Disaster Risk Reduction and Management

Self-Learning Kit
ANSWER KEY
MODULE 1 BASIC CONCEPT OF DISASTER AND DISASTER RISK

Answer key

Activity 1
1. Collapse
2. Death
3. Unemployment
4. Migration
5. Sanitation

Activity 2
1. Injury B
2. Vulnerable D
3. Trauma E
4. Epidemic A
5. Hopelessness C

Activity 3, 4, 5
Answers may vary

IDENTIFYING HAZARDS THAT CAN LEAD TO DISASTERS

Answer Key

Activity 1: wet floor, not wearing hard hat, no trolleys/push carts to carry heavy
drum, electrical wire which can cause people to trip, too high stacking of
boxes

Activities 2, 3, 4 and 5 Answers may vary

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Module 2 DISASTER READINESS AND RISK REDUCTION
EXPOSURE AND VULNERABILITY

Answer Key

Activity 1.1 (Engage)

PHYSICAL SOCIOECONOMICAL ENVIRONMENTAL

Hospital Transportation Rainforest
Railroads Government Seashore
Bridges Telecommunications Marine resources
Schools Barangay response team Agricultural land
Subdivision Social status Fishpond

The criteria used was based on my prior knowledge about physical- man-
made, socio-economical or way of living and government and environmental
or anything found in the surroundings.

Activity 1.2. Arrange me (explore)

Arrange the following words or phrase into a concept map.

exposed
Risk Elements Hazard

Physical Socio-economic Environmental

Tangible Response & Ecosystem

Recovery

Activity 1.3. Jumbled words (Explain)

Rearrange the jumbled letters of each word in the given sentence and rewrite
it. Then identify the term being described.
1. Natural or man-made phenomenon or a mixture of both that has the
potential to adversely affect human health, property, activity and or the
environment. HAZARD
2. Probability that something negative will happen. RISK
3. Elements that can be touch and can be visually seen. PHYSICAL
ELEMENTS

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 4. Include the leadership in the community or culture that influence the
way of living of the people in the society. SOCIO-ECONOMIC
ELEMENTS
5. Include the ecosystem and the natural processes. ENVIRONMENTAL
ELEMENTS

Activity 1.4. (Ellaborate)

1.
Elements exposed to hazard Category
Store Physical
Vendor And His Family Environmental
San Cristobal River Environmental
Barangay Officials Socio-Economic

2. Answer may vary depending on one’s opinion. Just make sure that the
answer mentioned about hazard, risk and elements exposed to the
hazard.
3. Knowing the elements exposed to hazard is knowing what is at risk,
making us aware of the possible scenario so we can prepare for it.

Activity 1.5. (Evaluate)

Information flyers. You will be graded based on rubrics given below:

CATEGORY 5 3 2 1
All graphics
All graphics
are related to
are related to All graphics Graphics do
the topic and
Relevance the topic and relate to the not relate to
most make it
make it easier topic the topic
easier to
to understand
understand
With
One or two of Graphics
exceptional No graphics
the graphics made based
degree of made by the
Originality reflects on the
student student are
creativity of designs of
creativity in included
the students others
their work.
The flyer
includes
All required Several
required All but 1 are
elements are required
Required Elements elements as included on
included on elements are
well as the flyer
the flyer missing
additional
information
The flyer is
The flyer is The flyer is The flyer is
exceptionally
attractive in acceptably distractingly
attractive in
Attractiveness terms of attractive messy or very
terms of
design, layout though it may poorly
design, layout
and neatness be a bit messy designed
and neatness

3
 Total Score

Answer the following questions:

1. What are the things that you learned while doing the activity?
I learned all the elements that are exposed to hazard making the
community at risk.
2. Do you consider your flyer useful? Why do you think so?
Yes, because it will inform the public of what to be expect and make
necessary preparations.

Reflection

Wherever we are, whatever we do, everything are exposed to hazard. In

order to prevent any accidents due to hazards let’s STOP to identify the
elements exposed to hazard. Let’s THINK ways on how to prevent and be
ready for possible mishap then ACT with caution. .

Activity 2.1: Spot the hazard (Engage)

1. Mark as many as possible

2. All the people working are at risk.

Activity2. 2: Take a trip (Explore)

Answers vary
Hazards Possible events

Activity 2.3: Explain

1. Answer will depend on the collected data.

2. Identify who is the weakest or more likely to be affected.
3. Answers may vary depending on the number of hazards listed.
4. Answers may vary. Vulnerability is the person that is affected the
most.

Activity 2.4: (Elaborate)

1. Nick, because he is not ready for the possible danger.

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 2. Vulnerability is the situation that you did not prepare so you put
yourself in a dangerous situation.

Activity 2.5: (Evaluate)

1. The two students were stranded. Since Gary was prepared for what
will happen he became less vulnerable. Same situation with nick but
less vulnerable.
2. He knows the risk and the hazard so he was able to prepared and
though stranded, he knows that he will survive.
3. Yes, being prepared made Gary less vulnerable than Nick.

Reflection

To lessen vulnerability, we must know how to RECOGNIZE hazards,

REACT by being prepared and ready for possible effects of the hazard
and REPORT to the officials or inform members of your family. All of us
can be vulnerable for a particular hazard, but it is how we handle it. Being
prepared all the time is the best solution.

Activity 3.1: Compare the picture (Engage)

1. Picture 1
2. The more populated (higher population density) the greater is the risk
in the presence of hazard the more vulnerable.
3. Picture 2
4. No response from the response team, so the local government is not
prepared making it more vulnerable.

Activity 3.2: Explore

Answers will vary depending on the DRRM coordinator and also on the
exits available in the school.

Activity 3.3: Explain

1. Big population, less response vehicle, less relief goods and for not
being prepared
2. Lack of preparation due to lack of knowledge on hazard and risk.
3. For being overpopulated or high population density and lack of
preparation by the community.

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Activity 3.4

1. Answers will vary.

2. Answers will depend on the given problems in number 1.

Activity 3.5

Rubrics:
CATEGORY 5 3 2 1
All graphics
All graphics
are related
are related
to the topic All graphics Graphics do
to the topic
Relevance and most relate to the not relate to
and make it
make it topic the topic
easier to
easier to
understand
understand
With One or two
Graphics
exceptional of the No graphics
made based
degree of graphics made by the
Originality on the
student reflects student are
designs of
creativity in creativity of included
others
their work. the students
Includes
required Several
All required
Required elements as All but 1 are required
elements
Elements well as included elements
are included
additional are missing
information
The escape
The escape The escape
plan is The escape
plan is plan is
exceptionall plan is
attractive in acceptably
y attractive distractingly
Attractiveness terms of attractive
in terms of messy or
design, though it
design, very poorly
layout and may be a bit
layout and designed
neatness messy
neatness
Total Score

Reflection

All of us are exposed to hazard and no one is exempted from experiencing

disaster. But we must not linger and be depressed with what happened.

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 Instead, let it be a learning experience and take it positively. We lost for a
while, but this is a great opportunity for us to change and grow for the
better. Different sectors of the society handled well all the situations
making their community less vulnerable.

Activity 4.1: Engage

1. All are damaged/destroyed structures due to hazard

2. Picture 1 and 2 is due to poor quality materials used
Picture 3 is located near or on the foot of the mountain
Picture 4 is located near a fault line

Activity 4.2: Building permit approval (Explore)

Answers will depend on how the engineer will answer the question.

Activity 4.3: (Explain)

Answer the following questions.

1. Picture 1 and 2 is due to poor quality of materials used while picture 3
and 4 is due to location.
2. Make sure that the materials use can withstand pressure and also how
it was built. Foundation should be strong and elastic. Location must
be considered; it should be not near to a hazardous area.
3. Location and quality of building materials.

Activity 4.4: Elaborate

Answer the following situational questions briefly. Use the knowledge you
acquire during the interview with an engineer from the Engineering
Department of Calamba City.

1. I will choose to renovate the old building since it is farther from the fault
line. The old school is less vulnerable because it is not near the
hazardous area.
2. It is not financially practical to buy the beach house because it is near
the sea shore so it is exposed to hazard like tsunami and storm surge
that will eventually destroy the beach house.
3. No, because there is high risk and the place is highly vulnerable to
disaster.
4. I will tell the victim that it is no longer safe to stay in that place since it
is a hazardous place. The risk is high so it is vulnerable.

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 5. The house is near a hazardous area like foot of the mountain, sea
shore and near the fault line.

Activity 4.5: Evaluate

Identify what is the factor (LOCATION or BUILDING CODE) involved in the

following disaster.
1. Location
2. Location
3. Building code
4. Location
5. Building code

Reflection

Guide questions:
1. There are a lot of ways being employed to help countries that are
vulnerable to hazard.
2. The world is helping each other in times of disaster and everyone are
finding ways on how to lessen vulnerability.
3. To make the world less vulnerable and be prepared all the time.
4. Yes, with the help of developed countries.
5. Yes, because it has lesser financial resources. It is costly to make a
particular country less vulnerable because the equipment is also costly.

Activity 7.1: Engage

Observe the picture then answer the questions.

Show a picture of a mountain with a boulder on top of it
that is about to fall. Found on the foot of the mountain is
a community. Show that some houses are near the
mountain and some are far.

Questions:

1. The large boulder on top of the mountain

2. Yes
3. The one near the mountain.
4. The one far from the mountain
5. I will be afraid and cautious.

Activity 7.2: Explore

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Read about the Yolanda super typhoon in the internet and take not of some
details.

Guide questions:

1. Tacloban is a first class City. It is highly urbanized.

2. Yes, and their mission is to mitigate, prevent, immediate response and
recovery.
3. Yes. Precautionary measures are existing but it was enough and the
city is not ready for a super typhoon.
4. Roads and bridges were destroyed, so response and recovery is not
possible during that time. Local and National government are blaming
each other for all the problems that arise.
5. For me, all sectors of the society. The actions are not coordinated and
they keep on blaming each other.
6. Tacloban is exposed to hazard like typhoon, they became vulnerable
due to lack of preparedness.

Activity 7.3: Explain

Look at the picture carefully and define the terms given below in your own
words (based on how you interpret the picture).
1. Exposure is the presence of potential hazard
2. Hazard is the impending danger.
3. Risk is when hazard is present making elements of the society
exposed with cost.
4. Vulnerability is when elements are exposed to hazard and have chance
of being harmed.
5. Disaster is when hazard happened in a vulnerable society.

Activity 7.4: Elaborate

Given the following scenario, continue the story by determining the hazard
and a possible way to lessen the vulnerability of the exposed elements to
hazard.

1. The hazard is that I live in a flood prone area and I have a baby that
might be exposed to some diseases. To lessen the vulnerability, my
husband went to the Barangay Hall to ask for help and they prepared
boats. The barangay is ready and prepared.

2. The hazard is the boy exposed to the flood and anytime it might rise
and he might drown. To lessen vulnerability, the boy must get out of

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 the flood water and go back to his family or nearest evacuation center if
going home is not possible.

Activity 7.5: Make an emerge3ncy escape plan.

Rubrics:
CATEGORY 5 3 2 1
All graphics
All graphics All graphics Graphics do
are related
are related to relate to the not relate to
to the topic
the topic and topic the topic
Relevance and most
make it easier
make it
to understand
easier to
understand
With One or two
Graphics No graphics
exceptional of the
made made by the
degree of graphics
Originality based on student are
student reflects
the designs included
creativity in creativity of
of others
their work. the students
The plan
All required All but 1 are Several
includes
elements included on required
required
are included the plan elements are
Required Elements elements as
on the plan missing
well as
additional
information
The escape The escape The escape
The escape
plan is plan is is
plan is
exceptionally attractive in acceptably
distractingly
Attractiveness attractive in terms of attractive
messy or
terms of design, though it
very poorly
design, layout layout and may be a
designed
and neatness neatness bit messy
Total Score

Reflection

THINK ABOUT THIS!

What can you say about the picture?

We are all exposed to hazards, lessening vulnerability is the best solution.

An individual that is ignorant of impending danger and lack of ability to be
ready will make him more vulnerable.

Bridging

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 1. A hazard:
A. Is a potentially damaging physical event
B. May cause the loss of life or injury
C. May generate social and economic disruption
D. All of the above

2. Risk is comprised of two factors

A. Alert and alarm
B. Hazard and vulnerability
C. Vulnerability and susceptibility
D. Hazards and threats

3. Areas of cities that are subjected to significant natural hazards should

be used for which of the following?
A. Office buildings
B. Family houses
C. golf course
D. shopping malls

4. It is the chance or likelihood of suffering harm and loss as a result of a

hazardous event.
A. hazard
B. Disaster
C. Vulnerability
D. Disaster risk

5. Inability of a community to prevent, mitigate, prepare for and respond

to hazardous events.
A. hazard
B. Disaster
C. Vulnerability
D. Disaster ris

Remediation (Picture analysis)

1. Looking at the diagram below, how will you be able to differentiate

hazard, exposure and vulnerability with respect to risk.

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 When elements are exposed to hazard, there is risk. When hazard is
present, there is a chance that an event will happen or there is risk. When
a society is vulnerable, there is a chance or risk that a disaster will occur.

2. Looking at the diagram below, how will you lessen the vulnerability of
exposed elements?

To lessen vulnerability, we must first discover the hazard present, then

prioritize important things like your property and lives of the family member.
Assess the hazard, how devastating is it. Report or inform the officials about
the impending danger or inform the whole family. Remediate by making plan
of actions or ways how to lessen the effect if cannot be prevented. Verify if
your actions are feasible or if it will really help the community to at least
lessen the effect.

Decision (Empathy)

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 As a Grade 11 student of Camp Vicente Lim Integrated School, you were
assigned as a junior coordinator of DRRM. What ways or actions are you
going to implement in your school to make it less vulnerable to hazard?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

Module 3 DISASTER READINESS AND RISK REDUCTION

BASIC CONCEPT OF HAZARD

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Answer Key

Lesson 1: Hazard and Hazard Types

Pretest:
1. C
2. B
3. B
4. A
5. D
6. A
7. A
8. C
9. B
10. B

Activity 1: Let’s Study and Analyze: Volcano and Parachutist

1. The volcano materials ejected from the crater, gases, heat, lava etc.
2. Return another day when there is not eruption.
3. Use the parachute.
4. Do not exit/ leave the airplane
Activity 2: Let’s Try This: Identify the hazard
1. C. Typhoon
2. D. Epidemic to humans
3. E. Bomb explosion
4. A. Landslide
5. B. Tsunami

Activity 3: Let’s Try This: Classify the hazard

1. B, IV
2. G, III
3. F, III
4. E, III
5. I, V
6. H, V
7. A II
8. D, III
9. C, I
10. J, IV

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Think of This
1. Based on the seen picture. Atmospheric if it is concern on atmosphere like
thunderstorm. Biologic if it is related to earth or ground. Hydrological if it is
connected to water. Manmade if it caused of humans
Activity 4: Let’s Try This: Hazard and its causes

Hazard Cause Origin

Excessive rain fall/
1. Flooding Natural ( Hydrologic)
typhoon
2. Storm surge Big Waves/ Tsunami Natural (Geologic)
Natural
3. Volcanic Eruption Earthquake
(Geologic)
4. Humans Epidemic Virus biologic
5. Radioactive Mishandling of
Manmade
pollution radioactive material

Activity 5: Let’s Try This: Investigating a Local Area's

Answer may vary based on the students’ location and experienced

Lesson 2
Activity 1: Let’s Study and Analyze “Characterize the Hazard”
1. Wind speed, area affecte

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2. Magnitude, intensity
3. Area flooded, depth of flood
4. Volume of material dislodged, ground displacement
5. Height of waves, depth of flood water
6. Eruption size, ash

Activity 2: Let’s Study and Analyze “Highlighted the Hazard”

You boyfriend break with your after a You have lost everything in a fire
two years relationship Thousands of people in your area have
been affected
You failed your midterm exam for this You are a victim of spreads of
semester “tigdas” in your barangay a hundred
people was also in hospital with the
same scenario
Heavy rain s have passed you area , Your lost your job
wet furniture, mudflow and landslide all
over the barangay
You overlooked to submit your project Your father is a farmer, one morning he
and you failed the exam. saw all his plants was full of bugs. As
he also notice all the place in the city
was
You have been absent from school, You show a vehicular accident and
because you are needed at home to there someone who broke his leg,
look after your younger siblings while Blood surrounded the area. there are
your parents are at work. more than 50 individuals have been
affected

Activity 3: Let’s Study and Analyze “Hazard Matrix

Type of hazard

Manageability
Probability
magnitude
Frequency

Duration

Intensity/
Speed

Landslide Overtime
Difficult if big of
there is an 20 Depended
High if near falling debris
strong Once a minutes on
landslide Easy if
earthquake year of falling volume
prone area preparedness is
or heavy debris dislodged
observed
rains
Earthquake Once every Few seconds Intensity 5 High if near Difficult if there
10 years seconds the fault were collapsed
line building and no

16
 proper orientation
to people
Floods Easy if
12
Depend High of preparedness was
hours of
Twice a year 3 days on flood located on observed and
heavy
level low land evacuation is
rain
implemented
Typhoons Storm Easy if
10 times a 36 75 % that
4 days signal 2 to preparedness in
year hours will pass
3 implemented
Fire High
Difficult if no fire
because of
Once a 20 Very Alert level truck available and
light
year minutes fast 2 the streets were
material
blocked
houses

Activity 4: Let’s Study and Analyze “Units in Hazard”

1. A. Typhoon: Storm signal
B. Earthquake: intensity and magnitude
C. Volcanic eruption: Eruption size, ash flow
D. Fire: Alert level
2. A. It would be easy to characterize
B. It would be easy to compare event after another
Lesson 3: Impacts of Hazard
Activity 1: Let’s Study and Analyze “Web the Impact of Hazard”
Students answer may vary

Activity 2: Let’s Study and Analyze “Hazard in the Barangay”

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 Students answer may vary, scoring will be based on rubric

Activity 3: Let’s Study and Analyze “Advantages and Disadvantages”

Students answer may vary, scoring will be based on rubric

Activity 4: Let’s Study and Analyze “Poverty to Vulnerability

Students answer may vary, scoring will be based on rubric

Activity 5: Let’s Study and Analyze “Hazard Pamphlet”

Students answer may vary, scoring will be based on rubric
Post Test
1. C
2. C
3. D
4. C
5. A
6. D
7. A
8. D
9. A
10. A

Rubrics
5 3 1 Score
The content and The content and The content and
idea of the written idea of the written idea of the written
Content
sentence is clearly sentence is partly sentence is not
composed composed clearly composed
The relevance of
The written The written
the written
sentence is sentence shows
Relevance sentence is partly
evidently relevant no relevance to the
evident in the
to the chosen topic chosen topic
chosen topic
There are no errors There are few There are many
in spelling, errors in spelling, errors in spelling,
Mechanics punctuation marks, punctuation marks, punctuation marks,
capitalization and capitalization and capitalization and
grammar grammar grammar

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 The sentences The sentences The sentences
written fully show written partly show written do not show
Convention
unity, coherence unity, coherence unity, coherence
and emphasis and emphasis and emphasis

TOTAL SCORE

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Module 4 DISASTER READINESS AND RISK REDUCTION
EARTHQUAKE HAZARDS

Answer Key
Pre- Test
1. Danger
2. Seismograph
3. Fault
4. Earthquake
5. Tsunami

Activity 1
Definition of Terms
Seismology Study of Earthquakes
Hazard Danger
Rupture Displacement
Fault cracks in the Earth’s Crust
Crust Outer layer of the Earth
Mantle Part of the Earth between the core and the crust
Outer core it is the top part of the Earth
Inner Core the Earth’s innermost part
Earthquake is the shaking and vibration of the Earth’s crust due to
movement of the Earth’s plates (plate tectonics)
Imperceptible Undetectable, unnoticeable
Subsidence The gradual caving in or sinking of an area of land.
Potential having or showing the capacity to become or develop
into something in the future.
Severe acute, very serious, critical
Impending Be about to happen or near to happen

POTENTIAL EARTHQUAKE HAZARDS

ACTIVITY 1.1 CROSSWORD PUZZLE

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 1.
T
S
U
3.
N S
2.
E A R T H Q U A K E
M B
I S
4.
L I Q U E F A C T I O N
D
E
5.
G R O U N D R U P T U R E
C
E
ACTIVITY 1.2
1. CRUST
2. EARTHQUAKE-INDUCE LANDSLIDE
3. GROUND SHAKING
4. HAZARD
5. DISASTER

ACTIVITY 1.3 Picture Analysis

Answers may varied

ACTIVITY 1.4 Research Activity/Assignment

Answers may varied

ACTIVITY 1.5 Brochure making

RUBRICS
CATEGORY 4 3 2 1
Graphics go well Graphics go well Graphics do not
Graphics go well
with the text, but with the text, but go with the
with the text and
there are so there are too few accompanying
there is a good
many that they and the brochure text or appear to
GRAPHICS/PICT mix or text and
distract from the seems “text be randomly
URES graphics
text heavy”. chosen
The brochure has The brochure’s
The brochure has
exceptionally formatting and
attractive The brochure has
attractive organization of
ATTRACTIVENE formatting and well organized
formatting and material are
SS AND well organized information
well-organized confusing to the
ORGANIZATION information
information reader
99-90% of the 89-80%of the Fewer than 80%
All facts in the
CONTENT facts in the facts in the of the facts in the
brochure are
ACCURACY brochure are brochure are brochure are
accurate
accurate accurate accurate
Careful and Careful and Careful and Sources are not
accurate records accurate records accurate records documented
are kept to are kept to are kept to accurately or are
document the document the document the not kept on many
SOURCES source of 100%- source of 94-85% source of 84-75% facts and

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 95% of the facts of the facts and of the facts and
and graphics in graphics in the graphics in the graphics
the brochure brochure brochure
No more the 1 No more the
No spelling errors
spelling error 3spelling error
remain after one
remains after one remains after one Several spelling
SPELLING AND person other than
person other than person other than errors in the
PROOFREADIN the typist reads
the typist reads the typist reads brochure
G and correct the
and corrects the and corrects the
brochure
brochure brochure
TOTAL
ACTIVITY 1 Picture Analysis
Answers may varied

ACTIVITY 2 Write ups

Answers may varied
ACTIVITY 3 Please Explain
Answers may varied

ACTIVITY 4 Let’s pretend

Answers may varied

ACTIVITY 5 Evaluation

Enumerate the three signs of impending Tsunami

1. ___Feel the earthquake _______________________________
2. __ See ocean water disappear from beach, bay, river
3. ___Hear an unusual roaring sound
_____________________________

ACTIVITY 1 WORD HUNT

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 B G Y L U M B E R A D F L X S A A
S R T D T J A D A D Y E A A T D D
G O C D K A T Y K S I H N C Y X A
A U U C H E O A G F H T D Z I J G
S N N L H M R H D H S H S H R T M
O D M K E S S O I I I U L Y U D E
L R M L I Q U E F A C T I O N K T
I U B H A B D K O E O Y D J B H R
N P E R F P F L P D N S E U E I D
E T D E L J L T L G D E E D R Y F
D U A S O O G I G E F H S I O F G
D R S T H T S O H W A S F O P V E
S E O O T E H S A P A P E R S K R
D A M A G E T O T R A N S P O R T
H O T S U N A M I E J O S S H H A
A L R L I O G N I K O O C O O T D
ACTIVITY 2 Internet explorer
1. Bohol
2. Baguio City
3. Batangas City
4. Central Leyte
5. Mindoro

ACTIVITY 3 DRRM mini notebook

1. no
2. no.
3. landslide, liquefaction, subsidence, tsunamis, ground shaking
4. Earthquake can have a disastrous effects on humans and on
environment

ACTIVITY 4 Mind Mapping

CATERGORY 5 3 2 1
All graphics
All graphics
are related to
are related to All graphics Graphics do
the topic and
the topic and relate to the not relate to
most make it
RELEVANCE make easier topic the topic
easier to
to understand
understand

23
 With
One or two of
exceptional Graphics No graphics
the graphics
degree of made based made by the
reflects
student on the designs student are in
ORIGINALITY creativity of
creativity in of others cluded
the students
their work
The Mind
MAP includes
All required Several
required All but 1 are
elements are required
elements as include on the
REQUIRED included in the elements are
well as Mind Map
ELEMENTS Mind Map missing
additional
information
The Mind Map
is The Mind Map The Mind Map The Mind Map
exceptionally is attractive in acceptably is distractingly
attractive in terms of attractive messy or very
ATTRACTIVENESS terms of design, layout though it may poorly
design, layout and neatness be a bit messy designed
and neatness
TOTAL

ACTIVITY 5 Poster Making

CATERGORY 5 3 2 1
All graphics All graphics
are related to are related to
All graphics Graphics do
the topic and the topic and
relate to the not relate to
make easier most make it
RELEVANCE topic the topic
to easier to
understand understand
With One or two
Graphics
exceptional of the No graphics
made based
degree of graphics made by the
on the
student reflects student are
ORIGINALITY designs of
creativity in creativity of in included
others
their work the students
The
POSTER
includes All required Several
All but 1 are
required elements are required
include on
REQUIRED elements as included in elements are
the POSTER
ELEMENTS well as the POSTER missing
additional
information
The The The The
POSTER is POSTER is POSTER POSTER is
ATTRACTIVENESS exceptionally attractive in acceptably distractingly

24
 attractive in
terms of attractive
terms of messy or
design, though it
design, very poorly
layout and may be a bit
layout and designed
neatness messy
neatness
TOTAL

ACTIVITY 1 Jumbled Words

Hazard - A dangerous phenomenon, substance, human activity or condition
that may cause loss of life, injury or other health impacts, property damage,
loss of livelihoods and services, social and economic disruption, or
environmental damage

Disaster - A serious disruption of the functioning of a community or a society

involving widespread human, material, economic, or environmental losses
and impacts which exceeds the ability of the affected community or society to
cope using its own resources.

ACTIVITY 2 Creating a Classroom Hazard Map

ACTIVITY 3

ACTIVITY 4

ACTIVITY 5 EARTHQUAKE HAZARD MAP

CATEGORY 4 3 2 1
COMPREHENSIVENESS

The map The map

shows 8-10 shows 5-7
potential potential
The map
hazards hazards Map doesn’t
shows 1-4
correctly and correctly and show hazards
hazards only
potential potential
disasters were disasters were
described described

The map
shows all safe The map The map Does not
OF THE MAP

spaces and shows most shows 1-2 show safe

the path going safe spaces safe spaces spaces
out of room

25
 All the Most of the Members of
members of members of the group Learners do

TEAMWORK
ROLES AND
the group the group know their not know their
accomplished accomplished roles but roles and has
their roles well their roles well discussion no
and were and were was not very cooperation
active during active during active
discussion discussion
ACTIVITY 1 Pre –Monitoring Classroom Hazard Hunt
Check box if YES
 1. Free-standing cabinets, bookcases, and wall shelves are secured to
structural support.
 2. Heavy objects are removed from shelves above the heads of seated
students.
 3. Aquariums and other potentially hazardous displays are located
away from seating areas.
 4. The TV monitor is securely fastened to a stable platform or it is
attached securely to a rolling cart with lockable wheels.
 5. The classroom piano is secured against rolling during an
earthquake.
 6. Wall mountings are secured to prevent them from swinging free
during an earthquake.
 7. All hanging plants are in lightweight, unbreakable pots and fastened
to closed hooks.

ACTIVITY 2
Make your own Pre-Monitoring Hazard Hunt Checklist at your home. Write in
a long bond paper.

ACTIVITY 3 FACEBOOK LIKES

Using your Facebook account make your own post about the importance of
safety measures, readiness and preparedness before, during and after an
earthquake.

ACTIVITY 4 EMERGENCY ESCAPE PLAN

Create an emergency escape plan for an earthquake preparedness. Using 1
long bond paper draw a map of your home, and plan your escape route out of
the structure you live in.

Rubrics
You will be graded based on rubrics given below
CATEGORY 4 3 2 1

26
 The escape The escape
The escape The escape
plan includes plan only
plan includes plan only
two safe includes one
two or clearly includes
escape clearly
REQUIRED defined safe escape
routes for all defined safe
ELEMENTS: escape routes
family escape route
Escape Routes routes for all foursome
members but for each
family family
not clearly family
members members.
defined. member.
The escape
The escape plan includes
The escape
The escape plan includes a neat
plan includes
plan includes a neat drawing or
a neat
a neat drawing or copy of a blue
drawing or
drawing or copy of a blue print of the
copy of a blue
REQUIRED copy of a blue print of the house is not
print of the
ELEMENTS: print of the house that is clear and
house but is
House Map house not clear or hard to view
missing some
showing all hard to view and missing
of the detail
floors, but shows the some of the
of the floors,
windows, and all floors, detail of the
windows, and
doorways windows and floors,
doorways.
doorways windows and
doorways
The escape
The escape The escape The escape
plan includes
plan includes plan includes plan missing
a legend box
a legend box a legend box a legend box
clearly listing
clearly listing clearly listing listing all
REQUIRED all family
all family some family family
ELEMENTS: members but
members and members and members but
Legend key and is missing a
has a clearly has a clearly has a clearly
meeting place clearly
marked marked marked
marked
meeting place meeting place meeting place
meeting place
Several of the
The graphics
graphics used One or two of
are made by
on escape graphics used
the student, No graphics
plan reflect a on escape
but are based made by the
exceptional plan reflect a
GRAPHICS on the student are
degree of student
ORIGINALITY designs or included
student creativity in
ideas of
creativity in their creation
others
their creation.
ATTRACTIVE- The escape The escape The escape The escape
NESS plan is plan is plan is plan is
exceptionally attractive in acceptably distractingly
attractive in terms of attractive messy or very
terms of design, though it may poorly

27
 design,
layout, and be a bit designed. It is
layout, and
neatness messy not attractive
neatness
There are
There are no There is one There are two
more
grammatical grammatical grammatical
grammatical
GRAMMAR mistakes on mistake on mistakes on
mistakes on
the escape the escape the escape
the escape
plan plan plan
plan
TOTAL

ACTIVITY 5 PAMPHLET MAKING

Create your own pamphlet or leaflet in Precautionary and Safety Measures
about Earthquake Safety in your School.

Rubrics
You will be graded based on rubrics given below
CATEGORY 4 3 2 1
All graphics
All graphics
are related to
are related to All graphics Graphics do
the topic and
the topic and relate to the not relate to
most make it
RELEVANCE make easier topic the topic
easier to
to understand
understand
With
One or two of Graphics
exceptional No graphics
the graphics made based
degree of made by the
reflects on the
student student are in
ORIGINALITY creativity of designs of
creativity in included
the students others
their work
The
PAMPHLET
All required
includes All but 1 are Several
elements are
required include on required
included in
REQUIRED elements as the elements are
the
ELEMENTS well as PAMPHLET missing
PAMPHLET
additional
information
The
The The
PAMPHLET The
PAMPHLET PAMPHLET
is PAMPHLET
acceptably is
exceptionally is attractive in
attractive distractingly
attractive in terms of
ATTRACTIVENESS though it messy or very
terms of design, layout
may be a bit poorly
design, layout and neatness
messy designed
and neatness
TOTAL

28
Watch this video
Earthquake safety video series
https://www.youtube.com/watch?
v=GSDmqLQmMN0&list=PLs1gMujRSBY2t7JB4VS-AymFwN-6Lvg20

Prepare to survive and recover with the Seven Steps to Earthquake Safety

Protect yourself during an earthquake: Drop, Cover, and Hold On!
Recommended Earthquake Safety Actions (including situations when you
cannot get beneath a table) (PDF | RTF)

Post Test
1. D
2. D
3. C
4. C
5. B

29
Module 5 DISASTER READINESS AND RISK REDUCTION
VOLCANO HAZARDS

Answer Key

Activity 1
Motive Question 1:
Possible answers calamities, volcanic eruption, lava flow, danger to human lives, etc.

Motive Question 2:
Possible answers: Loss of properties, destruction of roads, bridges, buildings,living
organisms,death,etc.

Activity 2
P1: Ballistic Projectile: volcanic materials are directly ejected from the volcano’s vent
P2: Ash Fall: volcanic ash
P3: Pyroclastic Flow: mixture of lava,ash,and volcanic gases
P4: Lava Flow: the flowing of massive molten rocks from the vent of the volcano
P5: Volcanic gases: gases given off by an active or dormant volcano
P6: Debris avalance or volcanic landslides: massive collapse of volcano
P7: Lahar Flow: flowing of wet mass of usually hot volcanic fragments
P8: Tsunami : big sea waves that are generated by sudden displacement of water

Activity 3
Answers are the same or with the answers provided in activity 2 but can be more
elaborated or descriptive answers.

Activity 4
Sample Answers:
1. Lahar flow- this already happen in the province of Pampanga
2. Lava Flow: this had happened in the Province of Albay
3. Ash Fall: this had happened both in Pampanga and in Albay.

Activity 5

30
The collage shall include pictures of the following volcano-related hazard
Ballistic Projectile
Ash Fall
Pyroclastic Flow
Lava Flow
Volcanic gases
Volcanic landslides
Lahar Flow
Tsunam

Answer Key - Lesson 2

Activity 1
Possible answers: calamity, danger, problems, bad situations, accidents, others

Activity 2

HAZARDOUS MOST HAZARDOUS

Respiratory tract infection Acid rain
Dangerous to aircraft Long term flooding problem
Impact of falling fragment

Activity 3

5 4 3 2 1

Substantial, Sufficientl Limited Minim Irrelevant

specific and y content al content
illustrative developed with conte
content content inadequa nt
demonstrating with te
strong adequate explanati
development of explanatio on
ideas n of

Activity 4
Possible answers:
A. Lava Flow
 It burns, crush, covers or bury things,
 and others
B. Ash Fall
 Cause poor or low visibility
 can damage agricultural lands,
 dangerous to aircraft,
 intense accumulation of ash fall can cause roofs to collapse,

31
  and others
C. Pyroclastic Flow
 destroy anything on its path,
 burns sites, forests, farmlands with hot rocks debris,
 can cause respiratory tract infection
 Others

D. Volcanic Gases
Possible answers:
 Respiratory Tract Infection
 Can cause acid rain
 Can lead to death to an organism
 others

E. Volcanic Landslide
 Massive erosion of soil
 Can damage agricultural lands
 Others
F. Ballistic Projectile
 Endanger lives and properties due to the impact of falling debris
 Can cause road blockages depending on the size and volume of falling
debris
 Others

G. Lahar Flow
 Increase the position of sediments along affected rivers
 Can bury low lying communities
 Others

H. Tsunami
 Loss of lives and properties
 Others

Activity 5
Answers may vary (kindly refer to the suggested rubric for scoring)

32
Answer Key : Lesson 3

Activity 1 (Possible answers)

1. Volcanic eruption 6. Earthquake
2. Typhoon 7. Tsunami
3.Flash flood 8.Forest Fire
4. Landslide 9. Storm Surge
5.Mud flow/Mud slide 10.Others

Activity 2
1. Volcanic eruption
2. Possible answers

 Increase a number of earthquakes

 Bulges in the mountain/inflammation
 Harmonic tremors
 Gas Emission
 Increase of springs, wells, and lakes temperature
 Volcanic Landslides

Activity 3
Sample Answer
1. Bulges in the Mountain
Swelling of a volcano signals the magma has accumulated near the surface.An
increased rate of swelling especially if accompanied by an increase in sulfur dioxide
emissions and harmonic tremors is a high probability of an impending volcanic
eruption.
(explanation may vary but must be within the context of the given definition or must
be within the scope of the discussion)

Activity 4
1. Volcanic Landslides
2. Increase in the number of earthquakes
3. Harmonic Tremors
4. Gas Emission

33
5. Bulges in the mountain/inflammation
6. Increase in springs, wells, and lakes temperature

Activity 5
Answers may vary

Answer Key: Lesson 4

Activity 1
1. Active 6. Active
2. Active 7. Active
3. Active 8.Inactive
4. Inactive 9. Active
5. Active 10. Inactive

Activity 2

Kindly refer to the map.The student must be able to mark the exact location of the
listed volcanoes

Activity 3
Question number 1
A. The alert levels range from 0-5. The alert levels are used to guide any appropriate
response from the local government units.

B. Permanent danger zone for volcanoes is a delineated and identified ares where
no permanent habitation is recommended due to possible impact of various hazards
at any time.

C. Hazard maps illustrate potential for ground-based volcano impacts -lava flows,
pyroclastic flows, ash fall, volcanic gases, and more far-reaching hazards (such as
lahars) in valleys that drain the volcano.

Activity 4
Answers may vary (kindly see the suggested rubric for scoring guide)

Activity 5
Drawing/ illustration of Evacuation Plan may vary (kindly see the suggested rubric for
scoring guide)

34
Lesson 5: Answer Key

KEY TO CORRECTION
Pre-test Post-Test
1. A 1. D
2.A 2.A
3.D 3.D
4.B 4.B
5.C 5.C

Activity 1

Possible answers:
Q1: Lahar flow, flood
Q2:
 They are curious
 They are expecting to happen/come
 They want to cross the river
 Others
Q3
No. Explanation may vary (scores will be based on the rubric suggested)

Activity 2
Possible answers
 Loss of properties
 Damage of roads, houses, and buildings
 Prolonged floods to affected low lying communities
 Others

Activity 3
Question 1
 Preventive measures done regarding disasters
 Plans for rescue and retrieval operations

35
  others
Question 2
Before:
 Identify evacuation areas
 Stock enough non-perishable foods
 Others
During:
 Stay inside the house/ evacuation center. Do not go sight-seeing
 Listen to the radio for advise and information
 Others

After:
 Listen to the latest updates about alert levels
 Wait for instructions from proper authorities
 others

Question 3
Answers may vary (refer to the suggested rubric intended for content for the
score of the students)

Activity 4
Answers may vary (kindly refer to the suggested rubric for content in scoring the
outputs of the students)

Activity 5
Answers may vary (kindly refer to the suggested rubric for Evacuation Plan in
scoring the outputs of the students)

Reflection

Before I answered this module, I After I answered this module, I realized

thought__________________________________
________________________________________
________________________________________
________________________________________
________________________________________
_________________.
that_____________________________________
________________________________________
________________________________________
________________________________________
________________________________________
____

36
Module 6 DISASTER READINESS AND RISK REDUCTION
OTHER RELATED GEOLOGICAL HAZARDS

Answer key:
Pre-test/Post-test
1. B.
2. D.
3. D.
4.
5. C.
6. D.
7. C.
8. A.
9. D.
10. A.
I.
Date Place
1. September 20, 2018 Cebu landslide, Naga City
2. September 15, 2018 Itogon Benguet
3. December 16, 2017 Biliran landslide
4. December 30, 2014 Catbalogan landslide
5. December 4, 2014 New Bataan(Compostela Valley)

Activity 2
A D R L U M E E R A M F H X S A
S P T D T T A D A D Y I C A T D
G O C D A A T Y K S I H N C Y X
A I U M W E O A G F H T C I I J
S U I L E N R H D H S H L H N T
O L M E A R T H Q U A K E S U G
C K M C T C I T S A L P A D B K
I I L H H B D K O E O Y R J B H
N O E R E P F L P D N S C U E I
V H D E R J L T L G D E U D R Y

37
 E R O S I O N I G E F H T I O F
D E S T N T S O H W A S T O P V
S E O O G R A V I T Y P I R S K
G F C E E R J G G Q F H N Q F A
H L T D R R K C I E J O G S H H
F O R E S T F I R E S O C O O T

Natural Causes of Landslide Human Causes of Landslides

1. Climate 1. Mining
2. Earthquakes 2. Clear cutting
3. Weathering 3.
4. Erosion 4.
5. Volcanoes 5.
6. Forest Fire 6.
7. Gravity 7.

Activity 3
1. Rockfall
2. Debris avalanche
3. Creep
4. Lateral spread
5. Slumping
Activity 1

1. Badian Sinkhole, CEBU

2. Kabankalan Sinkhole, Negros Occidental
3. Bagui Sinkhole, Baguio City
4. Bohol Sinkhole, Bohol
5. General Santos
Activity 2
Search and encircle among the jumble of letters the types of sinkholes. You
should find nine 4 key terms.

A D R L U M E E R A M F E X S A
S P T D T T A L A D Y S C A T E
G O C D A A A Y K S P H N C S X
A I U M I I O A G A H T C N I J
S U I T C N R H L H S H E H N T
O L R I A R T L Q U A D E S U G
C A T C T C O T S A I P A D B K
I R L H H C D K O S O Y R J B H
A O E R R P F L B D N S C U E N
V H D E R J L U L G D E U D O Y
E R V S I O S I G E F H T I O F
D O S T N R S O H W A S T O P V
C E O O E R A V I T Y U I R S K

38
 G F C V E R J G G Q L H N Q F A
H L O D R R K C I O J O G S H H
F C R E S T F I S E S O C O O T
Types of Sinkhole
1 Cover
. Subsidence
Sinkholes
2 Solution
. Sinkholes

3 Artificial
. Sinkholes

4 Cover
. Collapse
Sinkholes

Activity 3
Answers may vary.

Activity 4
Answers may vary

Activity 5
Answers may vary
III.
Activity 1
Answers may vary

Activity 2
Identify the 11 warning signs on an impending landslide on the given picture
below.
1. Bulging ground appearing at the base (toe) of a slope or teaching wall.
2. Water breaks through the ground surface in new location.
3. Fences, retaining walls, utility posts or trees tilt or move.
4. Cracks appear break.
5. Water pipes break.
6. Cracks appear on the ground or in the foundation of houses, building
and other structures.
7. Door and windows become stuck or jammed for the first time.
8. Water appear at the base of the slope.

39
 9. Slowly widening cracks appear on the ground or on paved areas such
as paved streets, driveways and concentrated path ways.
10. Land movements and debris downslope.
11. Outside walls, walks or stair being pulling away from the building.

Activity 3
Answers may vary
Activity 5
Answers may vary
Activity 5
Answers may vary
IV.
Activity 1
Interpretation of
Geohazard Maps
1. Show the map
below.
Orientation
2. Identify the Compass
following parts of
the map.
I. Title
II. Legend
III. Orientation Legend
Compass
IV. Map Ruler/Bar Scale

Map
Title Ruler
Activity 2
Answers may vary

Activity 3

Activity 4
Answers may vary

Activity 5
Answers may vary

V.
Activity 1
Answers may vary

40
 Activity 2
Answers may vary

Activity 3

Activity 4
Answers may vary

Activity 5
Answers may vary

1. What tool is used to measure the slope angle/soil compaction/soil strength of

an area to determine the risk to landslides?

TEST: https://quizlet.com/197560663/module-6-rainfall-induced-geologic-
hazards-flash-cards/

Sinkholes are always a few meters deep. True or False?

https://quizlet.com/196671632/match

https://quizlet.com/196671632/module-6-rainfall-induced-geologic-hazards-
flash-cards/

41
MODULE 7 DISASTER READINESS AND RISK REDUCTION
HYDRO-METEOROLOGICAL HAZARDS

ANSWER KEY:

Pre Test:
1. C 2. D 3. B 4. D 5. A

Learning Competency 1
Activity 1:
1. Typhoon 3. La Niña 5. Thunderstorm
2. Flood 4. Storm Surge

Activity 2:
1. Typhoon 3. Flood 5. El Niño
2. Storm Surge 4. La Niña 6. Thuinderstorm

Activity 3:
Hydrometeorological Cause Effect
Hazard
1. Typhoon Air rising around the Strong winds, flood,
warm water of the heavy rain, damage to
Western Pacific Ocean property and agriculture
2. Typhoon Air rising around the Strong winds, flood,
warm water of the heavy rain, damage to
Western Pacific Ocean property and agriculture
3. El Niño Unusual warm Change in the
temperature in the temperature (rise) and
equatorial pacific climate pattern around
the globe, drought

Activity 4:
Hydrometeorological Characteristics Signs of Impending
Hazard Hydrometeorological
Hazard
1. Typhoon is a rotating, organized impending wind strength
system of clouds and and moderate to heavy
thunderstorms that rainfall
originates over the
tropical waters.
2. Flood overflowing of the normal Abnormal increase in the
confines of a stream or level of water.

42
 bodies of water, or the
accumulation of water
over areas that are not
normally submerged
3. Storm Surge the rise and onshore height of storm surge is
surge of seawater as the dependent on the size,
result primarily of the intensity and movement of
winds of a tropical the tropical cyclone,
cyclone, and secondarily shape of the coastline as
of the surface pressure well as nearshore
drop near the center of underwater topography
the tropical cyclone. and astronomical tides
4. El Niño significant increase in El Niño conditions are
ocean temperature over often characterized by dry
the eastern and central and warm-hot events.
Pacific ocean. Drought

Activity 5: Answers may vary based on the learners interview/survey with the
barangay officials.

Learning Competency #2
Activity 1: 3, 1, 2

Activities 2, 3 4 & 5: answers may vary.

Learning Competency #3
Activity 1: Examples of hydro-meteorological hazard maps
 Modified Coronas Climate Classification
 MTSAT IR satellite image
 Radar image
 PAGASA Flood monitoring system
 PAGASA Dry Spell / Drought Outlook
 PAGASA Dry Spell / Drought Assessment
 DOST-NOAH web portal

Activity 2:
1. Modified Coronas Climate Classification-describes the monthly rainfall
variations in different parts of the country.
2. Flood monitoring using water level sensors -measures the height of the water
level of major river systems, users can monitor impending flooding in major
river systems in the Philippines
3. DOST-NOAH web portal - displays the PAGASA radar data, rainfall
measurements of rain gauges of DOST, and has flood hazard maps for
different regions of the Philippines with 5-year, 25-year, 50-year and 100-year
return periods

43
Activities 3, 4 & 5: Answers may vary

Post Test:
1. A 3. D 5. C
2. A 4. D
3.

44
Module 8 DISASTER READINESS AND RISK REDUCTION
FIRE HAZARD

Key to correction
Pre-test:
1. c 6. b
2. a 7. d
3. c 8. a
4. b 9. b
5. a 10. d

SLK # 1:
Activity 1
1. water, earth, and air
2. Unlike water, earth and air, fire is known to be just an event that happened
when matter changes from one form to another
3. fire
4. no
5. heat, light, and various reaction products

Activity 2
1. answer may vary
2. the fire grows larger
3. the flame reduces size until it cut off
4. oxygen
5. Student would understand the three important elements needed to start
and sustain fire. With the right amount of these elements will let fire occur
naturally. To extinguish fire, we should aim to eliminate one of these
elements.

Activity 3
1. a. lumber f. liqueur
b. gasoline g. rubber
c. cooking oil h. plastic
d. whisky i. alcohol
e. paper j. kerosene

2. answer may vary

45
Activity 4
Answers may vary

Activity 5
Answer may vary

SLK #2
Activity 1
1. Answers may vary
2.
Products of human errors Products of machine failures
a. faulty wiring a. low condition vehicle
b. gun firing b. under maintenance appliances
c. arson and any irresponsible use c. gas leaks and others
of fire

Activity 2
Output base

Activity 3
Answers may vary

Activity 4
1.
Products of human both Products of machine
errors failures
faulty wiring Unattended ignition a. low condition vehicle
sources
gun firing any irresponsible use of b. under maintenance
fire appliances
Cigarettes gas leaks and others
Chemicals at home
arson

2. answer may vary

Activity 5
Answers may vary

SLK # 3:
Activity 1
Elements of Fire Stages of Fire Man-made Causes of Fire

46
 Fuel Ignition - Faulty electrical wirings,
Oxygen Growth Unattended ignition sources
Heat Fully (e.g. lighted candle or
developed improvised gas lamp, cooking
decay stove, and unplugged electric
iron),
- Cigarettes, Low condition
motor vehicles, Gas leaks,
Gun firing, Arson
- Chemicals at home (e.g.
pesticides, thinner, dry
cleaning agents, spray
paints, aerosol, alcohol, and
nail polish)
- And other irresponsible
usage of fire (e.g. children
playing with fire or flammable
materials, drug-dependent’s
careless usage of lighting
materials, burning of trashes,
and fire crackers)

Activity 2, 3
Output base (answers may vary)

Activity 4
Basic Response Procedures during a Fire Incident
1. Pull fire alarm if you are the one who sees the fire.
2. Once you hear the fire alarm, evacuate to a safe area right away.
3. Do not panic.
4. If you see the fire is still controllable, use an appropriate fire extinguisher.
5. If there is no available fire extinguisher you can use water, damp clothes if
at home, sand/soil if the fire is caused by oil, fuel, or gasoline, and the like.
6. If the fire is from the neighborhood call for help (e.g. your other neighbors
or most of all fire fighters if the fire grows larger)
7. Remember the “stop-drop-roll” once your clothes that wear is on fire.
8. Rescue people from smoke or fire.
9. If you have a chance to help, do not hesitate but be cautious.
10. If you are at home secure the important documents, money, and other
most valuable things (e.g. id’s, laptop and jewelries)
11. Contain the fire if it is inside your home to prevent spreading smoke and to
reduce the oxygen.
12. If the has already stopped, recover possible casualties or important things.

47
Activity 5
Output base (answers may vary)

SLK # 4:
Activity 1
answers may vary

Activity 2, 3, 4 and 5
Output base (answers may vary)

Post-test:
1. c 6. b
2. a 7. d
3. c 8. a
4. b 9. b
5. a 10. d

48
Module 9 DISASTER READINESS AND RISK REDUCTION
CONCEPT OF DISASTER RISK REDUCTION (DRR)
AND DISASTER RISK REDUCTION AND MANAGEMENT
(DRRM)

Answer Key
PRE-TEST
1. Disaster
2. Prevention
3. Mitigation
4. National Bureau of Investigation
5. Build a resilient community

LESSON 1: CONCEPT, PRINCIPLES AND ELEMENTS OF DRR

ACTIVITY #1
Type of disasters Things to do
Devastated community due to typhoon Update yourself on the typhoon signals,
evacuate if necessary
Fire incident Avoid octopus wire connection, put off the
candles before you sleep ….
Ruined building due to earthquake Be careful of aftershocks

ACTIVITY #2
RISK----DANGER, CAN HARM PEOPLE, DEVASTATING,
REDUCTION----AVOID, LESSEN, REDUCE, ERADICATE, ELIMINATE,
* LESSEN THE DANGER OF DISASTER

ACTIVITY #3
1. FLOOD
2. FLASHFLOOD
3. IMPROPER WASTE DISPOSAL
4. OPEN ELECTRICAL WIRINGS
5. FIRE INCIDENT
6. EARTHQUAKE

LESSON 2: COMMUNITY-BASED DISASTER RISK

REDUCTION AND MANAGEMENT

ACTIVITY #1
1. EXIT/FIRE EXIT THIS WAY

49
2. THIS WAY TO EVACUATION AREA
3. DO NOT ENTER
4. KEEP RIGHT
5. SLIPPERY WHEN WET
6. BREAK THE GLASS IN CASE OF EMERGENCY
7. FIRE EXTINGUISHER

ACTIVITY #2

Go around in your community. Identify a certain hazard that can harm

you and other people. Make a plan of action regarding that hazard. Follow the
template below.

TEMPLATE
Hazard observed Plan of Person in charge Time table
action/Recommendation
Astray animals Intensify the project Pet owners 1 week after
“aso mo, itali mo” given a notice
Illegal dumping of Conduct seminar on Barangay officials
waste proper waste disposal and community
members

ACTIVITY #3. ESSAY

ACTIVITY #4. DRAWING OF SIGNAGES
ACTIVITY #5
Choose a particular hazard/disaster in your community or in the school.
What best practices can you institute in your school or in your community?
What is the impact of the activity to the people in the community/ learners?
HAZARD BEST PRACTICE IMPACT
flooding Intensify advocacy on Lessen the problem of
proper waste disposal flooding
Fire incident Regular inspection of Fire incident was avoided
buildings/fire drills
earthquake Participation of earthquake Community members are
drills trained on proper
evacuation

LESSON 3: COMMUNITY PREPAREDNESS PLAN

ACTIVITY #1
1. TREE PLANTING
2. OPLAN SAGIP ILOG
3. EARTHQUAKE DRILL
4. FIRE DRILL
5. PROPER SEGREGATION OF WASTE

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ACTIVITY #2
What help can you give in preventing and mitigating disasters of your barangay?
Write 5 actions that you can do.

1. Follow barangay ordinance

2. Help in the implementation of barangay project
3. Segregate waste accordingly
4. Avoid burning of plastics
5. Participate in drills

ACTIVITY #3 INTERVIEW
Interview a Barangay Quick Response Team (BQRT) member. Ask the following
question:
“How do the community members engage in line with the plans and activities of the
barangay in preventing and mitigating any type of disasters”? What is the impact of
the activity among community members? (Record the answers using your cellphone
or tape recorder)

ACTIVITY #4
Type of Disaster Root Cause Triggering Factors Prevention/Mitigatio
n
Flooding Denuded forest. Continuous heavy Plant trees, proper
Clog canals rainfall waste
management/dispos
al
Earthquake Tectonic/volcanic After shocks Join earthquake
drills
Fire Incident Octopus wiring Warm weather, slow Equipped with fire
connections, response of the extinguisher and
unattended lit BFP due to narrow other fire fighting
candle pathways materials like sand
Landslide Illegal logging, Continuous heavy Plant trees, avoid
denuded forest rainfall illegal logging
Typhoon Weather Strong winds Update yourself with
disturbance in the typhoon signals,
tropics evacuate if
necessary

ACTIVITY #5

As a part of the community preparedness plan, sketch your family

evacuation map going to the designated evacuation area of your barangay.
Mark a certain area where you can meet your family

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LESSON 4: SURVIVAL KIT
ACTIVITY #1. “NAME ME”
1. First aid kit
2. Compass
3. Match
4. Multi-purpose knife
5. Fire extinguisher/early warning device

Activity #2
Basic emergency kit are usually found at home at their importance.
1. Flashlight
2. Whistle
3. Potable drinking water
4. Canned foods
5. Transistor radio

ACTIVITY #3
Every house hold should have a “Go Bag”. List down the important
things that you put inside your “Go Bag”, and why they should be included in
the “Go Bag.”

A. Food and Water

1. Bottled drinking water (mineral water good for 3 days)
2. Biscuit
3. Crackers
4. Easy to open canned goods
5. Bread
6. Water for hygiene
7. Easy to cooked foods

B. Tools
1. Flashlight
2. Emergency light
3. Whistle
4. Transistor radio (battery-operated)
5. Kitchen knife/multi-purpose knife

C. Personal Hygiene
1. Toothpaste
2. Toothbrush
3. Bath soap
4. Laundry soap
5. Hygiene pads

D. First Aid Kit

1. Medicine

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2. Oxygen peroxide
3. Gauze bandage
4. Sterilized dressings
5. Cotton
6. Alcohol

ACTIVITY #4: ESSAY WRITING

Write an essay entitled “My Go Bag Save Me”. The essay should not
be less than 50 words and not more than 100 words.

ACTIVITY #5: POSTER-MAKING

Make a poster conveying the importance of a disaster kit. You can also
draw it on a cartolina and post it in school or in the barangay/community as a
part of your advocacy campaign.

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 Module 10 DISASTER READINESS AND RISK REDUCTION
GOVERNMENT POLICIES AND SERVICES
TOWARD MANAGING DISASTERS

Answer Key:
Pre-test /Post-test
1. a 6. c
2. b 7. d
3. c 8. a
4. a 9. b
5. b 10. a

Activity 1: You Complete Me!

1. D i s a s t e r
2. P A G A S A
3. P H IV O LC S
4. N D R R M C
5. D E N R

Activity 2: Word Puzzle

1. D 2. O S T
C
3. D O H 4. D E 5.N R
S P H
W W A
D H

Activity 3:
1. Because based from PAGASA, within the period from 1997 to 2007, 84
tropical cyclones had been recorded by PAGASA, and these have
caused economic losses amounting to more than 150 billion pesos,
according to NDRRMC. Worse, recent monsoons have caused
massive flash flooding, landslides, and storm surges in areas that have
had no previous incidents, Thus, more areas have higher vulnerability
now because of lack of disaster preparedness for these calamities

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 2. the primary objective of the conference—to build the resilience of
nations and communities to disasters.

3. RA 10121

4. The People’s Survival Fund Act of 2011, also known as RA 10174

5. Climate Change Act of 2009, also known as RA 9729

Activity 4:
1. Collapsed bridge in Alfonso, Cavite due to
DPWH, LGU
heavy rains
2. Deforested mountain in Benguet due to illegal
LGU, DENR
mining and logging
3. Landslide in Kennon Road going to Baguio LGU, DPWH
4. Earthquake in Bohol last 2013 All Agency involved in
rehabilitation
5. Evacuees in Central 1 came from Tibag due to
LGU, DSWD
non-stop rainfall.
Evaluation 1:
1. Hyogo Framework for Action
2. Climate Change Act of 2009, also known as RA 9729
3. The People’s Survival Fund Act of 2011, also known as RA 10174
4. The Philippine Disaster Risk Reduction and Management Act of 2010,
also known as RA 10121
5.Office of the Civil Defense

Activity 5:
State of Calamity
This declaration is defined in Section
3 (11) of Republic Act 10121 as the
“condition involving mass casualty
and/or major damages to property,
disruption of means of livelihood,
roads and normal way of life of
people as a result of the occurrence
of natural or human-induced hazard.
State of Emergency
The national government can
declare that a particular disaster
area depending on the severity of
the disaster and the number of
affected lives. When this happens, it
is acceptable to suspend or change
some functions of executive,
legislative, or judiciary during this
period

Activity 6:
1. The President has declare the “State of National Calamity” because of
the devastating rains and floods caused by typhoon
“Sendong”(international codename; Washi) have brought death,
destructions, and incalculable damage to the lives and properties of
Filipinos and due to the severe gravity of the damage, particularly in

55
 Region VII, IX, X, XI, and the CARAGA, a declaration of a state of
national calamity will hasten the rescue, relief, and rehabilitation efforts
of the government and the private sector, including any international
humanitarian assistance.

2. The declaration of a state of national calamity will not delay the rescue,
relief, and rehabilitation efforts of the government and the private
sector, including any international humanitarian assistance and the
utilization of calamity fund of the LGU, the hoarding and price hike of
basic goods and commodities for the affected areas can be avoided.

3. This declaration also necessitates that the mechanisms for

international humanitarian assistance are implemented pursuant to
Republic Act No. 10121 and will further afford the local government
units’ ample latitude to utilize their calamity fund for the rescue, relief,
and rehabilitation of their constituents.

Activity 7:
Differentiate CF from QRF
Calamity Fund
is a reserved fund to be used for the
purpose of covering expenses
related to assistance, relief, and
rehabilitation of communities that are
affected by natural and man-made
hazards.
Quick Response Fund
is a standby fund reserved by
government agencies for
catastrophes and calamities that
require immediate response? The
agencies that have this built-in QRF
are DPWH, DND-OSEC,
Department of Education (DepEd),
DSWD, and Department of
Agriculture (DA).

Activity 9:
The United Nations Office for the Coordination of Humanitarian Affairs
(OCHA) in the Philippines was created in 2007 for response preparedness for
frequent natural hazards. Initially, it assisted in resolving the conflict between
the Philippine government and the Moro Islamic Liberation Front (MILF) in
2008. Now, OCHA in the Philippines functions both as a response to a
protracted conflict situation in Mindanao (facilitated by the Mindanao
Humanitarian Team) and, at the national lever, preparedness for and
response to frequent natural disasters (facilitated by the Humanitarian
Country Team). OCHA closely works with the OCD to ensure that
preparedness activities and response to disasters.

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Evaluation 2: Let Me Check!
1. DPWH

2. State of Emergency

3. State of Calamity

4. Philippine Institute of Volcanology and Seismology

5. “safer, adaptive, and disaster resilient Filipino communities toward

sustainable development”

Activity 10

Activity 11:

1. Improvement of Physical Structures for Standard Building plan and

special building plan
2. Development of DRRM Curriculum Materials
3. Teacher Training and Curriculum Development

Activity 12: Apply it in Real Life

Answer may vary and based on the learner’s recommendations.

Activity 13:
The NDRRM plan (NDRRMP) goes around the vision of “safer, adaptive, and
disaster resilient Filipino communities toward sustainable development.
it is divided into three timelines:
Short-term 2011-2013
Medium-term 2014-2016 (Goal: Millenium Development Goals
and Hyogo Framework for Action)

57
Long-term 2017-2028 (Goal: National Climate Change Action
Plan)

Evaluation 3: Let Me Check!

Give at least 5 outcomes in the Four Thematic Areas formulated in NDRRMC
1. DRRM and CCA mainstreamed and integrated in national, sectoral,
regional, and local development policies, plans and budget
2. DRRM- and CCA-sensitive environmental management
3. Increased resiliency of infrastructure systems
4 Enhanced and effective community-based scientific DRRM and
CCA assessment, mapping, analysis and monitoring
5. Communities’ access to effective and applicable disaster risk
financing and insurance

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59