Lesson 4

VULNERABILITY (Part 2)
INTENDED LEARNING OUTCOMES
At the end of this module, the students must have:
1. Identified the different hazards using picture analysis.
2. Analyzed the given illustrations regarding dangers and hazards by writing relevant information in the table.
3. Analyzed the given scenario of hazards vulnerability using guide questions.
4. Conducted an ocular inspection in the house and backyard about the possible hazards through supplying
information in the table and guide questions.
5. Created an IEC (information, education and communication) materials about emergency preparedness.
Analysis
Direction: Read the story below and answer the questions that follow.
Nick and Gary who were neighbors are both students of Maligaya National High School. Due to the forecasted
typhoon the night before, some waited for the announcement of classes suspension. Unfortunately, there was no
announcement. Nick decided to go to school bringing his books, notebooks, and laboratory materials. On the other hand,
Gary also decided to go to school bringing not only his books, notebooks, and laboratory materials but also flashlight,
whistle, and some supplies of food and water. Due to bad weather, the school janitor blocked off the entrances and exits
because the grounds were flooded. So, Nick and Gary were stranded in a covered court near the school. Both were
trying to call their family, but the signal’s down.

1. Who do you think is more vulnerable? Nick or Gary? Why do you think so?

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2. In the story presented about Nick and Gary, what were the actions taken by one student that made him less
vulnerable to flood? What were the reasons why the other student became more vulnerable?

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B. Based on the story given in activity, answer the following questions briefly.
1. If you are going to base your definition of vulnerability on the story given, how will you define it?

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2. Based on the story given previously about Nick and Gary, describe what could possibly happen. What have you realized from
their story?

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3. Could it be possible that both students are exposed to the same hazard, but they can have different level of vulnerability?
Explain how.

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4. Based from the story, is vulnerability situation specific or hazard specific? Explain.

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5. Cite your realization/s about the importance of knowing one’s capability, strength, and exposure to hazards.

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C. Direction: Consider your answer in “Learning Activity No. 2”to answer the following questions. Write
your
answers on a separate sheet of paper.
1. If you are going to consider all the hazards that you identified in the activity, do you think your place
can be considered safe or not? If yes explain why. If not, what else could be done to make your place
less vulnerable?

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2. With all the hazards that you have identified, who do you think among your family members will be
most affected? Explain your answer.

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3. As a family, do you think all members have same level of vulnerability in the hazards present in your
house?

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4. Give at least three factors that can affect the vulnerability of your family and your residence.

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Abstraction
Vulnerability is a state of being at risk. According to Republic Act 10121 also known as ‘Philippine
Disaster Risk Reduction and Management Act of 2010’, vulnerability is defined as the characteristics and
circumstances of a community, system or resource that make it susceptible to the damaging effects of a
hazard. With all the identified hazard at home, there is a possibility that some family members might be
susceptible or prone to the accident due to the presence of hazard.
Vulnerability is also situation specific. This means that if a specific province is prone to earthquake, it
does not mean that all localities on that province is vulnerable to it. The vulnerability of different towns or
cities or even provinces differ in the way they prepare for the hazard and the amount and type of resources
they have in order prevent and manage it. To lessen vulnerability means to make the community prepared and
ready for the possible damaging effect of the hazard. This further means that to make the community less
vulnerable, it must be resilient. So, to develop resiliency at home, you should first identify the hazards and be
prepared all the time for the possible outcome and respond immediately.
Moreover, it is also hazard specific. A community that is vulnerable to earthquake hazard does not
necessarily mean that it is also vulnerable to typhoons. Hazards have different traits that can influence the
disasters possible to happen.

APPLICATION
Directions: Created an IEC (Information, Education and Communication) materials about emergency
preparedness.
See sample below:
EVALUATION
Directions: Take 3 pictures of vulnerable situation that could be found in your home or in your barangay by filling up
the given table format below. Paste your picture on the appropriate column. Explain vulnerability in your
own words.

What Hazards Could Give Your Suggestion to

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