GRADE LEVEL QUARTER/DOMAIN WEEK & DAY NO.

LC CODE
Grade 12 3rd Quarter Disaster Week 4 to 8
DRR11/12-
Readiness and Risk Thursday 1PM-3PM
Id-12-13
Reduction Ie-16-18
Ig-19-20
Ih-i-22,24,25
Name: ______________________ Grade and Section: _________________
LEARNING ACTIVITY SHEET 4

TOPIC: Hazards: Earthquakes and volcanic eruption related hazards Learning

Competency:
a. Recognize vulnerabilities of different elements exposed to specific hazards
b. Differentiate among hazards, exposure, and vulnerabilities and explain the relationship of the three to disaster risk c.
Define and cite examples of the types of hazards
d. Explain the impact of various hazards on people and the environment
a. Identify various potential earthquake hazards
i. Recognize the natural signs of an impending tsunami;
ii. Analyze the effects of the different earthquake hazards
iii. Interpret different earthquake hazard maps;
b. Explain various volcano-related hazards
i. Recognize signs of an impending volcanic eruption ii. Interpret different volcano hazard maps;

I. Week 4-5 Hazards

LESSON OVERVIEW:

Module 8. Effects of Hazard, Exposure and Vulnerability to Disaster Risks.

Hazard is a harmful condition, substance, human behavior or condition that can cause loss of life, injury or other health
effects, harm to property, loss of livelihood and services, social and economic disruption or damage to the environment. Any
risk which is imminent is threat.
Exposure is the presence of elements at risk or chance of being harmed from a natural or man-made hazard event. Elements
include the individuals, households or communities, properties, buildings and structures, agricultural commodities, livelihoods,
and public facilities, infrastructures and environmental assets present in an area that are subject to potential damage or even
losses.
Vulnerability means the characteristics and circumstances of a community, system, or asset, that make it susceptible to the
damaging effects of a hazard and inability of a community to prevent, mitigate, prepare for and respond to hazardous events.
Risk implies the probability of possible adverse effects. This results from the interaction of social and environmental systems,
from the combination of physical danger, and exposed item vulnerabilities.
Disaster is a serious disruption to the functioning of a community or society which causes widespread human, material,
economic or environmental losses that exceed the capacity of the community or society concerned to cope with the use of
their own resources.
Exposure and vulnerability, on the other hand, are distinct. A certain community can be exposed but it does not mean that it is
vulnerable. Buildings and structures in Japan are exposed to earthquake, but they are not vulnerable since their architectural and engineering
designs are earthquake proof or resistant. However, to become vulnerable, it must be exposed to hazard first.
Exposure to hazard can make a community vulnerable. But not all communities that are exposed to hazard can be considered vulnerable.
Vulnerability depends on the preparedness and readiness to a hazard of the community. It depends mostly on how they mitigate, respond,
and recover. If a certain community has the ability to reduce the vulnerability by reducing the risk, the said community is already considered
as less vulnerable or resilient.
General Classification of Elements at Risk
1. Physical elements: 3. Population: Density of 5. Transportation facilities: 7. Life lines: Water supply,
Buildings: Urban land use, population, distribution in Roads, railway, metro, public electricity supply, gas supply,
construction types, building space, distribution in time, age transportation systems, harbor telecommunications, mobile
height, building age, total floor distribution, gender distribution, facilities, airport facilities. telephone network, sewage
space, replacement costs. handicapped, income system.
distribution
Monuments and cultural
heritage
2. Essential facilities: 4. Socio-economic aspects: 6. Economic activities: Spatial 8. Environmental elements:
Emergency shelters, Schools, Organization of population, distribution of economic Ecosystems, protected areas,
Hospitals, Fire Brigades, Police governance, community activities, input-output table, natural parks, environmentally
organization, government dependency, redundancy, sensitive areas, forests,
support, socio-economic levels. unemployment, economic wetlands, aquifers, flora, fauna,
Cultural heritage and traditions.
 production in various sectors. biodiversity.
LESSON OVERVIEW:

Module 9. Hazard and Its Types.

Hazards can be categorized in different types:

1. Natural hazards - arise from natural 2. Quasi-natural hazards- arise through 3. Technological (or man-made)
processes in the environment. the interaction of natural processes and hazards- These arise directly as a result of
e.g. earthquakes, tsunami, landslides, human activities human activities.
volcanic eruptions and floods e.g. pollution or desertification, smog and e.g. accidental release of chemicals, toxic
fog and pesticides to floral and fauna

Hazards Signs and Symbols

These signs and symbols with corresponding meaning below help people to be extra cautious, aware and observant in surroundings. Each
picture is designed to become recognizable to anyone as a signal word like “danger” or “warning”.

Technology or Man Made Hazards Signs and Symbols

1. FLAME 3. EXPLODING BOMB
- Flammable - Explosives
- Self-heating - Self-reactives
- Emits Flammable Gas - Organic Peroxides
- Pyrophoric

2. HEALTH HAZARD
- Reproductive toxicity 4. SKULL AND CROSSBONES
- Respiratory sensitizer - Fatal or toxic
- Target organ toxicity - Acute toxicity
- Aspiration toxicity

Natural Hazards Signs and Symbols

Quasi-Natural Signs and Symbols

ENVIRONMENT
Aquatic toxicity Air toxicity

LESSON OVERVIEW:

Module 10. Hazard: Its Impact, Identification and Risk Assessment

What are the Different Impacts of Hazards?
One way to classify hazard impacts is by means of general impact themes namely:
• Danger to life which includes physical and psychological harm and diseases
• Denial of access like energy, water, communication and transport access • Damage to the physical
environment like buildings and land

Specific types of hazard impacts.

1. Physical impact 3. Socio- cultural impact 5. Environmental impact
- Physical injuries (bone - Displacement of population - Loss of forest due to forest fires
fracture, wounds, bruises) - Loss of cultural identity - Loss of fresh water due to salination
- Destruction and loss of vital - Forced of adoption of new - Disturbance of biodiversity
infrastructure like transportation sets of culture - Loss of natural rivers
system, roads, bridges, power - Ethnic conflicts 6. Biological impact
lines and communication lines. 4. Economic impact - Epidemic to people, flora and
- Wide spread destruction of - Loss of job due to fauna - Chronic and permanent
housing and buildings
displacement illness caused by biological agents
2. Psychological impact
- Loss of harvest and livestock - - Proliferation of different viral
- Grief and psychological illness
Loss of farms, fish cages and other diseases
- Marital conflict source of food
- Depression due to loss of - Loss of money and other
loved ones and properties - valuables
Chronic anxiety

Identification of Hazards and Risk Assessment

Hazard identification is the process of determining all physical and nonphysical agents in the workplace or specific
environment. Risk assessment is a way to determine which hazards and risks should prioritized by taking into consideration
the probability and severity of impact.

Steps in hazard identification and risk assessment.

1. Identify the hazards. Use the following methods:
a. Observation - use your senses of sight, hearing, smell and touch - combined with knowledge and experience.
b. Material Safety Data Sheets (MSDSs) - obtain them from manufacturers and suppliers. It gives information on
possible harm from hazardous substances and precautions that need to be taken.
c. Hazard and risk surveys - interview other people about their safety concerns as far as the workplace is concerned.
Utmost consideration should be given to children or visitors who could be at risk.
d. Discussion groups - are useful for identifying hazards and recommending solutions.
e. Safety audits – a committee must be assigned to periodically check safety in the area.
2. Assess the Risk. Once a hazard has been identified, the likelihood and possible severity of injury or harm will need to be
assessed before determining how best to minimize the risk. High-risk hazards need to be addressed more urgently than
low- risk ones.
Risk Assessment Scoring Matrix
3. Make the changes. Once risks are assessed, the next step is to make decision for some necessary changes. These
changes include removing the hazard and replacing it with something less hazardous, engineering modifications like
installation of exhausts, safety barriers and safety exits, modification of procedures, etc. Combination of the risk control
measures mentioned above to effectively reduce exposure to hazards can also be done.
4. Checking the changes made. To make sure risk has been minimized, and a further hazard has not been created, the
new safety measures may need to be carefully tested before work begins again. Risk assessment doesn’t end with making
changes. It is essential that these changes made are monitored and checked. It must be monitored if the changes done are
being followed consistently and if these changes contribute to the improvement of safety management in the workplace.
This last step has to be done periodically to accurately assess the effectiveness of the entire process

Week 6-7:
LESSON OVERVIEW: Potential earthquake hazards:

Module 11. Earthquake Hazards and Risk Reduction Methods

An earthquake is the vibration of Earth produced by the rapid release of energy within the lithosphere.
• Earthquakes are caused by slippage along a break in the lithosphere, called a fault.
• The energy released by an earthquake travel in all directions from the focus in the form of seismic waves.
• The movement that occurs along faults during earthquakes is a major factor in changing Earth’s surface.
• Forces inside Earth slowly deform the rock that makes up Earth’s crust, causing rock to bend.
• Elastic rebound is the tendency for the deformed rock along a fault to spring back after an earthquake.
• An aftershock is an earthquake that occurs sometime soon after a major earthquake.
• A seismograph is a device used to record the motion of the ground during an earthquake.

What are Earthquake Hazards?

Earthquake Hazards refer to earthquake agents which have the potential to cause harm to a vulnerable targets which can
either be humans, animals or even your environment.

The effects of an earthquake can be classified as primary or secondary.

• Primary effects are permanent features an earthquake can bring out.
Examples include fault scarps, surface ruptures, and offsets of natural or human-constructed objects.
• Secondary effects happen when ground movement results to other types of destruction. Examples include landslides,
tsunami, liquefaction and fire.

Below are the four earthquake hazards which are considered as secondary effects of an earthquake:
1. Landslides - defined as the movement of a mass of rock, debris, or earth down a slope.
2. A tsunami is a huge sea wave triggered by a violent displacement of the ocean floor.
3. Liquefaction - is a phenomenon in which the strength and stiffness of a soil is reduced by earthquake shaking or other rapid loading.
4. Earthquakes cause fires. Even moderate ground shaking can break gas and electrical lines, sever fuel lines, and overturn stoves.
Most commonly used methods of reducing earthquake risks are as follows:
1. Effective recording and interpretation of ground motion
2. Constructing seismic hazard maps
3. Developing resistant structures

LESSON OVERVIEW:
Module 14. Interpret Earthquake Hazard Map

Map interpretation is the process looking at the map in order for us to be guided to a direction or place where we wanted
to go using the different symbols or elements of the map.
There are seven important components of a map. These components will help you interpret a map.
1. Compass rose. This will give you the proper direction. This is also called it “orientation.”
2. Title. It tells what the map is about.
3. Symbols. These are pictures instead of symbols.
4. Legend or Key. It explains the meaning of symbols and colour.
5. Color. It highlights the important information to help interpret maps.
6. Scale. It shows the proportion of map to real life.
7. Grid Reference. These are intersecting lines to help locate specific places on the map. In some maps, it is also called
“border.”

Week 8:
LESSON OVERVIEW: Potential volcano-related hazards:
Module 16. Signs of Impending Volcanic Eruption
What are the natural signs of an impending volcanic eruption?
The following are commonly observed signs that a volcano is about to erupt.
1. Increase in the frequency of volcanic quakes with rumbling sounds; occurrence of volcanic tremors
2. Increased steaming activity; change in color of steam from white to gray due to entrained ash
3. Crater glow due to presence of magma at or near the crater
4. Ground swells (or inflation), ground tilt and ground fissuring due to magma intrusion
5. Localized landslides, rock falls and landslides from the summit area that are not attributed to heavy rains
6. Noticeable increase in drying up of vegetation around the volcano's upper slopes
7. Increase in temperature of hot springs, wells (e.g. Bulusan and Canlaon) and crater lake (e.g. Taal) near the volcano
8. Noticeable variation in the chemical content of springs, crater lakes within the vicinity of the volcano
9. Drying up of springs/wells around the volcano
10. Development of new thermal areas and/or reactivation of old ones; appearance of solfataras (craters with sulfur gas)

The parameters used to monitor volcanoes are:

1. Ground deformation – any surface changes on a volcano (subsidence/sinking, tilting, bulging); often use of tiltmeters as
well as satellite imaging which results to less exposure on the ground or safer for volcanologists. However, interpretation
needs field verification sometimes.
2. Seismic Activity – when magma rises up, it breaks rock along the way. Thus, earthquakes are generated. Monitoring of
quakes/tremors is done by using a seismometer that determines which patterns of seismic waves precede an eruption.
3. Gases – monitor types and rate of emission of different gases; Concentrations of gases are sometimes high enough to
create acid rain that kills vegetation around the volcano; collection of samples from vents directly with the use of remote
sensing instruments that identify and quantify the present gases
4. Sensory observations (by people living near volcano)
• Visual – intensified presence of steam; drying up of vegetation, wells/spring/lake; crater glow at the mouth of the volcano •
Auditory – rumbling sounds are heard.
• Olfactory – observed foul smell (usually rotten egg caused by sulfur) caused by presence of volcanic gases
 • Tactile – ground movement/earthquake is felt
1. Lahar - is a violent type of mudflow or debris flow composed of a slurry of pyroclastic material, rocky debris and water.
2. Ash fall - consists of tiny jagged particles of rock and natural glass blasted into the air by a volcano
3. Pyroclastic flow - is a hot (typically >800 °C), chaotic mixture of rock fragments, gas, and ash that travels rapidly (tens of
meters per second) away from a volcanic vent or collapsing flow front
4. Ballistic Projectile - are fragments of solid (blocks) or fluid (bombs) material ejected during the range of magmatic or
phreatic (steam) explosive eruptions.

REFERENCES
Disaster Readiness and Risk Reduction. Alternative Delivery Mode. Quarter 1 Region IV-A CALABARZON
 Module 8. Effects of Hazard, Exposure and Vulnerability to Disaster Risks.
• Module 9. Hazard and Its Types.
• Module 10. Hazard: Its Impact, Identification and Risk Assessment
• Module 11. Earthquake Hazards and Risk Reduction Methods
• Module 14. Interpret Earthquake Hazard Map  Module 16. Signs of Impending Volcanic Eruption

II. MATERIALS
Pen, Paper, Drawing and Coloring Materials, scissors for cutouts, glue, 1/8 illustration boards as needed

III. PROCEDURE
Prepare the Required materials in advance. Read only the Module for reference purpose. Answer the
corresponding Analysis/Generalization part in this Learning Activity Sheet or Do the Performance Task as
instructed.

IV. ANALYSIS (10 pts)

LEARNING ACTIVITY 4A

Direction: Read each item comprehensively and write the letter of the correct answer on extra sheet of paper.

1. Which of the following is not a man-made hazard event? 8. In an earthquake map, moderate intensity is represented
a. tropical storm induced landslide in Leyte by what color? a. Brown
b. wars between Ukraine and Russia b. Gray
c. leakage of toxic waste in Surat, Gurajat, India c. Red
d. environmental pollution in Metro Manila d. Yellow

2. Which is not an example of Natural Hazards? 9. Which of the following can you get in making
a. fires an earthquake hazard map? a. evacuation
b. floods b. information
c. landslides c. mitigation
d. tsunami d. transformation

3. Which of the following is a man-made disaster? 10. Which of the following is a parameter used to monitor
a. major fire volcanoes by observing the surface of the volcano for any
b. pollution changes? a. gases
b. ground deformation
c. terrorism
c. seismic activity
d. all of the above
d. sensory observations
4. Which impact of a hazard is an economic impact of
hazard?
a. Viral disease
b. Anxiety and mental trauma
c. Destruction of houses and buildings
d. Retrenchment of employees in manufacturing companies

5. The higher the chance a risk will happen and the

greater the severity of the impact, the _______ is the
priority that should be given to a risk. a. lower
b. higher
c. more uncertain
d. less uncertain
6. Which can help reduce the risk of an earthquake?
 a. hazard maps
b. building resistant structures
c. Through effective earthquake instrumentation
d. All of the above

7.When you are inside a building when earthquake

begins, you should _______________. a. Run outside
immediately
b. Duck, cover and hold on
c. Go to an open space.
d. Call your friends and relatives to let them know if
you are okay or not.

V. GENERALIZATION (10 pts)

LEARNING ACTIVITY 4B
Direction: Read each item comprehensively and write the letter of the correct answer on extra sheet of paper.

1. Which group belongs to the most vulnerable?

a. employees 8. Where will you keep your family hazard map?
b. professional a. inside the cabinet
c. unemployed b. inside a plastic bottle
d. small entrepreneurs c. a place where children cannot reach it
d. a place that is accessible to every member of the family
2. Which is not the meaning of Hazard?
a. Hazard is an agent which has the potential to cause 9. Which of the following is not a material or tool which
harm to vulnerable target. provides you the necessary information and guide in
b. Hazard cannot cause harm or damage to humans, procurement of peoples understanding, awareness and
property, or environment. mitigation of the risks from natural hazards? a. hearsay
c. Hazard is defined as the source of danger and is b. map
something that may cause injury or harm. It is also the c. news paper
uncertain course of events in a country. d. television
d. Hazard is a dangerous phenomenon, substance,
human activity or condition that may cause loss of life, 10. Which of the following statements is true?
injury or other health impacts, property damage, loss of I. One warning sign observed is enough to predict an
livelihoods and services, social and economic disruption,
eruption.
or environmental damage. II. One warning sign observed is not enough to predict
an eruption.
3. Which of the following is true about risk assessment? III. Small changes recorded from an instrument is
a. It is done to know which risk should be addressed enough to predict an eruption.
first. IV. Small changes recorded from an instrument is not
b. It tells which risk is the most serious. enough to predict an eruption. a. I and III
c. Risk assessment is done by taking into b. I and IV
consideration both probability and impact. d. All of the c. II and III
above d. II and IV

4. Which community will be least affected by an

earthquake?
a. A community that is within 1km radius of the
epicenter.
b. A community that experiences an earthquake with
a depth of focus of 100km.
c. A densely populated community that has no
earthquake preparedness measures in place.
d. A community that experiences an earthquake with
a magnitude of 7.5.

5. Which of the following is NOT TRUE about reduction of

earthquake risks?
a. Hazards maps must be made.
b. Accurate data recording of earthquakes.
 c. Strong and resilient buildings must be developed.
d. Careful analysis and interpretation of ground
shaking is unnecessary.

6. Which of the following characteristics can be considered

in preparing a hazard map?
a. The map can only be understood by the parents.
b. The map can only be understood by the barangay
officials.
c. The map must be easy to use and understand by
the members of the family. d. all of the above

7. Which can help reduce the risk of an earthquake?

a. hazard maps
b. building resistant structures
c. Through effective earthquake instrumentation
d. All of the above

Part 1. (10 pts)

PERFORMANCE TASK 4A
Assesment and Reduction of Risks
Perform a HAZARD ANALYSIS AND RISK ASSESSMENT OF YOUR HOUSE by following the
steps you have learned from this module. Use the table below
 List the hazards and the risks that go with each hazard.
 Know which risk to prioritize by risk assessment.
 Propose changes in order to reduce risks.
 An example is provided for your reference.

Table. Risk Assessment from identified hazards

Hazard Risk Probability Impact Risk Level Changes made to
reduce the risk

Example: Not Potential covid 5 3 15 Wear face mask

wearing of face transmission and always when leaving
mask outside the infection in the the house.
home. house

Potential fatal 1 5 20 Regularly check if the

Leaving the gas explosion in the gas tanked is turned
tank on house and around off. If turned on, make
nearby parts of sure to turn it off
the neighborhood before it causes
damage.
5 2 6 Immediately turn on
Slippery flooring Potential tripping the fan to let the floor
or falling that dry after mopping it;
could lead to an avoid putting almost
injury unnoticeable objects
on the floor that could
lead to a trip or fall.
Part 2. (15 pts)
PERFORMANCE TASK 4B

Accurate information is one of the most powerful weapons in times of disasters. Your task is to make an informative,
concise and attractive TRI-FOLD BROCHURE that contains information on earthquake risk reduction. Consider that the
readers of the brochure are people from less-privileged areas.

Trifold Brochure Rubric

Excellent 5 Good Satisfactory 3 Needs Improvement
points 4 points points 2-1 points
Organization of 100% 75% standard 60% standard Below 50% standard
Information Presented Clear beginning,
middle and end
Content-Accuracy and 100% All facts match 99-90% accurate 89-80% standard Below 80% accurate
Information Validity resources

Attractiveness and 100% attractive and 75% standard 60% standard Below 50% standard
formatting is confusing
Organization well organized Graphic randomly chosen &
Graphics/ Pictures mismatched

Part 3. (5 pts)
PERFORMANCE TASK 4C

Make a simple POSTER OR A SLOGAN that gives warning to people about an approaching volcanic eruption. Put your work
on a short bond paper.

Brochure Rubric
5 4 3 2 1
Substantial, specific, Sufficiently developed Limited content with Minimal content and Irrelevant content and
illustrative, and content with adequate less creativity and minimal creativity no creativity
creative content creativity and inadequate
demonstrating strong explanation of ideas explanation
development of ideas

“Volcanic eruptions are hard to predict,

be alert 24/7 and go near to your precint!”

Prepared by: EUGENE M. BORDEY, Teacher III