Course Code and Title: NSTP102 /Course Title: National Service Training

Program
Lesson Number 4
Topic: Strategies in Teaching Disaster Risk Reduction and Management

INTRODUCTION:
The lesson that follows is about Disaster Risk Reduction and Management. Make a
customized lesson plan following the steps stated above. (Note: The teacher should
explain the strategies given above and assist the students in creating lesson about
computer literacy.)

LEARNING OBJECTIVES:
At the end of this lesson, you should be able to:
Describe Purpose of Disaster Management
Discuss Types of Disaster
Comprehend the principles of Disaster Risk Reduction Management
PRE-ASSESSMENT:
Enumerate Purpose of Disaster Management
What are the BENEFITS OF DISASTER RISK REDUCTION
What Types of Instructional Materials
LESSON PRESENTATION:
To come up with an effective teaching-learning process, there are procedures or
steps that need to be followed to better evaluate the outcome of the endeavor. The
steps are the following:
1. Title
The title must be concise.
2. Introduction
The introduction contains a brief overview of the topic to be taught. By reading the
introduction, one can have a glimpse of what is to be discussed in the Lesson Proper.
3. Objective
The objective of the lesson should contain what needs to be learned or
accomplished.
4. Lesson Proper
The lesson proper starts with a springboard or motivator to get the attention of your
listener. It comes in different forms. It could be a dance step, an anecdote, a saying or
simply a catching question etc. It follows the lesson to be taught or activity to be
accomplished. A summary of the lesson follows at the end of the lesson proper.
5. Evaluation
In evaluation, the student-teacher tends to measure how much the respondents
learned from the experience.

Disaster Risk Reduction Management

Disaster- is a natural or man-made event that negatively affects life, property,
livelihood or industry often resulting in permanent changes to human societies.
Significance of DRRM
Disaster Risk Management is very important to survive in such occurrence of the
event. Disaster Management team can help you to take measure to minimize the
impact of any sudden or unfortunate event that can cause damage.
Disaster management efforts aim to reduce or avoid the potential losses from
hazards, assure prompt and appropriate assistance to the victims of a disaster, and
achieve a rapid and effective recovery. It is crucial that hospitals remain safe and
functional during and after disasters.
Purpose of Disaster Management
1. To avert a disaster
2. To undertake the rescue operations
3. To provide relief measures
4. To undertake the rehabilitation programs
5. To reduce trauma and tension
6. To control death rate
7. To protect the environment
8. To minimize losses

Indications
Identifying pre-disaster preparedness indicators is critical in analyzing individual
disaster resilience. Due to a lack of parameters, the need to suggest some qualitative
indicators measured on subjective scales is unavoidable. This is the case with risk
management indicators. The weighting or pondering of some indices has been
undertaken using expert opinion and informants at the national level. Analysis has been
achieved using numerical techniques that are consistent from the theoretical and
statistical perspectives.

Four components or composite indicators: reflect the principal elements that

represent vulnerability and show the advance of different countries in risk management.
This is achieved in the following way:
1. measures country risk from a macro-economic and financial perspective when faced
with possible catastrophic events. This requires an estimation of critical impacts during
a given exposure time and of the capacity of the country to face up to this situation
financially.
2. The Local Disaster Index, LDI, identify the social and environmental risk that derives
from more recurrent lower level events which are often chronic at the local and sub
national levels. These particularly affect the more socially and economically fragile
population and generate a highly damaging impact on the countries development.
3. The Prevalent Vulnerability Index, PVI, is made up of a series of indicators that
characterize prevailing vulnerability conditions reflected in exposure in prone areas,
socioeconomic fragility and lack of resilience in general.
4. The Risk Management Index, RMI, brings together a group of indicators related to
the risk management performance of the country. These reflect the organizational,
development, capacity and institutional action taken to reduce vulnerability and losses,
to prepare for crisis and efficiently recover.
In this way, the System of Indicators covers different aspects of the risk problematic and
takes into account aspects such as: potential damage and loss due to the probability of
extreme events, recurrent disasters or losses, socio-environmental conditions that
facilitate disasters, capacity for macroeconomic recovery, behavior of key services,
institutional capacity and the effectiveness of basic risk management instruments such
as risk identification, prevention and mitigation measures, financial mechanisms and
risk transfer, emergency response levels and preparedness and recovery capacity
(Cardona 2008).

Types of Disaster
1.Natural Disasters
Natural disasters are catastrophic events resulting from natural causes such as volcanic
eruptions, tornadoes, earthquakes, etc., over which man has no control.

2. Man-Made Disasters
Man-made disasters have an element of human intent, negligence, or error involving a
failure of a man-made system, as opposed to natural disasters resulting from natural
hazards. Such man-made disasters are crime, arson, civil disorder, terrorism, war,
biological/chemical threat, cyber-attacks, etc.
3. Complex Emergencies (Hybrid)
These emergencies include a breakdown of authority, looting and attacks on strategic
installations. Complex emergencies include conflict situations and war.

4. Pandemic Emergencies.
These emergencies involve a sudden onset of a contagious disease that affects but
also disrupts services and businesses, bringing economic and social costs.

Understanding Disaster Risk

Hazards do not have to turn into disasters.
To break the vicious cycle of "Disaster, respond, recover, repeat.", we need a better
understanding of disaster risk, in all its dimensions.

COMPONENTS OF RISK
1. Disaster risk - is expressed as the likelihood of loss of life, injury or destruction and
damage from a disaster in a given period of time.
2. Hazard -is a potential source of harm or adverse health effect on a person.
Example: If there was a spill of water in a room then that water would present a slipping
hazard to persons passing through it.
3. Exposure - is defined as “the situation of people, infrastructure, housing, production
capacities and other tangible human assets located in hazard-prone areas”.
4. Vulnerability -is the inability to resist a hazard or to respond when a disaster has
occurred.
Example: a wooden house is sometimes less likely to collapse in an earthquake, but it
may be more vulnerable in the event of a fire or a hurricane.
RISK DRIVERS
1. Climate change is a long-term change in the average weather patterns that have
come to define Earth's local, regional and global climates.
2. Environmental degradation is a process through which the natural environment is
compromised in some way, reducing biological diversity and the general health of the
environment.
3. Globalized economic development has resulted in increased polarization between
the rich and poor on a global scale. This has increased vulnerability to disasters in
some cases, whilst increasing exposure to hazards in others as more (and often more
valuable) assets are developed in hazard-prone areas.

4. Poverty & Inequality'

Inequality is concerned with the full distribution of wellbeing; poverty is focused on the
lower end of the distribution only – those who fall below a poverty line (McKay, 2002).
Inequality can be viewed as inequality of what, inequality of whom and inequality over
what time horizon (McKay, 2002).
Difference between poverty and income inequality:
Poverty is a term used to measure the basic standard of living of individuals. Income
inequality is the inequality in the distribution of income among various individuals living
in an economy.
5. Poorly planned urban development
Inadequately planned and managed cities also create new risks which threaten to erode
current development gains. The lack of adequate infrastructure and services, unsafe
housing, inadequate and poor health services can turn natural hazard into a disaster.
6. Weak governance zones are investment environments in which public sector actors
are unable or unwilling to assume their roles and responsibilities in protecting rights,
providing basic services, public services, and ensuring that public sector management
is efficient and effective.

BENEFITS OF DISASTER RISK REDUCTION

INVESTING IN DISASTER RISK REDUCTION SAVES LIVES AND MONEY AND
FUTURE.
It is found that highly educated individuals are better aware of the earthquake risk
(Ainuddin et al. 2013) and are more likely to undertake disaster preparedness (Paul
and Bhuiyan 2010). High risk awareness associated with education thus could
contribute to vulnerability reduction behaviors.

Instructional Materials
Instructional materials are the content or information conveyed within a course. These
include the lectures, readings, textbooks, multimedia components, and other resources
in a course.
What is the purpose of instructional materials?
Instructional materials constitute alternative channels of communication, which a
teacher can use to convey more vividly instructional information to learners. They
represent a range of materials which can be used to 'extend the range of vicarious
experience' of learners in a teaching-learning situation.
Instructional materials help to provide variations in the ways in which messages are
sent across. In using instructional materials teachers and students do not only extend
the range of sense organs we use but also extend the range of materials used for
convening the same message through the same organ. For instance, in teaching a topic
a teacher can manipulate real objects or use their stimulators. Instructional materials
therefore constitute the media of exchange through which a message transaction is
facilitated between a source and a receiver. In addition to extending the range of
materials that can be used to convey the same instructional message to learners
instructional materials also facilitate the 'process' nature of communication. In this
passage, the process nature of communication implies that both the source and the
receiver of a message are actively involved in a communication encounter. In fact, it
means that both the receiver and the source share and exchange ideas, feelings in any
communication (Tyler, 1987, Dike 1989)

There are various types of instructional materials, including:

1. Textbooks: Traditional printed books containing educational content.

2. Multimedia Presentations: Incorporating images, audio, video, and
animations to enhance learning.
3. Online Resources: Websites, educational apps, and digital platforms
providing interactive learning materials.
4. Simulations and Models: Virtual or physical representations used to
demonstrate concepts or processes.
5. Visual Aids: Charts, graphs, diagrams, and maps to illustrate information.
6. Handouts: Printed materials such as worksheets, study guides, or
summaries.
7. Manipulatives: Physical objects like blocks, puzzles, or math tools used
for hands-on learning.
8. Interactive Whiteboards: Digital boards allowing real-time interaction
and annotation of content.
9. Realia: Actual objects from the real world used to teach concepts in
context.
10. Video or Audio Recordings: Lectures, podcasts, or interviews providing
auditory learning experiences.

SUMMARY
Summary of the Lesson on Disaster Risk Reduction and Management:

This lesson focuses on understanding Disaster Risk Reduction and Management

(DRRM), highlighting the purpose, types of disasters, and principles involved. It begins
by defining disasters as events negatively impacting life, property, and livelihood, often
leading to permanent societal changes. The significance of DRRM lies in its ability to
minimize the impact of such events through various measures.

The lesson outlines the purpose of disaster management, including averting disasters,
undertaking rescue operations, providing relief measures, and minimizing trauma and
tension. It also discusses indicators for pre-disaster preparedness and four composite
indicators measuring vulnerability and risk management.

Types of disasters are categorized into natural disasters (e.g., earthquakes, tornadoes)
and man-made disasters (e.g., terrorism, cyber-attacks). Additionally, complex
emergencies and pandemic emergencies are highlighted.

Understanding disaster risk involves recognizing components such as hazard,

exposure, vulnerability, and risk drivers like climate change, environmental degradation,
and poverty. The benefits of disaster risk reduction emphasize that investing in DRRM
saves lives and resources.

Finally, the lesson touches on instructional materials, explaining their purpose in

conveying instructional information effectively. Various types of instructional materials
are listed, including textbooks, multimedia presentations, online resources, simulations,
and realia.

Overall, this lesson provides a comprehensive overview of DRRM, types of disasters,

components of risk, and the importance of instructional materials in education and
disaster preparedness.
______________________________________________________
EVALUATION/ACTIVITY

1. Group Discussion: Divide students into small groups and assign each
group a specific type of disaster (natural, man-made, complex emergencies, pandemic
emergencies). Have them discuss and brainstorm potential risk reduction strategies for
their assigned type of disaster.
2. Case Studies: Provide students with real-life case studies of past
disasters and ask them to analyze the factors that contributed to the disaster, the
response measures taken, and the lessons learned. Encourage critical thinking and
discussion on how similar disasters could be prevented or managed better in the future.
3. Simulation Exercise: Create a simulated disaster scenario using role-
playing or a computer simulation program. Assign different roles to students, such as
disaster management officials, emergency responders, affected community members,
etc. Have them work together to develop and implement a response plan, considering
factors like communication, resource allocation, and coordination.