12

What you are expected to learn…

After going through this part of the module, you are expected to:
1. Explain DRR-related laws and policies (RA 10121)
2. Give details of the implementing rules and regulations of RA 10121

How to learn from this module…

Here are simple guide for you in going about the module.
1. Read and follow the instructions very carefully.
2. Take the pre-test. A simple multiple-choice test provided at the start to determine how
much you know about the content of this module.
3. Check your answers against the correct answers provided at the last page of the
module.
4. Be very honest in taking the test so you know how much knowledge you already have
about the topic.
5. Read the different lessons about RA 10121 and other DRR related laws and policies
and the various DRR-related services, programs and projects in the Philippines.
6. Perform all the activities, as these will help you have a better understanding of the
topic.
7. Take the self-tests at the end of each lesson to determine how much you remember
about the lesson.
8. Finally, take the post-test at the end of this module.

What to do before (Pretest)…

Direction: Choose the letter of the correct answer. Write your answer on a separate sheet of
paper.

1. According to RA 10121, the National Disaster Risk Reduction and Management

Council should be headed by which of the following?
A. Secretary of the Department of the National Defense
B. Secretary of the Department of Interior and Local Government
C. President of the Philippines
D. Vice President of the Philippines
2. Which of the following government agencies is not a part of the NDRRMC?
A. Department of Health
B. Department of Education
C. Department of Social Welfare and Development
D. Civil Service Commission
3. Pursuant to Section 9 of RA 10121, the NDRMMC Training Institutes shall be
established for the following purposes EXCEPT
A. Train public and private individuals, both local and national in such subject as
disaster risk reduction and management, including emergency response.
B. Consolidate and prepare training materials and publications of disaster risk
reduction and management books and manuals to assist disaster risk reduction

1
 and management workers in the planning and implementation of the programs
and projects.
C. Conduct benefit shows and solicit relief goods and other donations for the victims
of disasters.
D. Conduct research programs to upgrade knowledge and skills and document best
practices on disaster risk reduction and management.
4. The NDRRMC shall take the lead in preparing for, responding to, and recovering
from the effects of disaster if:
A. 2 or more barangays are affected
B. 2 or more cities or municipalities are affected
A. C. 2 or more provinces are affected
B. D. 2 or more regions are affected
5. How many percent of the NDRRMC fund shall be allocated as Quick Response Fund?
A. 10%
B. 30%
C. 50%
D. 75%
6. How much was given to the Office of the Civil Defense (OCD) as their revolving fund
starting from the effectivity of RA 10121?
A. 1 million pesos
B. 10 million pesos
C. 100 million pesos
D. 1 billion pesos
7. Where is the National Disaster Risk Reduction and Management Operations Center
located?
A. Camp General Emilio Aguinaldo
B. Camp General Rafael Crame
C. Malacañang Palace
D. House of Congress
E.
8. What year was Republic Act 10121 enacted?
A. 2000
B. 2005
C. 2010
D. 2015
9. The NDRRMC is mainly responsible for
A. Ensuring the protection and welfare of the people during disasters or emergencies.
B. Training people for disaster preparedness
C. Conducting rescue operations during typhoons
D. Communicating with other countries for aids during disasters.
10. Which among the following is not covered in the framework of the NDRRMC?
A. Disaster Preparedness
B. Prevention and Mitigation
C. Rehabilitation and Recovery
D. Research

2
 Lesson 1: Policies of DRRM – The Philippine DRRM Law RA
10121 and Its Implementing Rules and Regulations

Background Information

What is the DRRM Act?

Republic Act No. 10121 or the Philippine Disaster Risk Reduction and Management
Act of 2010 (DRRM) is a new law which transforms the Philippines’ disaster management
system from disaster relief and response towards disaster risk reduction (DRR). It was
approved on May 27, 2010. It repealed Presidential Decree No. 1566 which was enacted way
back in 1978.

Why do we need to have a new law?

Under the old law (P.D. 1566), disaster management centred only on the hazard and
the impacts of a disaster. It assumed that disasters cannot be avoided. Most of the plans were
on the provision of relief goods and infrastructures like dikes and flood control systems. The
government’s response to disaster was focused on disaster response. The national and local
governments were reactive to disasters.

The DRRM Act provides a responsive and proactive manner of addressing disasters
through a framework that:

• Prioritizes on community level DRRM focusing on the most vulnerable sectors (i.e., the poor,
the sick, people with disabilities, the elderly, women and children)
• Recognizes the important role and strengthens capacities of local communities
• Ensures broad‐based and greater participation from Civil Society
• Addresses root causes of disaster risks

What is the basis of the DRRM Act?

The DRRM Act adopts and adheres to principles & strategies consistent with the
international standards set by the Hyogo Framework for Action (HFA). The HFA is a
comprehensive, action‐oriented response to international concern about the growing impacts
of disasters on individuals, communities & national development.

The HFA was formulated and adopted by 168 governments at the World Conference
on Disaster Reduction held in Kobe, Hyogo Prefecture, Japan in 2005. It is aimed at building
the resilience of nations and communities to disasters, and reducing vulnerabilities and risks
to hazards. On September 14, 2009, the Philippine Senate ratified the ASEAN Agreement on
Disaster Management and Emergency Response (AADMER) which is ASEAN’s affirmation of
its commitment to the HFA.

3
 What are the salient features of the DRRM Act?

 Coherence with international framework

• Adherence to universal norms, principles, and standards of humanitarian assistance
• Good governance through transparency and accountability
• Strengthened institutional mechanism for DRRM
•Integrated, coordinated, multi‐sectoral, inter‐agency, and community‐based approach to
disaster risk reduction

 Empowerment of local government units (LGUs) and civil society organizations (CSOs) as
key partners in disaster risk reduction
• Integration of the DRRM into the educational system
• Establishment of the DRRM Fund (DRRMF) at the national and local levels
• Providing for provisions on the declaration of a state of calamity, remedial measures,
prohibited acts and penalties

Who are involved in DRRM as mandated in the DRRM Act?

 National government
 Local government units (LGU)
 Civil society organizations (CSO)
 Communities.

How has the DRRM structure changed?

NDCC OCD Overseeing Implementing

(Secretariat) NDRRMC OCD
RDCC RDRRMC OCD Region
PDCC PDRRMC PDRRMO
CDCC CDRRMC CDRRMO
MDCC MDRRMC MDRRMO
BDCC BDC BDRRMC

What is the difference between the DRRM Fund and the previous Calamity Fund?

 A declaration of a state of calamity is no longer necessary to access and utilize the DRRM
Fund.
 The Local DRRM Fund shall be sourced from not less than 5% of the estimated revenue
from regular sources (Sec. 21 par. 1).
 The DRRM Fund can be used for DRRM. It can be used to implement the DRRM Plan.
Thirty percent (30%) of the fund shall be set aside as a Quick Response Fund (QRF) for
relief and recovery programs. (Sec. 21 par 1; Sec. 22.a & c )
 Unexpended LDRRMF goes to a trust fund which will be used solely for DRRM activities of
the LDRRMC within the next five (5) years. Funds which are still not fully utilized after five
4
 (5) years shall go back to the general fund and will be available for other social services to
be identified by the local sanggunian. (Sec. 21 par. 3)
 The LDRRMC may transfer the DRRM Fund to support disaster risk reduction work of
other LDRRMCs which are declared under a state of calamity (Sec. 21 par.1)

Who can declare a State of Calamity?

The President can declare a state of calamity upon the recommendation of the
NDRRMC. The local sanggunian may now also declare and lift the state of calamity within
their locality. This is upon the recommendation of the LDRRMC based on the results of the
damage assessment and needs analysis (Sec. 16).

What are remedial measures?

Remedial measures are the mandatory courses of action which shall immediately be
undertaken during the declaration of a state of calamity (Sec. 17). These are as follows:

1. Imposition of a price ceiling on basic necessities and prime commodities

2. Prevention of overpricing/profiteering and hoarding of prime commodities, medicines
and petroleum products
3. Programming/reprogramming of funds for the repair and upgrading of public
infrastructure
4. Granting of no‐interest loans by government financing institutions to the most
affected population

How will DRRMCs coordinate during a disaster?

The LDRRMCs take the lead in preparing for, responding to, and recovering from the
effects of any disaster based on the following criteria (Sec. 15):

 The Barangay Development Council– One (1) barangay is affected

 The City/Municipal DRRMCs— Two (2) or more barangays are affected
 The Provincial DRRMC ‐ two (2) or more cities/municipalities are affected
 The Regional DRRMC—Two (2) or more provinces are affected
 The NDRRMC— Two (2)or more regions are affected

What are the prohibitions?

1. Dereliction of duties which leads to destruction, loss of lives, critical damage of facilities
and misuse of funds
2. Preventing the entry and distribution of relief goods in disaster‐stricken areas, including
appropriate technology, tools, equipment, accessories, disaster teams/experts
3. Buying, for consumption or resale, from disaster relief agencies any relief goods,
equipment or other aid commodities which are intended for distribution to disaster
affected communities
4. Buying, for consumption or resale, from the disaster affected recipient any relief goods,
equipment or other aid commodities received by them.
5. Selling of relief goods, equipment or other aid commodities which are intended for
distribution to disaster victim
6. Forcibly seizing relief goods, equipment or other aid commodities intended for or
consigned to a specific group of victims or relief agency

5
 7. Diverting or mis-delivery of relief goods, equipment or other aid commodities to
persons other than the rightful recipient or consignee
8. Accepting, possessing, using or disposing relief goods, equipment or other aid
commodities not intended for nor consigned to him/her
9. Substituting or replacing relief goods, equipment or other aid commodities with the
same items or inferior/cheaper quality
10. Misrepresenting the source of relief goods, equipment or other aid commodities by:
a. Either covering, replacing or defacing the labels of the containers to make it
appear that the goods, equipment or other aid commodities came from another
agency or persons
b. Repacking the goods, equipment or other aid commodities into containers with
different markings to make it appear that the goods, came from another agency
or persons or was released upon the instance of a particular agency or persons
c. Making false verbal claim that the goods, equipment or other aid commodity in its
un-tampered original containers actually came from another agency or persons
or was released upon the instance or a particular agency or persons

11. Illegal solicitations by persons or organizations representing others as defined in

the standards and guidelines set by the NDRRMC
12. Deliberate use of false or inflated data in support of the request for funding, relief
goods, equipment or other aid commodities for emergency assistance or livelihood
projects
13. Tampering with or stealing hazard monitoring and disaster preparedness equipment
and paraphernalia.

What are the penalties for committing the prohibited acts?

Section 20 of the DRRM Act imposes the penalty of

1. Fine between P50,000to P500,000

2. Imprisonment between six months to one year
3. Both fine and imprisonment
4. Confiscation or forfeiture of the objects and instrumentalities used

 For government officials, he/she shall be perpetually disqualified from public

office in addition to the fine, imprisonment and confiscation.

 For a corporation, partnership or association, or other groups, the penalty shall

be imposed upon the officers. Their licenses or accreditation can also be

cancelled or revoked.

6
 What you will do… After Reading the
basic concepts of
DRRMC, it is time
for you to answer
the questions
Activity No. 1
given below.

Direction: Answer the questions briefly. Write your answers in a separate sheet of paper.

1. What is the DRRM Act?

________________________________________________________________________
________________________________________________________________________
_______________________________________________________________

2. Why do we need to have a new law?

________________________________________________________________________
________________________________________________________________________
_______________________________________________________________

3. What is the basis of the DRRM Act?

________________________________________________________________________
________________________________________________________________________
_______________________________________________________________

4. Who are involved in DRRM as mandated in the DRRM Act?

_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________

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5. What is the difference between the DRRM Fund and the previous Calamity Fund?
_____________________________________________________________________
_____________________________________________________________________
___________________________________________________________

6. Who can declare a State of Calamity?

_____________________________________________________________________
_____________________________________________________________________
___________________________________________________________

7. How will DRRMCs coordinate during a disaster?

_____________________________________________________________________
_____________________________________________________________________
___________________________________________________________
8. What are the penalties for committing the prohibited acts?
_____________________________________________________________________
_____________________________________________________________________
___________________________________________________________

8
 What you will do…

Activity No. 2

The Solution Tree

What do we need?

- Sheets of Bond paper

- Markers
- Coloured cards
- Crayons

What you will do…

1. Identify the existing problem/s in your community or school.

2. On pieces of paper write your individual ideas of the different activities and actions
that you believe can contribute to solving your problems. Also write the positive
results that you hope for your community.
3. Stick these pieces of paper on the wall.
4. Identify all those that are similar or are related and group them together.
5. Construct a new tree of solutions where:
… the core problem is placed in the trunk
… the solutions of the problem is represented in the branches
… the actions to reach these solutions are in the roots.
… the positive consequences you wish for your community are in the leaves.

Below is an illustration of a problem tree:

9
 What you will do…

Direction: Fill in the solution tree below and answer the questions that follow. Copy this and
write your answers in a separate sheet of paper.
a. Place the core problem in the trunk
b. Solutions of the problem should be placed in the branches
c. The actions to reach these solutions are in the roots.
d. The positive consequences you wish for your community are placed in the
leaves.

10
 Questions to be answered in a separate sheet of paper:

1. How did you feel during this activity?

2. Do you believe that the solutions are attainable?

Recommended Activities:

1. Conduct a class symposium about Republic Act 10121. Invite speakers from the
Local DRRMC.

 As an output of the symposium, make a reflection/reaction paper on the topic

presented and discussed by the speaker.

2. Role Playing Method

Using your experiences on calamities and disasters in your community, demonstrate

disaster management and preparedness through a role playing method. Each group will
be given 3-5 min. to perform the role play.

3. THE ON-THE-SPOT essay writing and POSTER-SLOGAN-making contest.

This is to promote awareness on disaster and to motivate the active participation of

young people in the government program on disaster risk reduction and management
towards safe and resilient communities.

Note to the teacher…

 See attached rubrics for the suggested activities on the last

page

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Lesson 2: Information and Resources from the Government
(Projects and Programs)

Four Thematic Areas of Disaster Management

Disaster Disaster
Preparedness Response

Establish and Provide life

strengthen preservation and
capacities of meet the basic
communities to subsistence
anticipate, cope needs of
and recover Safer affected
populations
from the Adaptive and
negative based on
disaster acceptable
impacts of
emergency resilient standards during
or immediately
occurrences and Filipino
disaster. after a disaster.
communities
Disaster towards
Prevention and sustainable Disaster
Mitigation Rehabilitation
development and Recovery
Avoid hazards &
mitigate their Restore and
Activity
potential No. 1: Disaster Prevention and Mitigation improve facilities,
impacts by livelihood and
reducing living conditions
Objective:
vulnerabilities
and organizational
and exposure
To illustrate different options for disaster prevention and emergency management.
capacities of
and enhancing
affected
Keycapacities
Concept: of
communities. communities and
What is Disaster Prevention and Mitigation? reduced disaster
risks in
Prevention and mitigation are all those actions we can take to make sure that a
accordance with
disaster doesn't happen or, if it does happen, that it doesn't cause as much harm as it
the “building back
could. We can't stop most natural phenomena happening but we can reduce the damage
better” principle.
caused by an earthquake for example, if we build stronger
houses and on solid ground. What is prevention? Taking
measures in order to avoid an event turning into a disaster.
Planting trees, for example, prevents erosion and

12
landslides. It can also prevent drought. What is mitigation? Measures that reduce
vulnerability to certain hazards. For instance, there are building techniques that ensure that
our houses, schools or hospitals will not be knocked down by an earthquake a typhoon.
Prevention and mitigation begin with:

Knowing which hazards and risks we are exposed to in our community.

 Getting together with our family and our neighbors and making plans to reduce those
hazards and risks and to avoid them harming us.
 Actually doing what we planned to do in order to reduce our vulnerability.
Taking action, not just talking

What you will do…

Worksheet No. 1

Raise awareness in your community!

You too have an active and important role to play in making your community
aware of the need for disaster prevention. Here are some examples of what you can
do to reduce the impact of disasters on your community. Discuss these examples in
class with your teacher:

Spot dangerous places…

Do you know which places in your community high-risk,
places that are dangerous to live in?

Directions: Read each questions carefully and answer the questions briefly in a separate
sheet of paper.

1. Look up in books or in old papers, or ask elders in your community, what important
disasters have occurred in the past. Pinpoint the places that could be affected by floods,
earthquakes, storms, landslides or volcanic eruptions.

These are some of the questions you Responses

could ask:
a.) What disasters have taken place in this area?
b.)What happened?
c.) When?
d.)What did people do?

1
 e.) What should be done to prevent a disaster
that will happen in the future?
f.)Which people and institutions in the community
can help?

1. Identify where the people go,

those who will need the most
help in the event of a disaster.

3. Discuss different possible

solutions for reducing the risks
and preventing disasters in
your community.

4. What measures could your

community take to make people safer? Which people in
your community could help you?

Worksheet No. 2

Find the right route and spot the institutions that should
take part in risk management
1. Trace the route to help the rescue team find the right way to assist the population
affected by the flood.

2. Find at least six institutions that can help before, during and after an emergency. Write
down what each institution can do in the blank provided below to help the affected
population.

2
 Name of Institution What they can do to the affected population…
1.
2.
3.
4.
5.
6.

3
Suggested Activities:

 Organize prevention campaigns…

What happens if we dump garbage in
the wrong place, such as a river
bottom? The river will be polluted,
animals and plants may die, and
you might even start a flood!
Maybe you and your classmates,
together with your teacher, could
organize a campaign to clean up the
rivers in your community.
Park/Garden/Community Clean Up
Drive. Park clean up can also serve as Disaster Mitigation in areas that are prone to forest
fires or in places where access to evacuation routes is needed.

 Tree Planting or Reforestation.

Encourage people to protect nature… As
we saw earlier, cutting down trees at a
fast rate makes our communities more
vulnerable to rain and landslides. You
can promote planting trees and other
plants in your school or in your
community. By doing so, you protect
nature and you help prevent landslides,
soil erosion, and other negative
consequences.

Activity No. 2 Disaster Preparedness

Purpose of Preparedness:

1. Facilitate effective communication and response

2. Reduce damage to property
3. Prevent and reduce casualties (injury, illness, and loss of life)

Objectives:
1. Develop plans and protocols for managing an emergency situation
2. Establish community partnerships to support school response
3. Practice the skills necessary to respond effectively and efficiently
4
Don't be scared, be prepared!

What you will do…

Worksheet No. 1
A family plan for disaster preparedness

Direction: Your family, and the community where you live, may be
exposed to natural hazards or hazards caused by humans. The best
starting point is getting to organize your own family, making sure that
everyone takes part. Here are some guides for you to follow. By
answering those questions, it will give you a concrete idea or plan on
what to do in case of a disaster. Write your answer in a separate sheet
of paper.

Questions Responses
 What are the hazards nearest your home?

 Could improvements be made to your house to

make it safer?

 Are there places in your house, or in your

community, that might be safer in the event of a
hazard?

 Where are the nearest people and institutions

that could help you, such as the fire station, the
Red Cross, the hospital or the health center?

 How does our town warn us that a disaster is

coming?

 How will I know what to do?

 How will we know when to evacuate?

 Where to meet outside your home, like a public

park or the home of neighbor that you can trust.
In case a disaster strikes and you are separated
from your family members.

 Where to meet if you are ordered to leave the

neighborhood: maybe the home of a friend or
relative in another neighborhood or town.

5
 A telephone number to call in case you find
yourselves separated from your family when a
disaster strikes.

Activity No. 3: Disaster Response

Disaster response - Actions taken to effectively respond to an emergency after it occurs
and composed of the following activities implemented after the impact of a disaster in order
to:
 assess the needs
 reduce the suffering
 limit the spread and the consequences of the disaster
 open the way to rehabilitation

When disaster strikes.

• Follow established emergency procedures for raising the alarm, evacuating personnel and
making the disaster site safe
• Contact the leader of the disaster response team to direct and brief the trained salvage
personnel
• When permission is given to re-enter the site, make a preliminary assessment of the
extent of the damage, and the equipment, supplies and services required

What you will do…

Emergency Role Play Scenarios

Direction: Plan how you could act out the following scenarios. Write an outline of a
performance. Plan to demonstrate exactly what to do and possibly what not to do in each
emergency situation. Practice and put on the performance skit for your classmates.

#1: There is a soccer game in progress when thunder is heard in the distance. What
do you do?
(Roles may include: one to three soccer players, a coach, a parent)
6
 Correct Response: Crouch down on the balls of the feet to minimize contact with
the ground; wrap arms around knees. Stay away from trees and metal objects and
avoid laying down on the ground.

#2: A family is sleeping at 3 a.m. when the smoke detector goes off. What do you
do? (Roles may include parents, siblings, and sleepover guests)

Correct Response: Shout “Fire!” and leave the house immediately. Go to the
family’s outside meeting place. Call 857-4144 from outside the house to alert fire
responders.

#3: The teacher is giving a history lesson when the room begins to shake. What do
you do?
(Roles may include teacher, student teacher or aide, students)

Correct Response: Drop, cover (get under a heavy piece of furniture or a desk) and
hold on. Earthquakes are usually followed by smaller aftershocks.

#4: The radio says a big, dangerous typhoon is heading toward your part of the
province. What do you do?
(Roles may include radio announcer, family members, and neighbors)

Correct Response: Check your family emergency kit and add any extra supplies
you think you will need. Listen to the radio or television to find out if you have to
evacuate (take your emergency kit and pets with you). Make evacuation plans
including putting gas in your car or looking up public transportation schedules. Bring
outdoor furniture (and other things that might blow around and break your windows)
inside the house or garage.

#5. It has been raining for days and there is water everywhere. The little stream near
your neighborhood is now as big as a river. Water is running swiftly down the street
two blocks from your home and a police officer tells you that you cannot go any
closer. What do you do?
(Roles may include students, police officer, neighbors, and family members)

Correct Response: Do not step into fast-flowing water! Go to your out-of-

neighborhood meeting place (library post office, convenience store)]. If your family is not
there, or if you can’t get to the meeting place, call the family contact that lives in another
barangay or municipality to tell them you are safe and to decide what you should do.

The students may also perform any of the following suggested activities:

7
1. Simulation Activity on Disaster Response- The students will assume the role of an
important local officials (eg. CDRRMC, DSWD, CSWD, DepEd, PNP, AFP, PAG-ASA,
Media, City/ Municipality officials, Barangay Officials, Tanods, Rescue Team, etc. )who will
assists citizens in the case of an emergency. Tell students they will be responsible for
working diligently together to try and protect our county in the aftermath of something
serious.

2. Instruct students to assume the role of the media and prepare a newscast or a news
article evaluating the performance of the local government agencies in dealing with a
typhoon, earthquake, volcanic eruptions and other calamities.

3. Have students research a recent natural disaster that occurred in the Philippines (such
as a recent typhoons, earthquakes, volcanic eruption and other calamities) and read about
how our state and local governments worked together in response and its relief and
recovery.

Activity No. 4: Disaster Rehabilitation and Recovery

Disaster rehabilitation and recovery encompass support strategies that are geared
towards the restoration of human-centered services and infrastructure, as well as the
restoration of the physical and ecological integrity of the affected ecosystem. Proper
assessments of damage and the determination of appropriate rehabilitation and recovery
measures are the best ways to mitigate the effects of climate change-related disasters and
enable communities to be better prepared to deal with future climate change-related events.

Recovery are actions taken to restore a school or community to pre-emergency

conditions. The restoration and improvement of facilities, livelihood and living conditions of
disaster-affected communities with the principles of "build back better” or “getting back to
normal”.
8
Objectives:

1. To identify and prioritize specific aspects of disaster-hit communities that need rescue,
relief and rehabilitation.
2. Establish a program to restore both the disaster site and the damaged materials to a
stable and usable condition.

Support and assistance given to affected communities help provide children and
families with immediate relief during times of disaster, as well as with long-term
interventions needed to rebuild lives:

 Food aid, medical supplies, safe drinking water, sanitary facilities, and temporary shelter
during and immediately after a disaster;
 School construction and teacher training to allow children to continue their education and
receive proper care and protection;
 Vocational training and micro-enterprise development;
 Permanent housing, health system and community rehabilitation;
 Potable water and sanitation;
 And psychosocial support for children and adults.

What you will do…

Worksheet No.1

Helping others
Expected learning outcomes:

Participation in this lesson will assist students in understanding that:

1. They have the power to help other people feel better after an emergency
9
2. They have a good feeling themselves when they help others feel better.

Direction: Give at least six ways that you can do to help other people feel better after
an emergency in a separate sheet of paper.

We can help people feel

better by…

Body Map

10
 This activity is a participatory tool that helps children to explore how an emergency has
affected their lives, experiences, views and feelings after the disaster.

Procedures:
 Divide students into a male and female group.

2. Get the students to stick sheets of flipchart paper together. Ask for a volunteer
in each group to lie on the paper to have their body shape drawn around to
create a large body map which represents children and young people.

3. Use the body map and body parts as a focus to explore and record students’
views regarding the different ways in which living a disaster emergency context

11
 has affected their lives. For example, key questions relating to the body map
include:

 Head: How did the emergency context affect their mind, the way they think, and/or their
learning? (explore both positive and negative examples)

 Eyes: What have they seen as a result of living through the emergency? How did the
emergency context affect the way people see children and young people? How did the
context affect their perceptions of the world?

 Ears: What have they heard as a result of living through the emergency context? How
did the context affect the way people listen to children and young people; or the way
children and young people listen to adults?

 Mouth: How did the emergency context affect the way people communicate with each
other and the way adults communicate with children and young people and/or the way
children and young people communicate with one another?

 Main body: How did the emergency context affect their health? Their protection from
different forms of abuse or exploitation?

 Heart: How did the emergency context affect the feelings of different people in their
community or nation? How did it affect their own feelings and other people’s feelings
towards them? From whom did they get support in times of need?

 Arms and hands: As a result of the emergency context what kinds of activities are they
more or less involved in?

 Legs and feet: As a result of the emergency context, are there any changes in the
places where children and young people do or do not, or can or cannot do? For
example, for work, study or income generation?

Note: Children should be encouraged to draw their answers to each question on the flipchart and in the
meantime the teacher/note taker should take notes on verbal answers given by the children.

Questions to answer: Answer the questions briefly in a separate sheet of paper.

1. What are children’s perceptions of the needs and fears of their parents, other family
members, neighbors, school, community, country?

2. What are the coping strategies that people are using during this emergency situation
(migration, adoption, begging, violence, etc)

Alternative Activity:

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 Evacuation Drills and Disaster Simulations - Working with the national disaster agency,
students might participate in organized national disaster awareness days or create
community-level tie-ins to those events.

A drill is a coordinated, supervised exercise activity, normally used to test a single

specific operation or function.

Using the structure of the DRRM below, let the students perform a disaster
simulation drill assuming the role of each officials in the DRRM who will assist the
citizens in the case of an emergency.

Overseeing Implementing
NDRRMC OCD
RDRRMC OCD Region
PDRRMC PDRRMO
CDRRMC CDRRMO
MDRRMC MDRRMO
BDC BDRRMC

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 Let us summarize…

1. There shall be established LDRRMO in every province, city and municipality, and a
Barangay Disaster Risk Reduction and Management Committee (BDRRMC) in every
barangay which shall be responsible for setting the direction, development,
implementationand coordination of disaster risk management programs within their
territorial jurisdiction.

2. The NDRRMP sets down the expected outcomes, outputs, key activities, indicators, lead
agencies, implementing partners and timelines under each of the four distinct yet
mutually reinforcing thematic areas.

3. Prevention and mitigation are all those actions we can take to make sure that a
disaster doesn't happen or, if it does happen, that it doesn't cause as much harm as it
could.

4. Disaster preparedness is action taken to facilitate effective communication response,

reduce damage to property, prevent or reduce casualties.

5. Disaster response is action taken to effectively respond to an emergency after it occurs

and composed of the following activities implemented after the impact of a disaster in
order to:

 assess the needs

 reduce the suffering
 limit the spread and the consequences of the disaster
 open the way to rehabilitation

6. Disaster Rehabilitation and Recovery are actions taken to restore a school or

community to pre-emergency conditions. The restoration and improvement of facilities,
livelihood and living conditions of disaster-affected communities with the principles of
"build back better” or “getting back to normal”.

14
 POSTTEST

Direction: Choose the letter of the correct answer. Write your answers on a separate sheet
of paper.

1. All of the following are TRUE about disasters EXCEPT

A. A disaster may be domestic or international
B. A disaster may be caused by nature or have human origins
C. A disaster always receives widespread media coverage.
D. A disaster may have a known and gradual onset

2. Disasters frequently result in all of the following EXCEPT

A. Damage to the ecological environment
B. Displacement of populations
C. Destruction of a population’s homeland
D. Sustained public attention during the recovery phase

3. Social workers skilled in crisis management work:

A. typhoon or flood
B. violent events such as child abuse, domestic abuse, crime
C. psychopathology that triggers a crisis i.e. suicide attempt, drug overdose
D. car accident, life-threatening illness

4. Responsibility for securing the scene, preserving life and treating the wounded is the
responsibility of:
A. First responders
B. Mental health professionals
C. Social workers who specialize in crisis management
D. All citizens

5. There are nine tasks in the of disaster management. All of the following are tasks of this
model EXCEPT:
A. Assess secondary social problems such as health epidemics, displaced persons
B. Counsel those who have suffered trauma and bereavement
C. Control rumors, provide accurate information
D. Provide security; prevent looting, protect person and property

6. Conditions for the delivery of concrete goods and services at a disaster site include all
of the following EXCEPT:
A. Extreme climates; hot cold, wet, etc.
B. Crowded and cramped conditions for living and working
C. Lack of privacy, threat to safety
D. A clear demarcation of being on or off duty.

7. Actions taken to restore a school or community to pre-emergency conditions.

A. Disaster Prevention and mitigation C. Disaster Response
B. Disaster Preparedness D. Disaster Rehabilitation and Recovery

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8. Actions taken to effectively respond to an emergency after it occurs and composed of
the following activities implemented after the impact of a disaster
A. Disaster Prevention and mitigation C. Disaster Response
B. Disaster Preparedness D. Disaster Rehabilitation and Recovery

9. Taking measures in order to avoid an event turning into a disaster and reduce certain
hazards
A. Disaster Prevention and mitigation C. Disaster Response
B. Disaster Preparedness D. Disaster Rehabilitation and Recovery

10. Its purpose is to facilitate effective communication and response and reduce damage to
property.
A. Disaster Prevention and mitigation C. Disaster Response
B. Disaster Preparedness D. Disaster Rehabilitation and Recovery

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Role-Play Rubric

Name: ______________________________ Date: _____________________

Activity: ________________________ Role played: _______________
Assessment done by: ______________________________________________

Criteria: Rating:

Speech was clear with appropriate volume and inflection. 5 4 3

Role was played in a convincing, consistent manner. 5 4 3

Arguments and viewpoints expressed fit role played. 5 4 3

Costumes and props were effectively used. 5 4 3

Role-play was well prepared and organized. 5 4 3

Role-play captured and maintained audience interest. 5 4 3

Legend:
5- Advanced Performance
4- Proficient Performance
3- Partially Proficient
Comments:
______________________________________________________________
______________________________________________________________

Reaction Paper Grading Rubric Rating

Introduction: 1 2 3

-Objectives and main points are clear

-Relevant to topic

Content: 1 2 3
-Accurate information
-Analysis of data
-Explanation and illustration of concept
Reaction: 1 2 3

-Clear opinions and reactions

-Well-developed arguments

Style and Organization: 1 2 3

-Clear and helpful transitions from idea to idea

-Well-developed paragraphs
Conclusion: 1 2 3

-Logical progression to ending

17
-Summary of analysis

Total Points: _______________ (out of 15)

Legend:

 3-Excellent
2- Proficient
 1- Needs Improvement

Comments:
_______________________________________________________________________________________
_______________________________________________________________________________________
_________________________________________

Grading Rubric for Essay

A (4) B (3) C (2) D (1/0)

Focus: Purpose is clear Shows awareness of Shows limited No awareness
Purpose purpose awareness of purpose
Main idea Clearly presents a main There is a main idea Vague sense of a main No main idea
idea and supports it supported throughout idea, weakly supported
throughout the paper. most of the paper. throughout the paper.

Organizati Well-planned and well- Good overall There is a sense of No sense of

on: Overall thought out. Includes organization, includes organization, although organization
title, introduction, the main some of the
statement of main idea, organizational tools. organizational tools are
transitions and used weakly or missing
conclusion.
Content Exceptionally well- Well-presented and Content is sound and Content is not
presented and argued; argued; ideas are solid; ideas are present sound
ideas are detailed, well- detailed, developed but not particularly
developed, supported and supported with developed or supported;
with specific evidence & evidence and details, some evidence, but
facts, as well as mostly specific. usually of a generalized
examples and specific nature.
details.
Style: Sentences are clear and Sentences are clear Sentences are generally Sentences
Sentence varied in pattern, from but may lack variation; clear but may have aren’t clear
structure simple to complex, with a few may be awkward structure or
excellent use of awkward and there unclear content; there
punctuation. may be a few may be patterns of
punctuation errors. punctuation errors.

Grammar Excellent grammar, A few errors in Shows a pattern of Continuous

& spelling, syntax and grammar, spelling, errors in spelling, errors
Mechanics punctuation. syntax and grammar, syntax and/or
punctuation, but not punctuation. Could also
many. be a sign of lack of
proof-reading.

Legend:
 Advanced
3- Excellent
 2- Proficient
 1- Needs Improvement
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Grading Rubric for Poster- Slogan Contest

5 4 3 2 1
Content Content is Content is Content is Content is Content is
accurate and all accurate but accurate but questionable. inaccurate.
required some required some required Information is not Information is not
information is information is information is presented in a presented in a
presented in a missing and/or missing and/or logical order, logical order,
logical order. not presented in not presented in a making it difficult to making it difficult to
a logical order, logical order, follow. follow.
but is still making it difficult
generally easy to to follow.
follow.
Presentat Presentation Presentation Presentation Presentation is Presentation has
ion flows well and flows well. Tools flows well. Some unorganized. Tools no flow. Insufficient
logically. are used tools are used to are not used in a information and
Presentation correctly show acceptable relevant manner. lacking some of the
reflects extensive Each member’s understanding. Lacking some of member’s
use of tools in a information is Each member’s the members’ information.
creative way. represented and information is information/ and or
Each member’s identified with represented and information is not
information is their name. identified with identified
represented and Overall their name.
identified with presentation is
their name. interesting.
Pictures, Images are Images are Most images are Images are No images
Clip Art appropriate. appropriate. appropriate inappropriate or
Layout is Layout is layout is messy.
Backgrou pleasing to the cluttered.
nd eye.
Mechanic No spelling Few spelling Some spelling Some spelling Many spelling and
s errors. No errors. Few errors. Some errors. Some or grammar errors.
grammar errors. grammar errors. grammar errors. grammar errors. Text is copied.
Text is in authors’ Text is in authors’ Text is in authors’ Most of text is in
own words. own words. own words. authors’ own
words.

Legend:

 5- Advanced
4- Excellent
3- Proficient
 2- Partially Proficient
 1- Less Proficient

19
 References

Books

DNDR, "Learning about Natural Disasters. Games and projects for you and your friends.
IDNDR 1990-2000. A Stop Disasters publication for the International Decade for
Natural Disaster Reduction
CNE, UNICEF, "Guía de la comunidad educativa para la reducción del riesgo y desastre.
Prevención y protección de la niñez y la adolecencia". Upala Local Council for Child
Protection; Upala Regional Education Authority; Local Committee for Risk
Prevention and Emergency Assistance; Costa Rican National Commission for Risk
Prevention and Emergency Assistance (CNE) and UNICEF.
Meliti, D. 1999. Disasters by Design: A Reassessment of Natural Hazards in the United
States.

Joseph Henry Press. Chapters 7, 8, and 9, pp. 209-289. Quarantelli, E. L. 1999. The
Disaster Recovery Process: What We Know and Do Not Know from Research.
Disaster Research Center. Newark: University of Delaware, available from
http://www.udel.edu/DRC/preliminary/pp286.pdf.

Authority; Local Committee for Risk Prevention and Emergency Assistance; Costa Rican
National Commission for Risk Prevention and Emergency Assistance (CNE) and
UNICEF.
International Federation of the Red Cross and Red Crescent Societies, Series: "Es mejor
Prevenir…Educación Comunitaria para la Prevención de Desastres", Booklet

San José, Costa Rica 1997 Cali Local Emergency Committee, "Prevención y Atención de
Desastres: Guía Básica", Colombia 1993.
SIMPAD, "Brigada Escolar de Prevención: Somos los amigos que te enseñan cómo debes
prevenir y actuar en casos de desastre". Medellín City Council, Municipal System for
Disaster Prevention and Assistance, SIMPAD. Colombia 1995.
CNE, "Plan Familiar de Emergencia". Costa Rica National Emergency Commission. San
José, Costa Rica, 1994.

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Electronic Sources
Environmental health in emergencies and disasters: A practical guide. WHO, 2002.
Disaster Help, US Department of Homeland Security.

FEMA Region II http://www.fema.gov/about/regions/regionii/natl_prep_step.shtm

Puerto Rico Emergency Management Agency (PREMA)
www.gobierno.pr/AEMEAD/Inicio

FEMA Region II Caribbean Area Office

Green Paper on Disaster Management, Department of Provincial and Local

Government, South Africa

http://www.fema.gov/about/regions/regionii/caribbean.shtm
United State Virgin Islands – http://ltg.gov.vi/

International Recovery Platform. 2010. Guidance Note on Recovery: Climate

Change.109pp. Download from www.unisdr.org/we/inform/publications/16769

IRR of RA 10121, http://ndrrmc.gov.ph/attachments/095_IRR.pdf, Retrieved August

2015

RA 10121, http://www.gov.ph/2010/05/27/republic-act-no-10121, Retrieved August

2015

Reconstruction and Social Development (FOREC), Bogotá 2001.

Oxford University Press, New Shorter Oxford English Dictionary, United
Kingdom, 1996

Other Electronic Sources

http://goo.gl/XqcpwJ
http://goo.gl/g5M86o
http://goo.gl/TSj9GZ
https://goo.gl/b68YEu
http://goo.gl/YozrhB
http://goo.gl/nSqHFe
http://goo.gl/9r470m
http://goo.gl/xfni3m
http://goo.gl/IVOkZ6
http://goo.gl/FhG4H8
http://goo.gl/gCaU59
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