
Seismicity- the geographic and historical distribution occurs with shallow earthquakes, those with an
of earthquakes. epicentre less than 20 km. Surface faulting also may
Seismogram- a record written by a seismograph accompany a seismic creep or natural or man-
response to ground motions produced by an introduced subsidence.
earthquake, explosion, or other ground-motion S wave- also called shear wave, is a seismic body
sources. wave that shakes the ground back and forth
Seismology- the study of earthquakes and the structure perpendicular to the direction the wave is moving.
of the earth, by both naturally and artificially Tectonic- refers to rock- deforming processes and
generated seismic waves. resulting structures that occur over large sections of
Shear stress- the stress component parallel to a given the lithosphere.
surface, such as a fault plane, that results from forces Tephra- material ejected into the air during a
applied parallel to the surface or from volcanic eruption. The particles can be as small as
remote forces transmitted through the surrounding volcanic ash or as large as boulders and blocks.
rock. Topple- a landslide where part of a steep slope
Silica- another name for silicon dioxide is the basic breaks loose and falls forward.
building block of volcanic rocks. Silica is a major Transform fault- also called a transform plate
constituent of most magmas and the amount of silica
boundary, is an area where two plates meet and are
controls the viscosity of the magma; the greater the
moving side to side past each other.
amount of silica, the higher the viscosity of the
magma. Tsunami- a sea wave of local or distant origin that
Slip rate- the rate at which the two sides of a fault are results from large- scale seafloor displacements
slipping relative to one another, as determined from associated with large earthquakes, major submarine
geodetic measurements, from offset man-made slides, or exploding volcanic islands.
structures, or from offset geologic features whose age Tsunami magnitude (Mt)- a number used to
can estimated. compare sizes of tsunamis generated by different
Spreading Zone- also called a divergent plate earthquakes and calculated from the logarithm of the
boundary, is an area where two plates are moving maximum amplitude of the tsunami wave measured
away from each other and new crust is being formed. by a tide gauge distant from the tsunami source.
State Calamity- a condition involving mass casualty VEI- the Volcanic Explosivity Index, describes the
and/ or major damages of property, disruption of relative size or magnitude of explosive volcanic
eruptions. It is a 0- to- 8 index of increasing
means of livelihoods, roads, and normal way of life of explosivity. Each increase in number represents an
people in the affected areas as a result of the increase around a factor of ten. The VEI uses several
occurrence of natural or human-induced hazard. factors to assign a number, including volume of
Subsidence- the downward movement of the ground erupted pyroclastic material (for example, ashfall,
surface with respect to another point such as sea level. pyroclastic flows, and other ejecta), height of
Stratovolcano- steep, conical volcanoes built by the eruption column, duration in hours, and qualitative
eruption of viscous lava flows, tephra, and pyroclastic descriptive terms.
flows. Velocity- the speed at which a point on the ground is
Stress- the force per unit area acting on a plane within shaking as a result of an earthquake.
a body. Vent- openings in the earth’s crust from which
molten rock and volcanic gases escape onto the
ground or into theatmosphere.
Vents may consist of a single circular- shaped
structure, a large elongate fissure and fracture, or in a
tiny ground crack.
Viscosity- the ability of a liquid to flow. Basalt magma
has a relatively low viscosity making it runny, whereas
rhyolite magma has a high viscosity making the
magma thick and sticky.
Volcanic dome- rounded, steep- sided mounds built
by very viscous magma, usually either dacite or
rhyolite, which are too viscous (resistant to flow) to
move far from the vent before cooling and
crystallizing.
Volcanic gas- dissolved gases in magma that are
released into the atmosphere during eruptions.
Gases are also released from magma that either
remains below ground (for example, as an intrusion) or
rises toward the surface. The most common gas
released by magma is steam (H2O), followed by CO2
(Carbon Dioxide), SO2 (Sulfur dioxide), hydrogen
chloride (HCI), and other compounds.
Volcano- a vent at the earth’s surface through which
magma and associated gases erupt; also refers to the
landform built by accumulation of materials during
eruptions.
Vulnerability- the characteristics and circumstances
of a community, system, or asset that make it
susceptible to the damaging effects of a hazard.
Vulnerability may arise from various physical, social,
economic, and environmental factors such as poor
design and construction of buildings, in adequate
protection of assets, lack of public information and
awareness, limited official recognition of risk and
preparedness measures, and disregard for wise
environmental management.
Wavelength- the distance between successive points
of equal amplitude and phase on a wave) for example,
crest to crest o r trough to trough).
 FIRST QUARTER OVERVIEW
The creation and inclusion of the Disaster Readiness and Risk Reduction (DRRR) subject in the
Philippines‟ K-12 Curriculum aims to facilitate the integration of knowledge from various perspectives into the
relevant and timely issues on learning how to live with the forces of nature. Given the records of history, every
Filipino should be familiar with the impact of disasters to the development of their community and the country as
a whole. And while disasters can also arise from man-made hazards, more emphasis is given to natural hazards
that are inevitable given the Philippines geographic and geologic setting.
Can we prevent disasters from happening? The frequency of disaster due, for the instance, to typhoons,
floods, and droughts, has been increasing. Could this be a reflection of an increasing frequency of hazard events?
Hazards become disasters only when people’s lives and properties are lost. If the increase in disasters is also due
to rapid increase of vulnerable populations, then any strategy to prevent or reduce disasters cannot be purely
hazard- oriented. Measuring vulnerability equally deserves attention if science is to help us deal with disasters. In
fact, some schools of thought favor a paradigm shift away from the primary focus on natural hazards and toward
controlling vulnerability. Although the bilk of this module is devoted to hazards, it recognizes that disasters need
not to be seen primarily as due to hazardous natural phenomena which need mainly technological solutions.
Disasters should be seen as result s of the interaction between physical events such as earthquakes and typhoons as
the vulnerability of a population including its infrastructure, environment and economy. This unit provides an
overview of the elements of disaster, namely: hazards, exposure, and vulnerability.
In this quarter, the Lesson 1 will discuss about the Basic Concept of Disaster and Disaster Risk. It will
cover also the Concept of Disaster, Disaster Risk, the Nature and Effect of Disasters. The Lesson 2 will discuss
about the Exposure and Vulnerability. For the lesson 3 will discuss about the Basic concept of hazard and it covers
also the various elements that may be exposed to hazards, the physical, social, economic and environmental.
Lesson 3 will discuss the Basic concept of Hazard and it covers the types of hazard and the impacts of various
hazards. Lesson 4 will discuss about the earthquake hazards and it covers the potential earthquake hazard the
Ground Shaking, Ground Rupture, Liquefaction, Earthquake- induced ground subsidence, tsunami and
Earthquake- induced landslide. Lastly, the Lesson 5 will discuss about the volcano hazards and it covers signs of
impending volcanic eruptions. The potential volcano-related hazards the Lahar, Ash Fall, Pyroclastic Flow,
Ballistic Projectile, Volcanic Gasses and Lava Flow. Generally, these five lessons comprises the quarter 1 of this
course.

Module Learning Competencies

CONTENT MOST ESSENTIAL LEARNING
1. Basic concept of disaster and disaster  Explain the meaning of Disaster
risk  Differentiate the risk factors underlying disasters
 Describe the effects of disasters on one’s life
 Analyze disaster from the different perspectives
( physical, psychological, socio- cultural, economic,
political, and biological)
2. Exposure and Vulnerability  Explain the meaning of vulnerability
 Explain why certain sectors of society are more
vulnerable to disaster than others
 Recognize vulnerabilities of different elements exposed
to specific hazards
 Differentiate among hazards, exposure, and
vulnerabilities and explain the relationship of the three to
disaster risk
3. Basic concept of Hazard  Define and cite examples of the type of hazards
  Explain the impact of various hazard on people and
environment
4. Earthquake Hazards  Identify various potential earthquake hazard
 Recognize the natural signs of an impending tsunami
 Analyze the effect of different earthquake hazard
 Interpret different earthquake hazard maps;
5. Volcano Hazards  Explain various volcano- related hazards
 Recognize signs of an impending volcanic eruption
 Interpret different volcano hazard maps;

EXPECTED SKILLS:
1. It aims to stir the consciousness of the students on disaster and determine their
understanding on the subject matter.
2. It aims to deepen the student’s basic understanding of disaster through activities.
3. Determine your level of appreciation on Disaster.
4. Determine your level of appreciation on Disaster Risk.
5. Determine your level of appreciation on Nature and Effects of Disaster.
6. Analyze the human and economic impacts of recent notable disasters and the effects of these
impacts to the economic and social development of a country.
To do well in this module, you need to remember and do the following:
a) Identify and remember the key terms in each lesson. Take note of the examples given.
b) Read and study carefully the resources and online links.
c) Answer all questions and exercises as best as you can.
d) Read the instructions carefully before starting anything.
e) Look up the meaning of words that you do not know.
You will frequently come across process questions as you go through different lessons. Keep a
notebook (or use the notepad) where you can write (and revise) your answers to these questions. Use
also the notebook to jot down short notes, draw diagrams, and summarize what you have just read.
g) Allow time for relaxation and recreation when you are mentally tired. Make a time table to schedule
your study and recreation.

Concept Map of the Module

Here is a simple map of the lessons you will cover in this module:

LESSON 1: BASIC CONCEPT OF DISASTER AND DISASTER RISK.

Concept of
Disaster
Basic
Concept of Concept of
Disaster Disaster Risk
and
Disaster Nature of
Risk Disasters

Effects of
Disaster
LESSON 2: EXPOSURE AND VULNERABILITY

Physical

Exposure and Social

Vulnerability

Economic

Environmental

LESSON 3: BASIC CONCEPT OF HAZARD

Concept of Hazard

The basic
Concept Hazard Types of Hazards

The Impact of
Various Hazards

LESSON 4: EARTHQUAKE HAZARDS

Ground Shaking

Ground Rupture
Earthquake Hazards
Liquefaction

Earth-induced
ground
Tsunami

Earthquake-induced

LESSON 5: VOLCANO HAZARDS

Lahar
Ash fall
Volcano Pyroclastic Flow
Hazard
Ballistic Projectile

Volcanic Gasses

Lava Flow
LESSON 1: Basic Concept of Disaster
Objectives Budget Time per Week
Explain the meaning of Disaster Week 1
Differentiate the risk factors underlying disasters Week 1
Describe the effects of disasters on one’s life Week 2
Analyze disaster from the different perspectives (physical, psychological, socio Week 2
cultural, economic, political, and biological).

Introduction
The Philippines will never be free from hazards due to its location. Being located in the tropics and
within the “ring of fire” means that the Philippines constantly faces seismic, volcanic, and hydro
meteorological hazards. Even as the population continuous to grow, only few are informed; and even they can
be caught off-guard when natural hazards occur. When people are unprepared, a hazard could quickly turn into
a disaster. With the dangers that we face, how do we cope with hazards? Are we thinking of ways to be able to
lessen the impact of disasters?
 It sees no color, knows no culture, and recognizes no geographical boundaries. It puts lives and
properties at risk. The frequency of disaster occurrence s challenges the government in reducing the effects of
disasters and in building a more resilient community. The task of the government becomes even more
challenging especially in disaster- prone‟ areas like the Philippines. However, the task of disaster risk reduction
is not the sole responsibility of the government. The citizens, including students and various sectors must
participate in this task. Toward this end, it is imperative to study and understand disaster and disaster risk
PRE-ASSESSMENT
Let’s find out how much you already know about this module. Choose the letter that you think best answers
the question. Please answer all items.
Note: Write your answers in your activity/ assessment notebook.
1. ____________ can cause a multidimensional impact affecting not only the socioeconomic and
political life but also the mental and cultural state of the affected area.
a. Vulnerability b. Human made c. Hazards d. Disasters
2. A situation or an occurrence with capacity to bring damages to lives, properties, and environment.
a. Vulnerability b. Hazard c. Human made d. Disasters
3. The anticipated or potential consequences of a specific hazard interacting with a specific community
at a specific time.
a. Risky b. Disaster c. Risk d. Disaster risk
4. ___________ are natural hazards that can also cause flash floods.
a. Hurricane b. Tsunami c. Typhoon d. Earthquake
5. A type of Hazard that the human- made hazards include civil conflict. Displacement due to
development projects, environmental degradation, industrial technological hazards like leakage of
toxic waste and etc.
a. Natural Hazards b. Human-made c. Socionatural hazards d. Disaster
6. Flooding and drought can fall under this category if these are due to deforestation.
a. Natural Hazards b. Socionatural hazards c. Human-made d. Disaster
7. Phenomena that pose threats or cause negative impacts to people and property like storm Surge,
Pestilence, fire and etc.
a. Natural Hazards b. Hazard c. Human made d. Socionatural hazards
8. Which is not a human- made hazard?
a. Fish Kills b. Flood c. Drought d. Tsunami
9. The effect of the disaster wherein the impact of a natural disaster may magnify the inequalities in
society.

a. Physical/Material b. Psychological c. Economic d. Social effect of Disaster

10. It is the chance or likelihood of suffering harm and loss as a result of a hazardous event.
a. Hazard b. Disaster Risk c. Human made d. Vulnerability

MOTIVATION

ACTIVITY 1:
Objective: It aims to stir the consciousness of the students on disaster and determine their understanding on the
subject matter.
Procedure:
Wired:
 a. You are going to watch a film entitled, “THE IMPOSSIBLE”
https://www.youtube.com/watch?v=o628L1UDJiA&pbjreload=101
Watch intently and take note of the events that strike you.

Unwired:
b. Using Appendix A, read and understand the topic about Disaster, then after reading answer the
Process Question below.
Process Questions:
Note: Write your answers in your Activity/ Assessment notebook.
1. What are your thoughts about the disaster or the calamity happened.
2. What did you feel while experiencing those particular situations?
3. How could people prevent disasters when a natural hazard strikes?
4. Explain your own thoughts about the disaster?
ACTIVITY 2: PICTURE ANALYSIS
Objective: It aims to deepen the student’s basic understanding of disaster through activities.
Procedure: a. Select materials needed for this activity.
b. Look for a picture of emergency and disaster situations to study and analyze. These can
cover flight from home and community to safety, rescuing children, trapped persons with
disability, inside the crowded evacuation center, wounded and injured , lining up for relief
assistance, collapsed buildings.

Analyze the story:

Note: Write your answers in your Activity/ Assessment notebook.
1. Based on the picture that you had chosen describe what you think about the picture and share a story
which can be depicted from the picture.
2. Identify the disasters in the story
3. Determine the causes of the disaster
4. Identify the different needs during the disaster.

End of Motivation:
You just tried finding out what is disaster. What you learn in the next sections will also enable you to
differentiate the risk factors underlying disasters and describe the effects of disasters on one’s life. Let’s
start gathering information by proceeding to the next part.
 INSTRUCTION
Let’s continue this module by gathering your thoughts about the Basic Concept of Disaster and Disaster
Risk. Your goal in this section is to demonstrate and understand the concept of disaster, concept of disaster risk,
nature of disasters and effects of disasters and relate concept of disaster with the daily life.

Lesson 1.1 Concept of Disaster

A Disaster, as defined by the United Nations office for Disaster Reduction (UNISDR), is a serious
disruption of the functioning of a community or a society involving widespread human, material,
economic, or environmental losses and impacts which exceeds the ability of the effected community or
society to cope using its own resources. Oftentimes, disasters are associated with large-scale destructive
events such as typhoons, earthquakes, volcanic eruptions among others. Although these events occur all
over the world, some communities have ways of reducing the impact of hazards so that they do not turn
into disasters.
For some people, disaster may also be viewed as the struggles and challenges they face in getting
their lives back to normal. They have problems in rebuilding their homes, restarting their livelihood, or in
dealing with the loss of loved ones, especially when there is no immediate response from the government
or local authority.

ACTIVITY 3: VIDEO VIEWING

Objective: Determine your level of appreciation on Disaster.
Wired:
For those who have Internet connection, follow the link:
https://www.youtube.com/watch?v=StMN0HKDFak in order to have an idea of what is disaster is about.

Unwired:
For those students who don’t have an internet connectivity: Read Appendix B of your module to
widen your knowledge about The Concept of Disaster, Disaster Risk, Nature of Disasters and Effects of
Disaster then after your reading answer the Process Questions below.

Process Questions:
Note: Write your answers in your Activity/ Assessment notebook.
From the Basic Concept of Disaster and Disaster Risk. Differentiate the risk
factor underlying disasters in 100 words.
What are the things that must be done in preparation for disaster?
Make a list of survival tips when disasters occur.
 Lesson 1.2 Disaster Risk Activity 4:
Objective: Determine your level of appreciation on Disaster Risk.
Wired:
For those who have Internet connectivity follow the link. Then answer the questions below.
https://www.youtube.com/watch?v=jPX1dNODRSw
Unwired:
Using your module Appendix C, read and understand about Disaster to widen your knowledge
about the Disaster Risk and the Elements of Disaster Risk. Then answer the process questions below.

Process Questions:
Note: Write your answers in your Activity/ Assessment notebook.
Do you think people in congested areas are prone to disaster risk?
What are the necessary steps to lessen the adverse impacts of a disaster risk?
What will happen in the community if it is low in capacity and is not well prepared?

Lesson 1.3 Nature and Effects of

Disaster Activity 5:
Objective: Determine your level of appreciation on Nature and Effects of Disaster
Wired:
For those who have Internet connection, follow the link: https://www.youtube.com/watch?v=9BdTnQeS_x4
Then answer the process questions below.
Unwired:
Read Appendix D of your module to widen your knowledge about the nature and effect of disaster.
Then answer the process questions below.

Process Questions:
Note: Write your answers in your Activity/ Assessment notebook.
a. What are the effects of disasters?
b. How can we mitigate or avoid the effects of a disaster?

Be sure take note of the important terms that you will encounter.
What are the terms you gathered? Do the terms sound familiar? What can help you more easily remember
these terms? Look back at your notes and try to cluster related concepts.

Good Job. In this section the discussion was all about the Basic concept of Disaster and Disaster Risk,
the Nature and Effects of Disasters. As you go along with the lesson, take note of the important details and be
guided with the statement.

PRACTICE
ACTIVITY 6: Skills Workout
Objective: Analyze the human and economic impacts of recent notable disasters and the effects of
these impacts to the economic and social development of a country.
The economic and human costs of disasters can arrest the economic and social development of a
country. To know the magnitude of the effects of disasters, let us explore the impacts of recent notable
disasters.
Note: Write your answers in your Activity/ Assessment notebook.
Procedure:
a. Choose one (1) subject disaster from the following:

1990 Luzon Earthquake (Philippines)

1991 Pinatubo Eruption (Philippines)

2004 Indian Ocean Earthquake and Tsunami (Indonesia)

2011 Japan Earthquake and Tsunami (Japan)

2013 Yolanda (Haiyan) Typhoon and Storm Surge (Philippines)
b. Gather information from news clippings and internet resources about the cause and impact of the
disaster of your choice.

c. You will prepare a brief written report by answering the following guide questions.

What caused the disaster?

When and where exactly did the natural event originate?

How extensive was the area affected?

Was the cause of the disaster forecasted or predicted? Were there warnings issued? How did the
people react to the warning?

How many lives were lost? How many were injured and missing? Can the loss of lives be
quantified in terms of peso or dollars?

What could have prevented the loss of many lives?

What was the resulting damage as a percent of GNP for the year the disaster happened?

Did the disaster affect the performance of the country’s economy years after it happened? How?

How much did the country spend for rescue, relief, and rehabilitation works?

What particular loss or damage cannot be recovered or repaired?

How justified a pre- disaster measures and expenditures?

End of Practice
Hurray! Good job student. In this section, what new realizations do you have about the topic?
What new connections have you made for yourself?
What helped you make these connections?

It is obvious that your practice was truly amazing. Indeed, continue you’re doing and learning.
Now that you have a deeper understanding of the topic, you are ready to do the tasks in the next section.

ENRICHMENT

ACTIVITY 7:
Your task is to identify disasters that have taken place in the Philippines in the past five years.
Analyze their causes and impacts on the communities that are directly affected and the country in general.
In your analysis, please highlight the following:
1. The type of disaster that has taken place, whether it is natural, man-made, technological, or a
combination of sociocultural hazards.
2. The causes and effects of disaster for example, effects on the livelihood of the people and on the
country’s economy.
 Based on your analysis, draft a position paper that integrates the findings of your assessment of the various
disasters and identify your key position on the matter.
In your position paper, please give emphasis on the following:
1. What went wrong that led to the disaster? What are the factors which aggravated the disaster
damage?
2. What could have been done by the government, the community, or by the people to avert such
disaster or to reduce the risk involved?
3. What should be done to avoid another disaster of the same nature to happen?
You can submit your position paper to your teacher. Your paper will be assessed base on the following rubric.

Category 4 3 2 1
Stays on Topic Stay on topic all Stay on topic all Stay on topic all It was hard to tell
(100%) of the time (99%- 90%) of the (89- what the topic
time 75%) of the time was.
Accuracy of facts All supportive facts Almost all Most supportive No facts are
(content) are reported supportive facts are facts are reported reported most are
accurately. reported accurately accurately. inaccurately
reported
Sequencing of In formation is Most information is Some information There is no clear
Information organized in a clear, organized in a clear, is plan for the
logical way. It is logical way. organized logically organization of
easy sequenced. An item information.
to anticipate the of information
type seems
of material that out of place.
might
be next.
Cooperation Group delegates Group delegates Group delegates Group of ten is not
(If Group) tasks tasks and shares tasks and shares effective in
and shares responsibility responsibility delegating tasks
responsibility effectively most of effectively some of and/ or sharing
effectively all of the the time. the time. responsibility.
time.
Rubrics for Essay Questions:
10 points Above 8 points Meets 6 Points 4 points Below
Standards Standards Approaching Standards Standards

All supportive facts are Almost supportive facts Most supportive facts are Most supportive facts
reported accurately. All of are reported accurately. reported accurately. At were inaccurately
the evidence and Most of the evidence and least one of the evidence reported. Evidence and
examples are specific examples are specific and examples are specific examples are NOT
relevant. relevant. relevant. relevant AND/ OR are not
explained.

End of Enrichment
How did you find the task? How did the task help you see the real happened or situation from the
topic?
At last, you are done. Congratulations! Prepare yourself on your next journey. You have completed this
lesson.Before you go to the next lesson, you have to answer the following post- assessment questions.

VALUES
INTEGRATION
 In this lesson the students enlightened their mind about the Basic concept of disaster and disaster
risk. Job well done! Congratulations for achieving such values from the activity. You were able to show
commitment by doing it in a step by step process.

EVALUATION

Answer the following questions. Choose the letter that you think best answers the question.
Please answer all items. Write your answers in your activity/ assessment notebook
1. Causes a multidimensional impact affecting not only the socioeconomic and political life but also the
mental and cultural state of the affected area.
a. Typhoon b. Hazard c. Disaster d. Disaster Risk
2. It is the chance or likelihood of suffering harm and loss as a result of a hazardous event.
a. Disaster b. Disaster Risk c. Vulnerability d. Natural Hazards
3. The anticipated or potential consequences of a specific hazard interacting with a specific
community at a specific time.
a. Disaster Risk b. Disaster c. Vulnerability d. Risk
4. The ________________ is regarded as an important tool as it provides an illustration of the impact
of hazards.
a. Visual Risk Map b. Risk Visual Map c. Risk Probability d. Risk
5. _______________defines capacity development as “the process through which individuals,
organizations, and societies obtain, strengthen, and maintain the capabilities to set and achieve
their own development objectives overtime.”
a. DRR b. CBDRM c. UNDP d. None of the above
6. ________________ is a situation or an occurrence with capacity to bring damages to lives,
properties, and environment.
a. Earthquake b. Disaster c. Hazard d. Typhoon
7. Phenomena that pose threats or cause negative impacts to people and property.
a. Human made Hazards c. Natural Hazards
b. Combination/ Socionatural hazards d. None of the above.
8. The Philippine’s location the typhoon belt in the Pacific and in the _____________ are two of the
main reasons why the Philippines is a high disaster risk area.
a. Fire of Pacific Ring b. Fire of Forest c. Ring Fire d. Pacific Ring of Fire
9. The concept that comes from many aspects, specifically, those that arise from various social,
economic, physical, and environmental factors.
a. Vulnerability c. Social/ Organizational Vulnerability
b. Disaster Risk d. Attitudinal/Motivational
Vulnerability
10. The ________________ defines vulnerability as a set of prevailing or consequential
conditions, which adversely affect the community ability to prevent, mitigate, prepare for and
respond to hazardous events.
a. DRRR
c. ADPC
b. UNDP
d. CBDR
LESSON 2: Exposures and Vulnerability
Budget Time
Objectives per Week
Explain the meaning of vulnerability Week 3
Explain why certain sectors society are more vulnerable to disaster than other’s Week 3
 Recognize vulnerabilities of different elements exposed to specific hazards Week 4
Differentiate among hazards, exposure, and vulnerabilities and explain the Week 4
relationship of the three to disaster risk.

Introduction
The concept of Vulnerability comes from many aspects, specifically, those that arise from various
social, economic, physical and environmental factors. Exposure and Vulnerability are the main components
of disaster risk that has impeded the economic growth of the Asia- Pacific Region, and causes a direct toll on
a country’s economy. As the rapid rate of urbanization continues, some people are forced to build their
homes or business in hazardous areas, often without planning involved. Even with the current steady rise in
Asian economy, a disaster often pulls its down because of the number of people and communities exposed to
natural hazards. Oftentimes, the recovery takes a long while, which them affects the economy. Exposure is
viewed as the total value of elements at risk. It is expressed as the number of human lives and value of the
properties that can potentially be affected.
World nations are now accepting the reality that in order to have sustainable development, they have
to come up with solid plans minimizes disaster risk. Some nations have already built and improved the
resilience of their communities through various programs and project aimed at lessening vulnerability.
However, at the moment, specific concerns for women and children, people with disabilities, and elderlies
should be addressed. When there is a considerable investment made to reduce the vulnerability of the people
and the communities resilience would quickly translate to a sustained economic growth.

PRE-ASSESSMENT
Let’s find out how much you already know about this module. According to Anderson and
Woodrow (1990) there are three areas of vulnerability. The Physical /Material Vulnerability, Social/
Organizational Vulnerability and Attitudinal/ Motivational Vulnerability. Choose from these three (3)
areas of the best answers. Answer all the items.
Note: Write your answers in your activity/ assessment notebook.

_______________1. Location and type of housing/ building materials.

_______________2. Human capital: population, mortality, diseases, nutritional status, literacy,
numeracy, poverty levels.
_______________3. Attitude toward change.
_______________4. Land, water, animals, capital, other means of production (access and control)
_______________5. Decision making structures (who is left out, who is in, effectiveness)
_______________6. Community organizations: formal, informal, traditional, governmental,
progressive.
_______________7. Fatalism, hopelessness, despondency, discouragement.
_______________8. Relationship to government, administrative structures.
_______________9. Divisions and conflicts: ethnic, class, caste, religion, ideology, political groups,
language groups, and structures for mediating.
______________10. Sense of ability to affect their world, environment, get things done.

MOTIVATION

In the previous lesson, the term hazard has been mentioned casually alongside exposure and
vulnerability, the other components of the risk equation. In preparation for the next unit which deals
mainly with the detailed aspects of natural hazards.
ACTIVITY 1:
Objectives: Describe how vulnerability affects risk.
Distinguish vulnerability from hazard, exposure, disaster and disaster risk;

Procedure: Wired:
a. You are going to watch a Video clip entitled “EXPOSURE and VULNERABILITY”
https://www.youtube.com/watch?v=UtY4bv9MsT4
Watch intently and take note of the important details about the exposure and vulnerability.

Unwired:
b. Using your module Appendix E, read and understand the lesson about Disaster, then after reading
answer the Process Question below.
1. What are the conditions that make you vulnerable?
2. Does vulnerability contributes to the adverse impacts of hazards to the community? If yes,
3. Why do you think so?

ACTIVITY 2: PICTURE ANALYSIS

Objective: It aims to deepen the student’s basic understanding of Exposure and Vulnerabilities through
activities.

Procedure: Study and analyze the picture, and then answer the process questions below.

Process Questions:
Note: Write your answers in your Activity/ Assessment notebook.
1. What does the picture portray?
2. What categories of vulnerability are present in the picture/ situation?
End of Motivation:
You just tried finding out what is exposure and vulnerability. What you learn in the next sections will
also enable you to understand why certain sectors of society are more vulnerable to disaster than others and
recognize vulnerabilities of the different elements exposed to specific hazards. Let’s start gathering information
by proceeding to the next part.

INSTRUCTION

Let’s continue this module by gathering your thoughts about the Exposure and Vulnerability. Your goal
in this section is to understand the certain sectors of society and the various elements exposed to specific
hazard. Lack of awareness about the range of consequences of a hazard event is the big reason why many take
natural hazards for granted. People are not the only ones who can be affected by hazards.

Elements at Risk and Exposure

Elements at risk are the people, properties, economic activities, and private and public services
potentially threatened by a harmful event.
 Risk assessment involves the identification and mapping of the elements at risk and the assessment of
vulnerability. In order to reduce risk, most of the focus is on reducing vulnerability. Do you know the reason
why this is so? Understanding the elements at risk exposed to each type of hazard is the step in reducing
vulnerability.
As the risk model (Risk= Hazard x Exposure x Vulnerability) shows, risk is also a function of hazard.
Hazard refers to the probability of occurrence at a given magnitude. Exposed element can refer to the number of
people or people or structures within the exposed area. Figures for these two types of elements at risk are the
most reliable and least subjective. The combination of both hazard and exposed population provides the
physical exposure.
PhExp = Hazard x Exposure
where:
PhhExp = physical exposure for the affected area
Hazard = probability of occurrence of an event at a given magnitude.
Exposure = total population living in the affected area for each event.
(Model and variable definitions after Peduzzi et al., 2019)
Summing Tropical Tropical Cyclones Population Physical
Cyclones Frequencies X Distribution = Exposure

Example of Physical Exposure (Tropical Cyclones) Map. The physical exposure map was derived from a frequency map and a
population distribution map. For site or locality, the average frequency is multiplied by the population to obtain a value for physical
exposure. Source: P. Peduzzi et al., 2009 (Assessing global exposure and vulnerability toward natural hazards, Nat. Hazards Earth
Syst. Sci 9., 1149-1159, 2009; www. Nat-hazards-earth–syst-sci.net/9/1149/2009/)
Social, Environmental, and Economic Dimensions of Exposure and Vulnerability
When a disaster strikes, casualties (deaths, missing persons, and injured people) and property losses and
damages are the first to be reported tri- media. Long after a disaster, the effects to the other elements assume
greater attention. These are the consequences that cannot be measured or quantified as easily as property losses
or damages.

SOCIAL

ENVIRONMENT

ECONOMIC

Social- The social dimension of exposure and vulnerability covers a wide range of concerns (including
migration, social groups, health and well-being, education, culture, institutions, and governance aspects)
but demography is the most important aspect.
Economic- among the economic effects of a hazard event include business interruptions due to
accessibility problems, loss of jobs and access to work, and loss of government income due to inability
of business and people to pay taxes at a time when more funds are needed for relief and rehabilitation.
Environmental- the physical aspects of exposure and vulnerability refer to location and built structures.
 Using your textbook read and understand pages 17- 19 Phoenix Publishing House The Padayon
Series Building Resilient Communities Disaster Readiness and Risk Reduction to widen you knowledge about
the concept of Vulnerability and categories of vulnerabilities.
Here is a detailed list of the physical elements exposed to various hazards:
1. Essential Facilities  Places of worship (e.g., churches or
 Educational facilities mosques)
 Medical and healthcare facilities (e.g.  Banks and financial centers
hospitals and clinics)  Markets and shopping centers
 Emergency response facilities (e.g., fire  cemeteries
station, police station, and shelters) 2. Industrial and high potential loss facilities
 Government offices containing hazardous materials
 Recreational or tourist facilities (e.g.,  Dams and ponds
hotels, resort, parks, public gardens,
camping grounds, sporting areas, etc.)
4. Utility Lifelines
 Fuel reservoirs, pipelines, and pumps
 Potable water facilities, waste water facilities,
 Power (electric) generating plants and lines
pipeline, and distribution lines
 Food processing facilities
 Oil and natural gas systems facilities, pipelines,
3. Transportation Lifelines and distribution lines.
 Highways, bridges, railway tracks, and tunnels
 Electric power facilities and distribution line.
 Bus facilities
 Communication facilities (stations) and
 Port and harbour facilities distribution lines (cables and networks)
 Airport facilities and runways

ACTIVITY 3:
5.
6.
Objectives: It aims to deepen and understand the student’s on Social, Environmental, and
Economic Dimensions of Exposure and Vulnerability
Procedure:
1. Choose three elements from each of the four physical elements type listed above. Take note of the
location of the items you have chosen in your community. Which of these can be affected in case of :
a. A large magnitude earthquake
b. Flooding due to river or sea water
2. Analyze the possible consequences of these hazard events to the physical elements you chose. Example
of consequences are:
 Total or partial building collapse
 Structural damage
 Loss of electric power
  Communication lines down
 Ruptured gas pipes
 Water lines damage
 Explosion
3. Analyze the potential human impact (possible death or injury) for each consequence you have listed.

Activity 4: VIDEO VIEWING

Objective: Determine your level of appreciation on Social, Environmental, and Economic Dimensions
of Exposure and Vulnerability.
Wired:
For those who have Internet connection, follow the link: https://www.youtube.com/watch?
v=kCd6zTwLzwo in order to have an idea of what is exposure and vulnerability all about.
Unwired:
For those students who don’t have an internet connectivity: Read Appendix F of this module to
widen your knowledge about categories of vulnerabilities then after your reading answer the Process
Questions below.

Process Questions:
Note: Write your answers on your Activity/ Assessment notebook.
a. What are your thoughts about the exposure and vulnerabilities?
b. What can be considered as a form of vulnerability?

Be sure take note of the important terms that you will encounter.
What are the terms you gathered? Do the terms sound familiar? What can help you more easily remember
these terms? Look back at your notes and try to cluster related concepts.

Good Job. In this section the discussion was all about the Exposure and Vulnerabilities and Various
elements that may be exposed to hazards: Environmental, social, and Economic. As you go along with the
lesson, take note of the important details and be guided with the statement.

PRACTICE

ACTIVITY 5: Enhancing Critical Thinking Skills

Procedure: Study items listed below. Which category of vulnerability does each statement relate to based on
the description of Anderson and Woodrow:
 Poor people
 Poor location and substandard of housing/ building materials
 (no access and control) land, water, animals, capital, other means of production
 Discouragement

 Infrastructure and services: roads, healthfacilities, schools, electricity, communications, transport,

housing etc.
 Human capital: population, mortality, diseases, nutritional status, literacy, numeracy, poverty levels
 Marginalized in terms of social, economic, and political terms
 Environment factors: forestation, soil quality, and erosion
 Dependent
 Weak in social and organizational areas
 Divisions among community members and leaders
 Family structures (weak/ strong)
 Negative attitude toward change
 Leadership qualities and structure
 Legislation
 Administrative structures and institutional arrangements
 Decision – making structures (who is left out, who is in, effectiveness)
 People who have low confidence
 Low participation levels
 Divisions and conflicts: ethnic, class, caste, religion, ideology, political groups, language groups, and
structures for mediating conflicts
 Low level initiative
 Degree of justice, equality, access to political process
 Community organizations: formal, informal traditional, governmental, progressive.
 No sense of ability to affect their world
 Relationship to government, administrative structures
 Low faith and self- determination
 Isolation or connectedness
 Fatalism
Note: Use this sample matrix/ template and write your answers in your Activity/ Assessment notebook.
SOCIAL DIMENSIONS OF EXPOSURE ENVIRONMENTAL DIMENSIONS OF ECONOMIC DIMENSIONS OF
AND VULNERABILITIES EXPOSURE AND VULNERABILITIES EXPOSURE AND VULNERABILITIES

END OF PRACTICE

Hurray! Good job student. In this section, what new realizations do you have about the topic?
What new connections have you made for yourself?
What helped you make these connections?

It is obvious that your practice was truly amazing. Indeed, continue you’re doing and learning.
Now that you have a deeper understanding of the topic, you are ready to do the tasks in the next section.

ACTIVITY 6:

Part A: Hazards Around Me

Objective: Conduct a hazard assessment of your purok or barangay
Materials:
Camera
Bond paper
 Procedures:
Your Task is to conduct a hazard- hunting activity in your purok or barangay. Documents the said
activity by taking pictures of the hazards that were spotted. Offer suggestions as to how the hazards can
be managed. Submit the pictures and suggestions to your teacher.

Part B: Hazard Mapping

Objective: Create hazard maps of your purok or barangay
Materials:
Computer/ Mobile Phone with internet access
Printer
Procedures:
Make a hazards map of your own purok or barangay. Base it on your observations and accounts
from elder in your area. Using this information, create an info graphic containing suggestions as to how
you can prepare for hazards specific to your purok or barangay. Let your teacher attest to the correctness
of the infographic and then share it on social media. Monitor the number of likes or shares that it gets and
report it to your teacher. Attach the screenshot of your post on your page.
Rubrics for Essay Questions:
10 points Above 8 points Meets 6 Points 4 points Below
Standards Standards Approaching Standards Standards
All supportive facts are Almost supportive facts Most supportive facts are Most supportive facts
reported accurately. All of are reported accurately. reported accurately. At were inaccurately
the evidence and Most of the evidence and least one of the evidence reported. Evidence and
examples are specific examples are specific and examples are specific examples are NOT
relevant AND/ OR are
relevant. relevant. relevant. not
explained.

END OF
ENRICHMENT

How did you find the task? How did the task help you see the real happened or situation from the
topic?
At last, you are done. Congratulations! Prepare yourself on your next journey. You have completed this
lesson.
Before you go to the next lesson, you have to answer the following post- assessment questions.

VALUES
INTEGRATION

In this lesson the students enlightened their mind about the Basic Exposure and Vulnerability, the
categories of vulnerabilities, the various elements that may be exposed to hazards: environmental, Social,
and Economic. Job well done! Congratulations for achieving such values from the activity. You were able
to show commitment by doing it in a step by step process.
EVALUATION

Answer the following questions. Choose the letter that you think best answers the question.
Please answer all items. Write your answers in your activity/ assessment notebook.
 1. The physical aspects of exposure and vulnerability refer to location and built structures.
a. Social b. Economic c. Physical d. Environmental
2. The _____________ dimension of exposure and vulnerability covers a wide range of concerns but
demography is the most important aspect.
a. Physical b. Environmental c. Social d. Economic
3. The ______________ comes from many aspects, specifically, those that arise from various social,
economic, physical, and environmental factors.
a. Concept of Disaster b. Concept of Vulnerability c. Concept of Capacity d. Exposure and Vulnerability
4. ______________ Vulnerability is the susceptibility of individuals, communities, businesses, and
governments to absorb or cushion the effects of a hazard event.
a. Environmental b. Vulnerability c. Social d. Economic
5. These factors make them more vulnerable to disasters meaning they have difficulty surviving and
recovering from a calamity than people who are better off economically.
a. Social/Organizational Vulnerability c. Physical/ Material Vulnerability
b. Attitudinal/ Motivational Vulnerability d. None of the above
6. The third area of vulnerability that people who have low confidence in their ability to affect change or
who have “lost heart” and feel defeated by events they cannot control.
a. Social/Organizational Vulnerability c. Physical/ Material Vulnerability
b. Attitudinal/ Motivational Vulnerability d. None of the above
7. The ____________ defines vulnerability as “the degree of loss to a given element at risk at a certain
severity level”.
a. DRR c. ADPC
b. CBDR d. UNDP
8. It is a certain population groups may be more vulnerable than others.
a. Economic c. Social
b. Environmental d. Environmental
9. A part and parcel of the disaster equation and the main determinants of disasters.
a. Exposure c. Exposure and Vulnerability
b. Vulnerabilities d. None of the above
10. The ____________defines vulnerability as “a set of prevailing or consequential conditions which
adversely affect the community’s ability to prevent, mitigate, prepare for and respond to hazardous
events.
a. UNDP c. CBDR
b. DRR d. ADPC

LESSON 3 Basic concept of Hazard

Objectives Budget Time per Week
Define and cite examples of the types of Hazard Week 5
Explain the impact of various hazards on people and the environment Week 5

INTRODUCTION
Hazards are the potentials for damage to man and his environment that may result from the
occurrence of natural events such as volcanic eruptions, earthquakes, floods, and storm surges. An event
per se does not constitute a hazard. It is only when man and his environment are threatened that these
events can be considered hazards. Without a threat to a population, the eruption of an isolated volcano
 remains an event but when volcanic activity occur close to or right at the center of a populated of a
populated area, a mere event becomes a hazard. The probabilities of occurrence of hazard events may be
estimated.

PRE-ASSESSMENT
Let’s find out how much you already know about this module. Choose the letter that you think
best answer the questions. Please answer all items.
Note: Write your answer in your activity/ assessment notebook.
1. A type of hazard that poses threats or cause negative impacts to people and property.
a. Human- made hazardsb. Hazards c. Natural Hazard d. Combination/ Socionatural Hazard
2. Types of hazard that are due to deforestation in this event are combinations or interplay of both
natural human- made factors.
a. Natural Hazard b. Combination/ Socionatural Hazard c. Human- made hazards d. Hazards
3. A situation or occurrence with capacity to bring damage to man, lives properties, and the
environment.
a. Natural Hazard b. Hazards c. Human- made hazards d. Combination/ Socionatural Hazard
4. A type of hazard that‟s include civil conflict, displacements due to development
projects, environmental degradation, industrial technological hazards and etc…
a. Human- made hazardsb. Hazards c. Natural Hazard d. Combination/ Socionatural Hazard
5. The process of identifying the spatial variation of hazard events or physical conditions.
a. Concept map b. World map c. Hazard map d. Disaster map
6. A method to assess natural hazards that approach mathematical functions or equations relating
the hazard variables used are formulated or adopted to quantify the hazard.
a. Probabilistic approach b. Deterministic approach c. Qualitative approach d. Quantitative
approach
7. A method or an approach that instead of representing with numbers, this method uses expert
opinion in ranking in relative terms the intensity or probability of occurrence of a hazard event.
a. Qualitative approach b. Quantitative approach c. Probabilistic approach d. Deterministic
approach
8. This is a more subjective approach of estimating probability.
a. Deterministic approach b. Qualitative approach c. Quantitative approach d. Probabilistic
approach
9. It provides an objective estimate of the probability of each hazard affecting an area or
region by considering past record of events.
a. Qualitative approach b. Deterministic approach c. Probabilistic approach d. Quantitative
approach
10. Once the onset of the hazard event is known, the _________ also becomes a concern as the chance
of experiencing severe damage will depend on how long hazards affects an area.
a. Return period b. Duration c. Speed onset d. Magnitude and intensity

MOTIVATION

Activity 1:
Objective: It aims to stir the consciousness of the students on Basic concept of Hazard and the various types
of hazards with a specific area for one’s preparedness and determine their understanding on the subject
matter.
Procedure:
Wired:
a. You are going to watch a film entitled, “The Super Comet: The Impact (1/2) | Full Documentary”
Follow this link: https://www.youtube.com/watch?v=V86G03930Nc
Watch intently and take note of the events that strike you
Unwired:
c. Using Appendix G of this module, read and understand about Disaster and answer the Process
Question below.
Process Questions:
Note: Write your answers in your Activity/ Assessment notebook.
1. What are your thoughts about the hazard?
2. What are natural hazards? Give some examples.
3. What are human- made hazards? Give an example and explain why it was classified as
human- made?
4. What type of hazards can’t be prevented but can be anticipated?

ACTIVITY 2: Shaking Table Demonstration

Materials: Bottle,
Big Mug,
Plastic drinking Glass
Table
Procedure: This activity seeks to stimulate a hazard occurrence. Place a big mug, a plastic drinking glass,
and an empty glass bottle on the table with the big mug at the center, the drinking glass at the edge of the
table, and the bottle anywhere on the table. With force, shake the table and observe what happens to the
mug, the glass, and the bottle. Then after reading answer the Process Question below.

Process Questions:
Note: Write your answers on your Activity/ Assessment notebook.
1. Which object was affected the most by the shaking?
2. Why do you think it was affected the most

INSTRUCTION
Let’s continue this module by gathering your thoughts about the Basic Concept of Hazard. Your goal
in this section is to demonstrate and understand the concept of hazard, types of hazards, and the impacts of
various hazards and relate various types of hazard with specific area for ones’ preparedness.

Lesson 3.1 Concept of Hazard

A situation or an occurrence with capacity to bring damages to lives, properties, and the
environment. Taking the form of natural or man –made or the combination of the two, a hazard 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.
Lesson 3.2 Types of Hazards
NATURAL HAZARD HUMAN- MADE HAZARD COMBINATION OR SOCIONATURAL HAZARD

Natural Hazard
Natural process or phenomenon 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.

Technological Hazards

A hazard originating from technological or industrial

conditions, including accidents, dangerous procedures,
infrastructure failures or specific human activities, that may
cause loss of life, injury, illness or other health impacts,
property damage, loss of livelihoods and services, social and
economic disruption, or environmental damage.
Biological Hazards
Process or phenomenon of organic origin or conveyed by biological
vectors, including exposure to pathogenic micro-organisms, toxins and
bioactive substances that may cause loss of life, injury, illness or other
health impacts, property damage, loss of livelihoods and services,
social and economic disruption, or environmental damage.
Geological hazard
Geological process or phenomenon 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.

Hydro meteorological hazard

Process or phenomenon of atmospheric, hydrological or
oceanographic nature 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.

Lesson 3.3The Impacts of Various Hazards

ACTIVITY 3 Video Viewing

Objective: Determine your level of appreciation on types of hazard and various impacts of hazards.
Wired:
For those who have Internet connection, follow the link:
https://www.youtube.com/watch?v=JEBM9H8AFmo
https://www.youtube.com/watch?v=n73qtEojP_Y in order to widen and to have an idea of what are the
types and various impacts of hazards all about.
Unwired:
For those students who don’t have an internet connectivity: Read Appendix G to widen your
knowledge about the types of hazards. Then after your reading answer the Reflection Questions
below.

Reflection Questions:
Note: Write your answers on your Activity/ Assessment notebook.
1. From the three (3) types of hazards, what type of hazards can be prevented and can
be anticipated and why?
 Be sure take note of the important terms that you will encounter.
What are the terms you gathered? Do the terms sound familiar? What can help you more easily remember these
terms? Look back at your notes and try to cluster related concepts.

Good Job. In this section the discussion was all about the concept of hazard, types of hazards and the
various impacts of hazards. As you go along with the lesson, take note of the important details and be guided
with the statement.

PRACTICE

ACTIVITY 4: Developing Critical Thinking Skills

PART A. Classify hazards according to their types.

Note: Write your answers on your Activity/ Assessment notebook.
Storm Surge, industrial technological hazards, oil spill, famine, tsunami, earthquake, gaseous chemical
contamination, lahar flows, drought, fire, nuclear, civil conflict/armed conflict, drought, flooding, chemical
contamination, flash flood, typhoon, volcanic eruption, environmental degradation, red tide, pestilence, red tide.
NATURAL HAZARDS HUMAN- MADE HAZARDS COMBINATION/
SOCIONATURAL HAZARDS

PART B. Essay
1. If a typhoon hits an island without any person, is that a disaster?
2. What differentiates hazard and disaster?
3. If a typhoon hits your community, what happen?
4. What are the damages?
5. Who are the casualties? Why?

End of Practice

Hurray! Good job student. In this section, what new realizations do you have about the topic?
What new connections have you made for yourself?
What helped you make these connections?

It is obvious that your practice was truly amazing. Indeed, continue you‟re doing and learning.
Now that you have a deeper understanding of the topic, you are ready to do the tasks in the next section.

ENRICHMENT

Your task is to choose one example of hazards (i. e., flooding, environmental degradation, etc...)
A. Write an article about the issue.
 B. Explain your standpoint and your analysis if it is preventable or not.
C. Explain why it is preventable and how it can be prevented?
You can submit your output to your teacher. Your paper will be assessed base on the following rubric.

Category 4 3 2 1
Stays on Topic Stay on topic all Stay on topic all Stay on topic all (89- It was hard to tell
(100%) of the time (99%- 90%) of the 75%) of the time what the topic
time was.
Accuracy of facts All supportive facts Almost all Most supportive No facts are
(content) are reported supportive facts are facts are reported reported most are
accurately. reported accurately. accurately. inaccurately
reported
Sequencing of In formation is Most information is Some information is There is no clear
Information organized in a clear, organized in a clear, organized logically plan for the
logical way. It is easy logical way. sequenced. An item organization of
to anticipate the type of information seems information.
of material that might out of place.
be next.

Cooperation Group delegates tasks Group delegates Group delegates Group of ten is not
(If Group) and shares tasks and shares tasks and shares effective in
responsibility responsibility responsibility delegating tasks
effectively all of the effectively most of effectively some of and/ or sharing
time. the time. the time. responsibility.

Rubrics for Essay Questions:

10 points Above 8 points Meets 6 Points 4 points Below

Standards Standards Approaching Standards Standards
All supportive facts are Almost supportive facts Most supportive facts are Most supportive facts
reported accurately. All of are reported accurately. reported accurately. At were inaccurately
the evidence and Most of the evidence and least one of the evidence reported. Evidence and
examples are specific examples are specific and examples are specific examples are NOT
relevant. relevant. relevant. relevant AND/ OR are not
explained.
End of Enrichment
How did you find the task? How did the task help you see the real happened or situation from the topic?
At last, you are done. Congratulations! Prepare yourself on your next journey. You have completed this lesson.
Before you go to the next lesson, you have to answer the following post- assessment questions.

VALUES
INTEGRATION

In this lesson the students enlightened their mind about the concept of hazards, the types of hazards and
the impacts of the various hazards. Job well done! Congratulations for achieving such values from the activity.
You were able to show commitment by doing it in a step by step process.
 EVALUATION

PART A. IDENTIFICATION
Answer the following questions. Identify and analyze the correct answer. Write your answer on the
space provided before the number. Answer all items. Write your answers in your activity/ assessment
notebook.
____________________1. 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.
____________________2. A type of hazard that poses threats or cause negative impacts to people and property.
____________________3. Types of hazard that are due to deforestation in this event are combinations or
interplay of both natural human- made factors.
____________________4. Once the onset of the hazard event is known, the _________ also becomes a concern
as the chance of experiencing severe damage will depend on how long hazards
affects an area.
____________________5. A type of hazard that‟s include civil conflict, displacements due to development
projects, environmental degradation, industrial technological hazards and etc.
____________________6. The process of identifying the spatial variation of hazard events or physical
conditions.
____________________7. A method to assess natural hazards that approach mathematical functions or
equations relating the hazard variables used are formulated or adopted to
quantify the hazard.
____________________8. A method or an approach that instead of representing with numbers, this method
uses expert opinion in ranking in relative terms the intensity or probability
of occurrence of a hazard event.
____________________9. This is a more subjective approach of estimating probability.
____________________10. It provides an objective estimate of the probability of each hazard affecting an area
or region by considering past record of events.
PART B. ESSAY

a. What is Hazard?
b. Are the impacts of each hazard the same?
c. What kinds of hazards affected everyone? What kind of hazards did not?
d. What would you do if you were caught in one of these hazards?
e. Summarize how the impact of certain hazards can differ based on what is exposed to the hazard and
where.

Objectives Budget Time per Week

Identify various potential earthquake hazards; Week 6
Recognize the natural signs of an impending tsunami Week 6
Analyze the effects of the different earthquake hazards; Week 6
Interpret different earthquake hazard maps Week 7
LESSON 4: Earthquake Hazards
 Introduction
An earthquake is unexpected is an „‟ unexpected and rapid shaking of the earth due to the
breakage and shifting of layers underneath the earth and strikes all of the sudden at any time of the day
or night. It is associated with two kinds of shocks, namely, foreshock and aftershocks. Foreshocks are
a series of light shakings that occur before the main earthquake, while aftershocks are tremors
following the main shocks.

PRE- ASSESSMENT
Let’s find out how much you already know about this module. Choose the letter that you think
best answer the questions. Please answer all items.
Note: Write your answer in your activity/ assessment notebook.
1. ______________ it is what we feel when energy built up by the application of stress to the
lithosphere is released by faulting during an earthquake.
a. Tsunami b. Liquefaction c. Ground shaking d. Ground
Rupture
2. An earthquake faults that have reached the surface and no opening or fissuring
happens during movement of the fault.
a. Ground shaking b. Ground Rupture c. Tsunami d. Liquefaction
3. _____________causes some of the most striking ground failures and damages to man-made structures.
a. Liquefaction b. Ground shaking c. Ground Rupture d. Tsunami
4. A ________________ may occur when ocean water is displaced suddenly causing the formation of
waves that reach the shore in large heights.
a. Ground Rupture b. Tsunami c. Earthquake –Induced Landslide d. Ground Shaking
5. ________________detach, transport, and deposit each materials such as solid or loose rocks
and soil and aside from earthquake, it may be triggered by a variety of events and man’s
activities.
a. Tsunami b. Earthquake c. Landslide d. Liquefaction
6. A type of fault that involve mainly upward movement of the hanging wall. In any type of
faulting, opposite blocks simply slide past each other along the fault plane.
a. Strike- slip fault b. Normal fault c. Trust fault d. Ground Rupture
7. A type of fault that involves mainly downward movement of the ground across the fault called the
hanging wall. The hanging wall is the block on the right side of the fault.
a. Ground Rupture b. Trust fault c. Strike- slip fault d. Normal fault
8. Type of fault that involve a dominantly horizontal shifting of the ground.
a. Normal fault b. Strike- slip fault c. Trust fault d. Ground Rupture
9. A type of landslide that occurs suddenly when a massive part of very steep slopes break loose
and rotate forward.
a. Rock falls b. Topples c. Complex slides d. Lateral spreads

10.A type of landslide that involves downslope motion of fine grained clay silt, and fine sand made
mobile by water saturation.
a. Complex slides b. Topples c. Flows d. Rock falls
MOTIVATION
ACTIVITY 1:

Objective: Determine your level of appreciation on earthquake.

Wired: You are going to watch a video entitled,
https://www.youtube.com/watch?v=hWSu4l1RxLg Watch intently and take note of the events
that strike you.
Unwired: Using your module Appendix H, read and understand about earthquake and
answer the Process Question below.

Note: Write your answers in your Activity/ Assessment notebook.

Survival tips before earthquake strikes?

What is an earthquake?

What to do during an earthquake? What to do after an earthquake?

What happened in the activity? What are your insights?

End of motivation
You just tried finding out what is earthquake. What you learn in the next sections will also
enable you to understand the potential hazard of earthquake, effects and sign of tsunami. Let’s
start gathering information by proceeding to the next part.

Lesson 4.1 Ground Shaking

ACTIVITY 2:

Objective: The students will model the nature of motion of the seismic waves to understand the
ways by which the ground shakes during earthquake.
Wired: For those who have Internet connection, follow the link:
http://www.geo.mtu.edu/UPSeis/making.html in order to have an idea of what is ground shaking is
about.
Unwired: For those students who don’t have an internet connectivity: Read Appendix I
about ground shaking then answer the Process Questions below.
Procedure
1. Make sure to wear safety goggles before starting this activity. Stretch the slinky on the floor as far
as it can go without overstretching it to its limit. Make waves by gathering several coils, at one end
and then releasing the coils, while maintaining hold of the ends. Describe the directions of motion
of the waves with respect to the slinky. This kind of waves is called a P (for Primary) or
compressive wave. The waves in the slinky travel horizontally along its length of an its compress
or spread apart. This is similar to the way P-wave travel through the earth, in back and forth
motions.
2. Move the slinky from side to side (or from left to right or right to left). Observe the direction of
wave movement. How does the direction of motion of the waves differ from those in item 1?
Process question: Note: Write your answers in your Activity/ Assessment notebook.

1. This kind of wave is called a secondary or shear (S) wave.

2. What does that shear means?
3. How appropriate is shear wave as a name for this type of wave?

Lesson 4.2 Ground Rapture

Activity 3:
Objective: to observe different types of fault movement on models of the earth’s surface and
sections.
Wired: For those who have Internet connection, follow the link:
http://www.geologypage.com/2017/10/three-main-types-faults.html Then answer the process
questions below.

Unwired: For those students who don’t have an internet connectivity. Read Appendix J and
complete the table below.
Note: Write your answers in your Activity/ Assessment notebook.

Normal Fault Thrust Fault Strike-Slip Fault

Lesson 4.3 Liquefaction

Activity 4:

Objective: to explore the effect of liquefaction when a damaging earthquake strike by building a
simple model and to explore different ways to reduce liquefaction hazards.
Wired:For those who have Internet connection, follow the link:
https://www.youtube.com/watch?v=tW1iUAAMZZU Then answer the process questions below.
Unwired: For those students who don’t have an internet connectivity. Answer this activity.
Materials:
 600 ml beaker or bottle
 Small cup
  Block of metal (or something heavy to stimulate a ,‟building”)
 And (Fine and well sorted or of almost equal sizes) water.

Procedure: fill the beaker or the bottle with 3 parts of sand and 1 part of water. Be sure to pour
the water into the bottle before adding and. It is to ensure the bottom part of the sand is wet but the upper
part is dry. Place the block of metal on the surface the and. Place the beaker or the bottle with contents on
top of a table, the shake the beaker by sliding it back and forth on the surface of the table. Be careful not
to overdo the shaking.

Process Question: Note: Write your answers in your Activity/ Assessment notebook.

1. What do you expect to building once your, ‟earthquake” begins?

2. Why do you think did the block of metal sink into the wet sand?
3. What phenomenon is this? What do the metal block and the shaking of
the beaker with your hands resemble in real life?

Lesson 4.4 Tsunami

Activity 5:
Objective: Determine your level of appreciation on tsunami.

Wired: For those who have Internet connection, follow the link:
https://www.nationalgeographic.com/environment/2007/04/tsunami-facts-saftey-tips/
Then answer the process questions below.
Unwired: Read and understand about earthquake on Appendix K, then answer the Process
Question below.

Note: Write your answers in your Activity/ Assessment notebook.

WHAT? TSUNAMI

WHAT ARE
THE IMPACTS?

NATURAL SIGNS?

Be sure take note of the important terms that you will encounter. What are the terms you gathered?
Do the terms sound familiar? What can help you more easily remember these terms? Look back at your
notes and try to cluster related concepts.
Good Job. In this section the discussion was all about the potential earthquake hazards. As you
go along with the lesson, take note of the important details and be guided with the statement.

Lesson 4.5 Earthquake-Induced Landslide

This building hangs over the head scarp of a
landslide in decomposed bedrock that was
triggered by the 1995 Kobe earthquake. Several
homes were buried and over 30 people killed by
the landslide.
 Activity 6: Picture Analysis
Objective: to explore the effect of liquefaction when a damaging earthquake strike by
building a simple model and to explore different ways to reduce liquefaction hazards.
Wired: For those who have Internet connection, follow the link:
https://research.engineering.ucdavis.edu/gpa/landslides/earthquake-induced-landslides/
Then answer the process questions below.

Unwired: For those students who don’t have an internet connectivity. Answer this
activity.
Process Question: Note: Write your answers in your Activity/ Assessment
notebook.

How the landslide triggered by earthquakes?

How earthquake-induced landslides affect the ground and man-made
structures?

ENRICHMENT
Activity 7: WHAT TO DO WHEN?

Due to the fault line identified in the Philippines, earthquakes may frequently occur.
Regardless of the intensity scale, we must always be prepared in case an earthquake happens.
Oftentimes, earthquake may occur without warning. It is therefore important to be always prepared
and consider the following safety tips:

What to do when there is earthquake?

Note: Write your answers in your Activity/ Assessment notebook.

Before During

After

Rubrics for Essay Questions:

10 points Above 8 points Meets 6 Points 4 points Below
Standards Standards Approaching Standards Standards
All supportive facts are Almost supportive Most supportive facts are Most supportive
reported accurately. All of facts are reported reported accurately. At facts
the evidence and accurately. Most of the least one of the evidence were inaccurately
examples are specific evidence and examples are and examples are specific reported. Evidence and
relevant. specific relevant. relevant. examples are NOT
relevant AND/ OR are
not explained.
 END OF ENRICHMENT
How did you find the performance task? How did the task help you see the real happened or
situation from the topic? At last, you are done. Congratulations! Prepare yourself on your next
journey. You have completed this lesson. Before you go to the next lesson, you have to answer the
following post- assessment question.

VALUES INTEGRATION

In this lesson the learner will become responsible to be aware when earthquake come. Job
well done! Congratulations for achieving such values from the activity. You were able to show
commitment by doing it in a step by step process.

EVALUATION

I. TRUE OR FALSE

INSTRUCTION: Write TRUE if the statement is CORRECT and FALSE if the statement is
WRONG.
Write your answer in the space provided. Note: Write your answers in your Activity/ Assessment notebook.
__________ 1. The first main earthquake hazard is ground shaking.
__________ 2. Secondary earthquake hazards are those that are caused by the primary hazards.
__________ 3. Ground rapture is the mixing of sand or soil and ground water during the shaking of a
moderate or strong earthquake.
__________ 4. Ground Shaking is an offset of the ground surface when fault rupture extends to the earth
surface.
__________ 5. Soil liquefaction is a phenomenon in which the strength and stiffness of a soil reduced by
earthquake shaking or other rapid loading.
__________ 6. Liquefaction occurs on saturated soils, that is, soils in which the pace between individual
particle is completely filled with water.
__________ 7. The lowering of the ground surface which often occurs during earthquakes is called
liquefaction.
__________ 8. Tsunamis are long wavelength oceanic waves generated by the sudden displacement of
seawater by a shallow earthquake.
__________ 9. An earthquake is a natural tsunami warning.
__________ 10. A seiche is the effect of the sloshing of water back and forth.

II. SAFETY TIPS DURING EARTHQUAKE

The following are safety tips during an earthquake. Determine whether the precautions
should be done, before, during or after an earthquake. Write you answer on your Activity/
Assessment Notebook.

__________ 1. Protecting self from falling object.

__________ 2. Fixing furniture at home.
__________ 3. Preparing emergency foods.
__________ 4. Discussing in advance details of emergency with the family.
__________ 5. Opening doors and windows to secure an exit
__________ 6. Moving to an open area.
__________ 7. When driving a vehicle, pulling to the side and stop.
 __________ 8. Helping other casualties of the earthquake.
__________ 9. Checking electrical line for defects.
__________10. Going out when inside a weak building

LESSON 5: Volcanic Hazards

Budget Time per
Objectives Week
Explain various volcano-related hazards Week 7
Recognize signs of an impending volcanic
eruption Week 8
Interpret different volcano hazard maps Week 8

Introduction
Volcano is a rent or rapture in the earths layer over which liquefied rock from under the earth
exterior erupts. According to the Haddow, Bullock and Coppola (2011). eventually volcanoes will
develop “upward and outward” developing mountains, islands or large flat plateaus. Volcanic
“mountains are form through accumulation of materials. Such as lava, ash flows, and plates.
A volcanic material that comes out from the earth referred to as lava. The thinner lava moves quickly
and becomes a large shied. The thicker lava forms steeper volcanic eruptions. If there is strong pressure
from gases and molten rocks, these gases and rocks shoot up through the opening of the volcano and
will cause explosions and violent eruptions.

PRE- ASSESSMENT
Let’s find out how much you already know about this module. Choose the letter that you think
best answer the questions. Please answer all items.
Note: Write your answer in your activity/ assessment notebook.

1. It is a product of the quiet effusion of molten rock or magma from beneath a volcano.
a. Lava explosive b. Lava Flow c. Lava effusion d. Explosive Eruptions
2. The fastest flowing lava because of its relatively low viscosity.
a. Pillow lava b. Rhyolitic lava c. Andesitic lava d. Basaltic lava
3. A pillow- shaped rocks formed by the sudden cooling of lava that is deposited underwater.
a. Andesitic lava b. Rhyolitic lava c. Pillow lava d. Basaltic lava
Types of lava flow have relatively higher viscosity that is why these are a lot slower than andesitic
4. and
basaltic lava.
a. Rhyolitic lava b. Pillow lava c. Sheet lava d. Andesitic lava
5. Type of lava that are typically associated with strato volcanoes and commonly from lava domes.
a. Basaltic lava b. Andesitic lava c. Rhyolitic lava d. Sheet lava
6. Type of lava that are thicker than pahoehoe and have surface textures ranging from ropy to striated.
a. Rhyolitic lava b. Pillow lava c. Sheet lava d. Andesitic lava
7. ___________________ is abundant in the atmosphere and is a natural product of respiration.
a. Oxygen b. Carbon dioxide c. Gasses d. H2O
8. A pale yellow gas that occurs in volcanic gas as hydrogen fluoride (HF)
a. Hydrogen Sulfide b. Hydrochloric Acid c. Fluorine d. Sulfur dioxide
9. Colorless gas with strong odor and it is the gas that smells from lighting a kitchen match.
 d. Hydrogen
a. Fluorine b. Sulfur dioxide c. Hydrochloric acid sulfide
The process wherein wet cement- like mixture of volcanic material and water flows down the slopes
10. of a
volcano.
a. Magma b. Lahar c. Volcanic Eruption d. Lava

MOTIVATION

ACTIVITY 1:
Objective: Determine your level of appreciation on earthquake.
Wired: For those who have Internet connection, follow the link: http://www.volcano-
erasmusplus.eu/wp-content/uploads/2016/01/Lesson-Plan_Volcanoes.pdf Watch intently and take
note of the events that strike you.
Unwired: b. Using your textbook Phoenix Publishing House, The Padayon Series
Building Resilient Communities Disaster Readiness and Risk Reduction read and understand
about volcanic
Hazard on pages 132 to 134, then after reading answer the Process Question below.
Note: Write your answers in your Activity/ Assessment notebook.

Volcano

End of motivation
You just tried finding out what is volcanic eruption What you learn in the next
sections will also enable volcano related hazards, sign of impending volcanic eruption
and
different volcano hazards map. Let’s start gathering information by proceeding to the
next part.

Lesson 5.1 Volcanic Hazards

ACTIVITY 2: Identify me.

Objective: Identify the various volcano-related hazards.

Wired:For those who have Internet connection, follow the link:
http://geology.isu.edu/wapi/EnvGeo/EG6_volcano/volcanoes.htm
 Unwired: Using your textbook Phoenix Publishing House, The Padayon Series Building
Resilient Communities Disaster Readiness and Risk Reduction read and understand
about volcanic hazard on pages 132 to 134, then after reading answer the Process
Question below.
Note: Write your answers in your Activity/ Assessment notebook.

Enumerate and give the definition of

Other volcano related hazards

Lesson 5.2 Volcanic Hazards Map

Reference: https://www.phivolcs.dost.gov.ph/index.php/22-hazard-maps/280-volcano-hazard-maps
Activity 3:
Objective: to learn about the signs of an impending volcanic eruption.
Wired: For those who have Internet connection, follow the link:
https://scientiafantastica.wixsite.com/scientiafantastica/single-post/2017/12/08/Signs-of-
Impending-Volcanic-Eruption Watch intently and take note of the events that strike you.
Unwired: For those students who don’t have an internet connectivity. Answer the question on the table
below.

Note: Write your answers in your Activity/ Assessment notebook.

Signs Why do we need? What to do?
 PRACTICE

Activity 4: WHAT TO DO WHEN?

Philippines have many wonderful volcanoes; volcanic eruption may frequently occur.
Regardless of the intensity scale, we must always be prepared in case volcanic eruption happens.
Oftentimes, volcanic eruptions may occur without warning. It is therefore important to be always
prepared and consider the following safety tips:
What to do when there is volcanic eruption?
Note: Write your answers in your Activity/ Assessment notebook.
Before During

After
After

ENRICHMENT

Activity 5. Preparedness Plan

Develop a Preparedness Plan before, during, and after a disaster for geological hazards.
Use the temple below.
Period/ Preparedness Plan Geological Hazards
Before

During

After

The plan will be assessed based on the following rubric:

Component 3 2 1
Participants Identified all the people The names of other Identifies only the
involved in the project people involved in the involvement of one
project are not identifies sector
Objectives Includes specific, Includes specific, No clear objectives
measurable attainable measureable,
realistic, time-bound attainable,
objectives. realistic but not time-
bound.
Means With step-by-step outline With outline and With method of
and description of what description but lacks unclear action
is to be done some details
Schedule Includes details about the Lack details about the Includes only the start
date and time of the step- date and time and end of the plan of
by-step activities activities
 Location Includes the specific place Insufficient information No information about
following the step-by-step the specific place of
outline of activities action
OVERALL
RATING

Rubrics for Essay Questions:

10 points Above 8 points meets 6 points 4 points below
Standards Standards Approaching Standards
Standards
All supportive facts Almost supportive facts Most supportive facts Most supportive facts
are Are reported are reported accurately. were
Reported accurately. accurately. At least one of the Inaccurately reported.
All Most of the evidence evidence and examples Evidence and examples
Of the evidence and and examples are are specific relevant are NOT relevant AND
examples are specific specific relevant. OR are not explain
relevant.

END
ENDOF
OFENRICHMENT
ENRICHMENT

How did you find the performance task? How did the task help you see the real happened
or situation from the topic? At last, you are done. Congratulations! Prepare yourself on your next
journey. You have completed this lesson. Before you go to the next lesson, you have to answer the
following post- assessment questions.

VALUES INTEGRATION
In this lesson the learner will become responsible to be aware when volcanic eruption happens. Job well
done! Congratulations for achieving such values from the activity. You were able to show commitment by doing it
in a step by step process

EVALUATION

I. Classify the following volcanoes weather they are active, potentially active or inactive.
Write AC for the active volcanoes, PA for potentially active volcanoes and IN for inactive
volcanoes.
Write your answers in your Activity/ Assessment notebook.
______________1. Pinatubo ______________6. Isarog
II.
______________2. Taal ______________7. Hibok-hibok
______________3. Banahaw ______________8. Smith
______________4. Mayon ______________9. Gorra
______________5. Mariveles ______________10. Kanlaon
IDENTIFICATION: Instruction: Analyze each statement carefully and write your answer on the space provided.
_________________ 1. It is simply a vent at the surface of the earth through which lava and other volcanic materials
are ejected from the Earth’s interior.
_________________ 2. It is the largest of the three types, are gently sloping and built almost entirely of low viscosity
basaltic lava flows.
________________ 3. This is the term used for magma that has reached the surface because of a volcanic eruption.
________________ 4. It is the molten material below the Earth's surface.
_______________ 5. These are proof that the Earth is alive, active, and ever-changing
________________ 6. are the most beautiful the deadliest of the volcano types, at least in Holocene time.
________________ 7. This is a typically small. Some are subject to explosive blowouts during dome building processes.
These are parts of the world covered by thousands of square kilometers of thick basalt lava
________________ 8. flows.
________________ 9. These are streams of molten rocks.
________________ 10. These are high speed avalanches of hot ash, rock fragments, and gas which move down the
sides of a volcano during explosive eruptions.
________________ 11. These are mixtures of water, rock, ash, sand, and mud that originate from the slopes of a
volcano.
12. It is heavier than air and tends to collect in depressions, such as valleys, where it can
________________ occur in
concentrations lethal enough to cause suffocation of people and animals.
________________ 13. These are explosive events in which gas and ash are ejected from the side of a volcano and
travel away from the volcano at velocities that sometimes exceed the speed of sound.
_______________ 14. It is a collection of magma inside the earth, below the volcano.
________________ 15. It is created after an eruption blows to the top off the volcano.

APPENDICES
APPENDIX A. DISASTER

A disaster hits any place at any period of any year. It sees no color, knows no culture, and
recognizes no geographical boundaries. It puts lives and properties at risk. The frequency of disaster
occurrences challenges the government in reducing the effects of disasters and in building a more resilient
community. The tasks of the government become even more challenging especially in disaster-prone areas
like the Philippines. However, the task of disaster risk reduction is not the sole responsibility of the
government. The citizens, including students and various sectors must participate in this task.

What is a disaster?
The United Nations International strategy for Disaster Reduction (UNISDR, 2004) defines
disaster as "a serious disruption of the functioning of a community or a society causing widespread
human, material, economic or environmental losses, which exceed the ability of the affected community
or society to cope, using its own resources. Disaster impacts may include loss of lives, injuries, diseases,
and other negative effects on human physical, mental and social well-being, together with damage to
properties destruction of assets, loss of services, social and economic disruption, and environmental
degradation. Similarly, the World Health Organization (WHO, 2002) describes disaster as any occurrence
that causes damage, ecological disruption, loss of human life, deterioration of health and health services,
on a scale sufficient to warrant an extraordinary response from outside the affected community or area."
Disaster causes a multidimensional impact affecting not only the socioeconomic and political life but also
the mental and cultural state of the affected area (Srivastava, 2010). It disrupts the people's normal day-
to-day life such as school life, business activities, and government services. It brings toa condition which
overpowers local capacity (1JMES Quarentelly. 1987)

APPENDIX B. BASIC CONCEPTS IN UNDERSTANDING A DISASTER

Disasters are frequently described as a result of the combination of (1) the exposure to a hazard;
(2) the conditions of vulnerability that are present; and (3) insufficient capacity or measures to reduce or
cope with the potential negative consequences (Department of Education, DRR Manual, 2008). Hence in
understanding disaster, it is necessary to have a good grasp of the concepts of hazard, vulnerability, and
capacity.

APPENDIX C. DISASTER RISK AND ELEMENTS-AT-RISK

How does a risk become a disaster? What are the elements-at-risk?

Disaster Risk
Disaster risk is the chance or likelihood of suffering harm and loss as a result of a hazardous event.
It closely depends upon the exposure of a person or a community to a hazard. For example people living
in the low-lying mountainous areas or people living in quarrying, logging, or mining sites.

Disaster risk is also defined as the probability of harmful consequences or expected losses (death,
injuries, property, livelihoods, economic activity disrupted or environment damaged) resulting from
interactions between natural or human- induced hazard and vulnerable conditions. This can be expressed
as:
Risk=Chance (c) x Loss (l)
The output of risk analysis is usually an estimation of the risk scenarios- the potential disaster
losses, in lives, health status, livelihoods, assets and services, which could occur to a particular
community or a society over some specified future time period.
The definition of disaster risk reflects the concept of disasters as the outcome of continuously
present conditions of risk. Therefore, disaster risk comprises different types of potential losses which are
often difficult to quantify. Nevertheless, with the knowledge of the prevailing hazards and the patterns of
population and socioeconomic development, disaster risks can be assessed and mapped, in broad terms at
least (http://www.unisdr or we/inform/terminology).
Risk may also depend on exposure to the consequences or uncertainty or potential deviations from
what is planned or expected disruption to everyday life following the formula:
Risk =probability (p) x Loss (l)
Disaster risk can be expressed as a function of hazard x vulnerability or a function (hazard,
exposure, vulnerability). How one copes depends on capacity and readiness to respond to an emergency
and crisis.
The equation Disaster Risk = Hazard x Elements of Exposure x Vulnerability emphasizes
particularly the physical aspects of vulnerability.
Risk is the anticipated or potential consequences of a specific hazard interacting with a specific
community at a specific time. Risks are a combination of probability (the likelihood of a hazard
occurring) and of the consequences or outcomes for the community if exposed to the hazard.

Risk results from the interaction of the three functions namely hazard, vulnerability, and exposure.
Beyond expressing a possibility of physical harm, it is crucial to recognize that risks are inherent or can be
created or exist within social systems. It is important to consider the social context in which risks occur
and that people do not necessarily share the same perception of risk and their underlying causes.

Risk also a function of probability while we would all be highly vulnerable when a large meteor
strikes the earth, the probability of its occurrence is so low that the relative risk is also low. This
demonstrates that risk is a Combination of probability (the likelihood of a hazard occurring) and of the
consequences or outcomes for the community and families the hazard.

The World Health Organization or WHO (2007) defines disaster risk as “the probability of
harmful consequences, or expected losses (deaths, injuries, property, livelihood, economic activity
disrupted or environmental damage) resulting from interactions between natural or human-induced hazard
and vulnerabilities." In other words, disaster risk results from the combined effects of the hazards to
which a community is exposed and the vulnerabilities of that community (WHO, 2007). Accordingly,
disaster risk varies dependent on the level of the local preparedness of the community at risk as expressed
by the following notation:
Risk is proportional to Hazard x Vulnerability/Level of Preparedness

On the other hand, communities shall take into account the disaster risk assessment in order to
lessen the adverse impacts of disaster risk. According to UNISDR, disaster risk assessment is a
participatory process to assess
the hazards, vulnerabilities, and capacities of a community. Through hazard assessment, the likelihood of
the occurrence, the severity, and duration of
various hazards is determined.
The Asian Disaster Preparedness Center or ADP (2006) pointed out that in vulnerability
assessment, the elements at risk, the people that are most exposed to hazards and the causes of vulnerable
conditions are identified. Included in the assessment is to look into the physical, geographical, economic,
social, and political factors that make some people vulnerable to dangers of a given hazard. On the other
hand, ADP (2006) said that in capacity assessment, the community's resources and coping strategies are
identified.
Upon completion of the hazard, vulnerability and capacity assessments, it is essential to conduct
risk analysis to facilitate understanding of the communities and local authorities to the potential impacts
of various hazards.

Risk analysis includes the development of risk scenarios based on the information about hazards,
their frequency and intensity and the elements at-risk (ADP 2006). Risk scenarios are demonstrations or
representations of "one single risk or multirisk situation that leads to significant impacts (European
Commission, 2010). Through risk analysis, the kind of impact a hazard will have on various at-risk
elements (people, houses, buildings,roads and others) and the extent of impact (death toll, number of
injuries and extent of damage) will be identified. Part of the risk analysis is to prepare a visual risk map
which will show the result of both hazard and vulnerability analysis. The visual risk map is regarded as an
important tool as it provides an illustration of the impact of hazards. It serves as a risk profile and may be
considered as a communication tool for the reason that it reveals the potential threats and those that entails
immediate attention (Williams and Saporito, n.d.). Knowing the risks and taking actions by identifying,
assessing, and monitoring risks will save lives.

Community as an Element-At-Risk

In order to measure degree of exposure, it is vital to determine the elements present in hazard
zones and identify the vulnerabilities of the elements exposed to a specific hazard. Identification of certain
elements and their vulnerabilities serve as inputs in estimating the quantitative risk connected with the
hazard (unisdr.org/we/inform/terminology).
If a community is not prepared before, during, and after a disaster, members of the community
will become at risk. Disaster preparedness covers activities to enhance ability to predict, respond, and to
cope with the effect of a disaster. It includes precautionary activities by households, communities, and
organizations to react appropriately during and following the event.

ESSENTIAL COMPONEN IN DETERMINING RISK

The Department of Education or DepEd (2008), identified three essential components in determining
risks, which are follows:
  Hazard occurrence probability is the likelihood of experiencing a natural or technical hazard at a
given location or region. Quantifying hazard probability involves assessing not only the
probability of occurrence but the probability of magnitude.
 Elements-at-risk. Identifying and making an inventory of people or school buildings or other
elements which would be affected by the hazard if it occurs, and when required, estimating their
economic value.

 Vulnerability of the elements-at-risk. Effect on school buildings or schoolchildren or other

elements if they experienced some levels of hazard impact. Vulnerability is the relationship
between the severity of hazard impact and the degree of damaged caused.

Each element is affected differently by hazards of different severity.

Loss Management

These are the pre-and post disaster actions designed to keep the losses at the minimum in human,
structural, and economic aspects.
 Predisaster loss management area activities focusing on reducing the community vulnerability to
hazards. Actions include improving the resistance of physical structures such as school buildings,
developing improved safety plans for the occupants, and increasing /diversifying the network of
social support mechanism available to communities in threatened areas.
 Postdisaster loss management focuses on improving the emergency response and broadening the
range of support given to victims that includes facilitation of relief delivery and stimulating a rapid
recovery.

APPENDIX D. EFFECTS OF DESASTERS

The effects of disasters can be categorized into the following:
1. Human/Biological
During and after disasters, high incidence of disease within the community happen. Infectious diseases
are the most common form of epidemic disease because of congested evacuation areas. Infectious spread
rapidly affecting the population/evacuees. Many succumb to unexpected illnesses that also cause deaths.
Human capital accumulation positively effects economic growth in most circumstances. If the
technology embodied in the physical capital of an economy is sophisticated, then investment in human
capital yields more educated, competent workers, and workers who can learn and apply new concepts
quickly are more productive than Workers who cannot. Investment in human capital, however, is not a
sufficient condition for economic growth. A country with insufficient opportunities for workers may not
have the physical capital or types of jobs necessary to justify the investment in human capital. Disasters
affect human capital accumulation in several ways. Initially, disasters substantially reduce human capital
only if there is a substantial loss of life. Between 1970 and 2001 (excluding droughts), only three natural
disasters resulted in the deaths of over 100,000 people and only nineteen (19) natural disasters that
resulted in the deaths of over 10,o00 people (Arulsamy, 2011). The top five disasters in terms of the
number of affected people is shown in the figure below:
In the last decades, reports on the effects of disasters has been increasing. There is a significant effect to
long term indicators as manifested in, the Human Development Index. The figures below show the effect
of disasters to the population in the different countries.

The data clearly show that the Philippines is one of the top three countries that are vulnerable to
disasters in terms of loss of people's lives. It is also important that the in the year 2015, the Philippines
ranked second among 171 countries in terms or risk level to disasters (UNU, 2015). According to Center
for Research or Epidemiology of Disasters (CRED), the country is 52.46% exposed to natural hazards,
which makes it 53.85% vulnerable to the impact of disasters. There is 33.35% susceptibility of likelihood
that the country will suffer great harm, loss, and disruption in an extreme event, or natural hazard. The
Philippines has 48.17% adaptive capacities for long- term strategies in dealing with and attempting to
address the negative impact of natural hazards and climate change. The country lacks 80.03% coping
capacity to minimize the negative consequences of natural hazards and climate change through direct
action and the resources available. On the other hand, disaster aggravates urbanization, as it creates large
concentrations of people and physical capital that is potentially exposed to natural hazards. Rapid
urbanizations because of disasters continue to happen in major cities all over the country.

2.Social Effects of Disasters

Disasters affect people first and foremost. There are those who may have survived from disasters
nonetheless suffer from permanent physical disabilities and psychological disturbances or posttraumatic
stress disorder (PTSD). Some survivors will likely suffer permanent physical disabilities and
psychological conditions, such as PTSD survivors who suffer from psychological conditions and
disabilities win hot be as productive as they were before the disaster, which could affect growth if the
disasters affect enough people. he effects of the disasters on the mental state of the people are important A
depressed and demoralized and traumatized population is less productive than a population who
successfully endured a disaster like the case of typhoon Yolanda survivors. According to the reports of the
local government units in the province of Leyte, majority of their youth and children were engaged in
alcohol and drug abuses as well as teenage pregnancy were rampant after the disaster. This IS a
manifestation of the post-disaster situation in October 2015
data revealed by the Leyte Provincial Disaster Risk Reduction and Management Officer-In-Charge.
Children and young people are emotionally disturbed, thus they experience recurrent nightmares,
regression in developmental achievements, increased dependency on parents and guardians, decreased
appetite, clinging, exaggerated startle response, irritability, and school problems The after-effects of a
disaster can clearly disrupt the lives of the people.

3. Physical/Material- Before the disaster, poor people suffer more from crises than people who are richer
because they have little or no savings, has less income or production options, and limited resources. After
disasters, these people become poorer and vulnerable. Damage to physical and material has a significant
impact on our society. Examples are collapsed buildings, damaged houses, poor evacuation sites, and the
like.

4.Psychological- The psychological responses of the survivors can range from transient mild stress
reactions to the more severe and prolonged consequences of PTSD. These responses are influenced by the
gender, developmental stage, inherent resilience, social support, and the level of exposure of the person to
the trauma. Exposure to traumatic and violent events results in expressions of generalized fear, anxiety,
and depression. During the first few weeks and months after a disaster, survivors are lost and disoriented.
Victims suffer from anxiety, despair, grief, severe sleep disturbances, and nightmares. Anxieties are
manifested in phobias and obsessions about wind, rain, loud sounds, generalized fears, and other
reminders that the disaster could recur. The victim's emotional outburst to feeling of numbness affected
their routine activities like work and recreation. The extreme effects of natural disaster to survivors are
major depression,nervous breakdown and psychological disorders.

5. Economic
The impact of a natural disaster may magnify the inequalities in society. During the aftermath
of a disaster, the poor who suffer from income fluctuations and have limited access to financial services,
may be more prone to reduce consumption. In addition, there are people who are nonpoor but are not
prepared or insured against those risks who may fall into the "poor" category as a consequence of
decapitalization when coping with hazards or disaster impacts. Moreover, vulnerability to natural disaster
is a complex issue as it is determined by the economic structure, the stage of development prevailing
social and economic conditions, coping mechanisms, risk assessment, frequency and intensity of disasters,
etc. impacts on the poor could be losing access to some basic services, reversals in accumulation of
physical and human capital, and perhaps an increase in child labor, prostitution, and criminal activities.
Disaster, extreme poverty and increasing economic inequality contribute to the slow
implementation of the Sustainable Development Goals or SDGs. The economy of the community and the
country in general is affected by the physical damages caused by disasters and the disruptions of the flow
of goods and services. Below describes the direct and indirect costs of disasters.

Direct Costs: Physical damage, including that of productive capital and stocks (industrial plants,
standing crops, inventories), economic infrastructure (roads, electricity supplies etc) and social
infrastructure (homes, schools, hospitals)
Indirect Costs: Disruptions to the flow of goods and services-lower output from damaged or
destroyed assets and infrastructure, and the loss Or earnings as income-generating opportunities are
affected.
Disruption of the basic services, such as telecommunications or water supply can have far reaching
implications. The impacts are severe in low income countries. For example, 1995 typhoons in the
Philippines caused damage of USD 350 million.

6. Environmental Degradation- The effects of climate change manifest not only in the environments
degradation. Global warming also affects energy, agriculture, health, water, and marine resources, The
downstream effects of climate change would make an already bad situation worse. Extreme changes in the
weather and the rise of carbon dioxide in the atmosphere would reduce the harvests of farmers, cause
habitat degradation and species loss, epidemics, and diseases, kill corals, and disrupt carbonate chemistry
making shell and bone formation difficult. Climate change also aggravates environmental hazards. The
harmful effects of climate change and the disasters bear heavily on the most vulnerable or marginalized
segments of the Philippine population, especially the poor farmers and indigenous communities. Large-
scale foreign mining on the other hand results to destruction of the environment, loss of livelihood,
displacement of communities, and cause health complications.

7. Political Impacts of Disasters.

Disaster represents extreme shocks to the political system of the country, increasing the number of
citizen demands while simultaneously reducing a government's response capabilities. The political impact
of disaster is less easy to pin down than the direct economic impacts of disaster. Political impacts of
disasters are often determined by predisaster political context. Communities or countries that are
devastated by disasters often experience significant political transformations soon afterward (e.g.,
appointment of new DRR officer, new policies and systems at the national and local level, etc). Such
changes are more likely to occur in places with an inequitable distribution of wealth and history of
sociopolitical conflict. Disasters encourage the organization of victims/survivors, highlight the
commonalities between them, and encourage them to act in interest of the public good, demand for their
rights as right-bearer and question the actions of the duty-bearers. Such mobilization eventually spills into
the political sphere, increases people's voice in the political system, and often leads to a change in the
political system or increase the political awareness of the general public. In other words, disasters
strengthen civil society, challenge or change the existing governance patterns, and thus contribute to a
process of democratization.
Disasters are emergencies that cannot be handled by those affected without outside assistance.
They are caused by natural or man made events wherein communities experience severe danger. Disaster
incur loss of lives and properties causing disruption to their social structure and to all or some of the
affected communities' essential functions. Disasters are inevitable. The impacts or effects of disasters
are made worse by unsustainable development that has not taken account the possible hazard impacts in a
particular location. They can be less damaging if the community has better understanding of locally-
experienced hazards and implements preventive or mitigating measures against them.

APPENDIX E. THE CONCEPT OF VULNERABILITY

What is Vulnerability?What is the effect of vulnerability to disaster?
The concept of vulnerability comes from many aspects, specifically, those that arise from various
social, economic, physical, and environmental factors. Examples may include poor design and
construction of buildings, inadequate protection of assets and lack of public awareness ,limited official
recognition of risks and preparedness measures, and disregard for wise environmental factors. Example
may include poor design and construction of buildings, in a adequate protection of assets and lack of
public awareness, limited official recognition of risks and preparedness measures, and disregard for wise
environmental management. The Asian Disaster Preparedness Center (2006, p.10) defines vulnerability
as "a set of prevailing or consequential conditions which adversely affect the community's ability to
prevent, mitigate, prepare for and respond for and respond to hazardous events."These long-term faction
affect household or community's ability to absorb losses after disaster and to recover from
damage.Vulnerability is present in the community or Society even before a disaster happens. It precedes
disaster; contribute to its severity, impede disaster response, and may continue to exist long after a disaster
has struck.
Who are the so-called Most Vulnerable Sectors?

 They are the community members whose capacities are low and not sufficient to withstand and
overcome the damaging and adverse effects of disasters.
 They are composed of farmers, urban poor, laborers, indigenous people, persons with disabilities
(PWDs), women, and children.
 In addition, they are the so-called abused sector and at the lowest levels of the society.

Who are the so-called Less Vulnerable Sectors?

 They are the community members whose capacities start from their Own ability to acquire
material resources; skills and trainings; and position in society.
 Their capacities are higher than those in the vulnerable sector to overcome the adverse effects of
disasters.
 They are composed of professionals, small entrepreneurs, and others similar to those who belong
to the higher levels of society.
 Their role in disaster management activities is to extend assistance and support to vulnerable
sectors.
Who are the so-called Not Vulnerable Sectors?

 Sector in the society having high position in the community.

 Most of the time, they are targets of the vulnerable and less vulnerable sectors in advocacy work in
relating disaster issue to the structure and policies Sectors? Most sectors in advocacy work in
relating disaster issue to the structure and policies implemented by the government that are the
root causes of vulnerability of the community.

APPENDIX F . CATEGORIES OF VUNERABILITIES

According to Anderson and Woodrow (1990) there are three areas of vulnerability, referring to
the following:

 Physical/Material Vulnerability For example, poor people Who have few physical and material
resources usually suffer more from disasters than rich people. People who are poor often live on
 marginal lands; they don't have any savings or insurance, they are in poor health. Their physical
and material resources are miserable. These factors make them more vulnerable to disasters
meaning they have difficulty surviving and recovering from a calamity than people who are better
off economically.
 location and type ot housing/building materials
 land, water, animals, capital, other means of production (access and control)
 infrastructure and services: roads, health facilities, schools, electricity, communications,
transport, housing, etc.
 human capital: population, mortality, diseases, nutritional status, literacy, numeracy,
poverty levels
 environment factors: forestation, soil quality, and erosion

 Social/Organizational Vulnerability
People who have been marginalized in social, economic, or political terms are vulnerable
to suffering from disasters whereas groups, which are well-organized and have high commitment
to their members, suffer less during disasters. Weakness in social and organizational areas may
also cause disasters. For example, deep visions can lead to conflict and war. Conflict over
resources due o poverty can also lead to violence. A second area of vulnerability then, is the social
and organizational aspect of a community.
 Family structure (weak/strong)
 Leadership qualities and structure
 Legislation
 Administrative structures and institutional arrangements
 Decision-making structures (who is left out, who is in, effectiveness)
 Participation levels
 Divisions and conflicts: ethnic, class, caste, religion, ideology,
political groups, language groups, and structures for mediating conflicts
 Degree of justice, equality, access to political processes
 Community organizations: formal, informal, traditional, governmental, progressive
 Relationship to government, administrative structures
 Isolation or connectedness

 Attitudinal/Motivational Vulnerability
People who have low confidence in their ability to affect change or who have "lost heart"
and feel defeated by events they cannot control, are harder hit by disasters than those who have a sense of
their ability to bring the changes they desire. Thus, the third area of vulnerability is the attitudinal and
motivational aspect.
 Attitude toward change
 Sense of ability to affect their world, environment, get things done
 Initiative
 Faith, determination, fighting spirit
 Religious beliefs, ideology
 Fatalism, hopelessness, despondency, discouragement
 Dependent/independent (self-reliant)
 Consciousness, awareness
 Cohesiveness, unity, solidarity, cooperation
 Orientation toward past, present, and future
The elements of society are considered at risks when they are exposed to hazards and there is a probability
that they will be badly affected by the impact of those hazards when they happen (Kotze and Geist,2006).

1. Physical: includes facilities and services (houses access roads, bridge, schools, hospitals, etc.)and
community structures.
2. Social:; includes people (their lives and health)and household
3. Economic: includes livelihood and economic activities (jobs, equipment, crops, livestock, etc.)
4. Environmental: includes natural environment

APPENDIX G. BASIC CONCEPTS IN UNDERSTANDING A DISASTER

Disasters are frequently described as a result of the combination of (1) the exposure to a hazard:
(2) the conditions of vulnerability that are present; and (3) insufficient capacity or measures to reduce or
cope with the potential negative consequences (Department of Education, DRR Manual, 2008). Hence in
understanding disaster it is necessary to have a good grasp of the concepts of hazard, vulnerability, and
capacity.

The Concept of Hazard

What is hazard? What are the types and effects of hazard? A hazard is a situation or an occurrence with
capacity to bring damages to lives, properties, and the environment. Taking the form of natural or man-
made or the combination of the two, a hazard is a dangerous phenomenon or a human activity or condition
that may also cause loss of livelihoods and services as well as social and economic disruption. The United
Nations International Strategy for Disaster Reduction or UNISDR (2004) defines hazard as "A potentially
damaging physical event, phenomenon or human activity that may cause the loss of life or injury, property

Types of Hazard

Hazards or threats can be classified into three: natural; human-made, or the combination of both.

1. Natural Hazards
Natural phenomena that pose threats or cause negative impacts to people and property. Examples are the
following: 1yphoon, storm surge, flood/flashflood, earthquake, tsunami, Volcanic eruption, lahar flows,
drought, red tide, pestilence, and fire.

2. Human-made
Human-rmade hazards include civil conflict, displacement due to development projects, environmental
degradation, industrial technological hazards like leakage of toxic waste, oil spill, fish kills, nuclear,
gaseous, chemical contamination, famine, drought, fires, and flood.

3. Combination or Socionatural Hazards

Flooding and drought can fall under this category if these are due to deforestation.
Most events are combinations or interplay of both natural and human-made factors. Typhoons are
natural hazards that can also cause flash floods. At the same time, environmental degradation, like
excessive and illegal logging, aggravates the impact of the typhoon and flash floods. The flash floods in
Ormoc in Southern Leyte in 1991 is one example.
Natural hazards in general can't be prevented but can be anticipated. Human-made hazards can
frequently be prevented and anticipated. In both cases, the worst effects of hazards may be reduced or
mitigated.
APPENDIX H. EARTHQUAKE
An earthquake is an "unexpected and rapid shaking of the earth due to the breakage and shifting of
layers underneath the earth and strikes all of a sudden at any time of day or night (Arulsamy and Jeyadevi,
2011, p.10)." According to Nelson (2015), an earthquake can be tectonic or volcanic. Tectonic earthquake
refers to the movement or shifting of tectonic plates. On the other hand, volcanic
earthquake is triggered by volcanic activity near the surface.

An earthquake is associated with two kinds of shocks, namely, foreshocks and aftershocks. R
Foreshocks are a series of light shakings that before the main earthquake, while aftershocks are tremors
following the main shocks (Retrieve from http//earthguake.usgs.gov/learn/topics/ megaql_
facts_fantasy.php)
An earthquake destroy properties and harms and kills people. The most familiar effects include falling
trees, falling debris, falling electrical posts, and cracking of roads and appearance of sinkholes. The
Philippines is vulnerable to earthquakes because it is located along the Pacific Ring of Fire.

WHAT TO DO WHEN THERE 1S AN EARTHQUAKE?

Before
1. Know if your area or location is above or near a fault line.
2. Know the projected period and intensity of faultline movement.
3. Prepare your survival kit that has the following: Whistle, lighter, flashlight, potable water, ready-to-
eat food, extra clothing, radio transistor, batteries, dust mask, candies, and cellphone.
4. Participate in an earthquake dill.
5. Check for possible sources of hazard which may be affected by the shaking of the ground. Example
of these are hanging heavy objects, falling debris, dams, fire, and steep hill slopes. Stay away
from these.
6. Find and designate an area where you can run to in case of an earthquake such as an open field that is
safe from fire, flood, falling of trees, and collapsing buildings.
7. Inside your house, keep breakable items in the lowermost part of a shelf or cabinet.
8. Store harmful and flammable materials/chemicals in a space where they will not fall, spill, and explode
that may cause another hazard 9. Strap or fix furnitures like cabinets into walls to prevent these from
toppling over or sliding.
10. Be familiar with the evacuation area and plan.
11. Know the emergency hotlines.
12. Create an evacuation plan for the family that is based on your local area's evacuation plan.
13. Stay away from electric posts, falling debris, and bodies of water like streams and rivers because of
the possibility of floods.
14. Know the fire exits in your school, home, and in the establishments you frequent.
15. Identify strong areas or objects in the house or building such as sturdy tables so you can use them
to take refuge.
During
1. Stay calm, alert, and focused.
2. Protect yourself by doing the Drop, Cover, and Hold (Drop to the floor, cover your head, and hold to a
strong object nearest you).
3. Never use an elevator because power failures may cause you to get stranded inside it.
4. Stay safe from falling objects and by going under a desk or table.
5. When you are inside a vehicle, pull over to the side of the road and do not try to cross bridges.
6. Go to an open area or field.
7. Stay away from breakable materials such as glass.
8. Move away from mountains or steep-sloped areas that may be affected by landslides.
After
1. Stay calm, alert, and observe your surroundings.
2. Look for any means of communication and source of public announcement for instructions.
3. If you are inside a house or building, go outside as fast as you can and take the safest way out. The
foundation of the house or building may be weakened by the main shocks and might collapse
anytime. Exit the building in an orderly manner. Don't push one another to prevent further
injuries.
4. Check for injuries and go to the nearest medical assistance booth or aid station.
5. Watch out for any chemical and fire hazard that spilled and occurred in the area.

What are Inside the Earthquake Survival Kit?

 At least 1 liter of water per person
 First-aid kit together with a first-aid manual
 Canned food that are easy to open
 Transistor radio
 Spare batteries and power banks Flashlight
 Candles
 Lighter/Matchbox
 Watch/Clock
 Personal hygiene items such as soap and toilet paper
 Sanitary napkins for women
 Small bells or whistles that you can use for signaling
 Sharp pocket knives
 Ropes and adhesive tapes
 Pen and paper
 Work gloves
 Handy tools like Swiss knife, pliers, and wrench
APPENDIX I. Ground Shaking

Ground shaking is also the primary way an earthquake affects buildings. The rapid acceleration of
the ground beneath the building creates inertial forces in the structure. This can destroyed, people and
animals have trouble standing up or moving around, and objects can be tossed around due to strong
ground shaking in earthquakes. However, you should note that, while many people are killed in
earthquakes, none are cause damage if they become too large or the building is not designed to withstand
them.

Ground shaking is the most familiar effect of earthquakes. It is a result of the passage of seismic
waves through the ground, and ranges from quite gentle in small earthquakes to incredibly violent in
large earthquakes. In the 27 March 1964 Alaskan earthquake, for example, strong ground shaking lasted
for as much as 7 minutes! Buildings can be damaged or dying would be zero or damn near it. It is only
because we persist in building buildings actually killed directly by the shaking -- if you were out in an
open field during a magnitude 9 earthquake, you would be extremely scared

(I know I would), but your chance of, highways, and the like that people are killed; it's our responsibility,
not the earthquake's.
APPENDIX J. What is a fault and what are the different types?

A fault is a fracture or zone of fractures between two blocks of rock. Faults allow the blocks to
move relative to each other. This movement may occur rapidly, in the form of an earthquake - or may
occur slowly, in the form of creep. Faults may range in length from a few millimeters to thousands of
kilometers. Most faults produce repeated displacements over geologic time. During an earthquake, the
rock on one side of the fault suddenly slips with respect to the other. The fault surface can be horizontal or
vertical or some arbitrary angle in between.
Earth scientists use the angle of the fault with respect to the surface (known as the dip) and the direction
of slip along the fault to classify faults. Faults which move along the direction of the dip plane are dip-
slip faults and described as either normal or reverse (thrust), depending on their motion. Faults which
move horizontally are known as strike-slip faults and are classified as either right-lateral or left-
lateral. Faults which show both dip-slip and strike-slip motion are known as oblique-slip faults.
The following definitions are adapted from The Earth by Press and Siever.
normal fault - a dip-slip fault in which the block above the fault has moved downward relative to the
block below. This type of faulting occurs in response to extension and is often observed in the
Western United States Basin and Range Province and along oceanic ridge systems.
thrust fault - a dip-slip fault in which the upper block, above the fault plane, moves up and over the
lower block. This type of faulting is common in areas of compression, such as regions where
one plate is being subducted under another as in Japan. When the dip angle is shallow, a reverse
fault is often described as a thrust fault.
strike-slip fault - a fault on which the two blocks slide past one another. The San Andreas Fault is an
example of a right lateral fault.
A left-lateral strike-slip fault is one on which the displacement of the far block is to the left when
viewed from either side.
A right-lateral strike-slip fault is one on which the displacement of the far block is to the right when
viewed from either side.
APPENDIX K. TSUNAMI
Tsunami is a wave or series of waves that is created by a bulk dislocation of sea or lake water.
According to Haddow, Bullock, and Coppola (2011 p.45), the most common force that triggers this
activity is "undersea earthquakes that cause ocean floor displacement; but large tsunamis are caused by
volcanic eruptions or landslides. Moreover, tsunami waves "travel outward as kinetic energy at very high
speeds in all directions from the area of disturbance and can strike as high as over 100 feet and spread
against land for a mile or more."
Tsunamis are one of the most destructive hazards especially when a community is not prepared for
it. It washes away houses, people, animals, trees, and even sea vessels to the shore. It creates flooding that
will become extremely destructive. "The large waves of a tsunami are preceded by initial lowering of the
water level even beyond the lowest tidal levels. This phenomenon resembles the low tides which may
have led to tsunamis being falsely called "tidal waves." 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 will have to move to higher ground (DepEd 2008). Communities at
risk from tsunamis are those living or staying less than to feet above sea level and within one mile of the
shoreline (Haddow, Bullock and Coppola, 2011, p.45)
WHAT TO Do WHEN THERE IS TSUNAMI?
Before
1. Be aware of the news updates and public announcements regarding tsunami warnings.
2. Listen to credible and reliable sources like news and your community leaders.
3. Prepare your survival kit.
4. Go to a higher ground that is safe from tsunamis.
. Prepare tor an evacuation plan and familiarize yourself with the evacuation plan of your community.
6. Do preemptive evacuation.
7. Stay alert for the warning signals and instructions that the community officials give.
8, you are in school, listen to your teachers' advice and instructions.
During
1. Move away from the sea shore or coastal area if the water abnormally recedes from the shoreline.
Move to a' higher ground and stay there.
3. If you are caught by a tsunami in a high rise building, go to the highest floor and stay there. Don't
use an elevator.
After
1. Stay calm and alert.
2. Tune-in to the local news and radio networks for updates and instructions.
3. Stay away from damaged areas or flooded areas.
4. Stay away from hazards like falling debris, debris in the water, electricity cable lines, and collapsed
buildings and other structures.
5. Never go back to your house or school unless the authorities declared the area safe for reoccupation.

APPENDIX L. VOLCANIC ERUPTION

Volcano is a rent or rupture in the earth's layer over which liquefied rock from under the earth's
exterior erupts. According to Haddow, Bullock and Coppola (2011), eventually, volcanoes will develop
"upward and outward, developing mountains, islands, or large flat plateaus. Volcanic "mountains are
formed through the accumulation of materials. Such as lava, ash flows and plates. (Haddow, Bullock, and
Coppola, 2011, p.47). A volcanic material that comes out from the earth is referred to as lava. The thinner
lava moves quickly and becomes a large shield. The thicker lava
forms steeper volcanic formations. If there is a strong pressure from gases and molten rocks, these gases
and rocks shoot up through the opening of the volcano and will cause explosions and violent eruptions
(Haddow, BulO and Coppola, 2011).

TYPES OF VOLCANIC HAZARDS

Volcanic Gases-These gases are released into the atmosphere from the magma of the volcano
during its eruptions. These gases can also remain below the ground and will rise toward the surface of the
earth. In this case, gases may escape from e soil and volcanic vents into the atmosphere. The gases that are
ejected by the volcanic eruption is harmful to those who are living around the volcano and to the
atmosphere because these gases produces elements that creates acid rains. Examples of these volcanic
gases are hydrogen sulfide, carbon dioxide, hydrogen chloride, and hydrogen fluoride. Volcanic gases can
rise and spread tens of kilometers into the atmosphere while explosive eruptions are happening. Winds
may blow the clouds up to thousands of kilometers from a volcano once the gases are airborne. This will
lead to the spread of the gases from an erupting vent as tiny acid droplets which are chemical compounds
associated to the tephra particles. (http://volcanoes.usgs.gov/hazards/gas/)

Lahar-is the flowing of the hot/cold mixture of water and rock materials
of a volcano going downstream through its river valleys and slopes. While lahar is moving, it looks like a
mass of wet concrete that contains different rock debris from clay up to boulders. This volcano hazard
may vary depending on its size and speed. Large lahars are flowing hundreds of meters wide and tens of
meters in depth. This can flow several tens of meters per second which Is too fast for the people to run out
of the affected area (http://volcanoes. usgs.gov/hazards/lahar/).The speed and size of lahar changes as it
goes downstream. Hock debris erode and additional water can trigger a lahar to grow up to ten times their
initial size. Lahar that flows down to river streams and plain fields can often Cause environmental and
economic damages. It can bury communities, valleys, and block tributary water streams
(http://volcanoes.usgs.gov/hazards/ lahar/).
Ash Fall – are the ashes ejected by a volcanic eruption which consists of very small jagged pieces
of glass and rock. These ashes are hard, mildly corrosive, hard, conducts electricity when wet, and never
dissolve in water. ne ash may sometimes become so dense that the sunlight gets blocked. It
spreads to broad areas by the wind. There is also a smell of survivor that occurs during ash-falls. The rock
and glass particles attributed to this hazard can travel thousands of kilometers as the wind blows that may
result to injuries and damages to communities.
Pyroclastic Flow-is a high-density mixture of dry and hot fragments of rocks and hot gases that
move away from the volcano vent and move in high speed. This pyroclastic flow may result from a
nonexplosive eruption of lava when thick lava flow collapses down a slope. It has two parts: the basal
flow of fragments that is moving along the ground and a turbulent ash cloud that rises above the volcano's
basal flow. This hazard destroys everything in its path. Containing rock fragments that varies in sizes
traveling across the slope and grounds can shatter or bury nearly structures as well as objects out
(http://www.geo.mtu.edu/-gbluth/Teaching/GE4 150/ lecture_pdfs/ L8s pfhazards.pdf).
Before
1. Stay alert and stay tuned-in to the radio and television for hazard updates.
2. Close all the doors and windows. This will prevent or reduce ashes from getting inside your house
when there is an unexpected ash fall.
3. Bring your animals into closed areas/shelters. 4. Know the evacuation plan of your local community
and listen to the authorities for instructions.
5. Keep your survival kit with you or within your reach.

6. Avoid staying at low areas that are prone to rock falls and lava flows.
7. Prepare for possible evacuation.
8. Know the areas that are at risk from volcano hazards.
9. Know your local community emergency early warning signals.
10. Make and keep a list of emergency hotlines like red cross and National Disaster Risk Reduction
Management Council
11. If you are in a high-risk area, do a preemptive evacuation.
During
1. Stay awake and alert.
2. Listen to and follow the instructions given by the authorities in your area.
3. 1f caught by rock fall, protect your head and get away from the affected areas as soon as possible.
4. Cover your nose with a wet cloth to protect it from ashes falling on the area.
5. Wear long sleeved shirts and also pants
6. Wear goggles and eyeglasses to protect your eyes from the ashes.
7. Never attempt to run a vehicle because this can stir-up the volcanic ashes
6. 1f trapped, call for rescue immediately.
After
1. Clear the pathways and canals from ashes and debris
2. Stay tuned-in to news updates
3. Stay away from damaged power lines
4. Check for injured and trapped persons without entering directly into the damaged area. Call for
rescue if there are trapped persons.