ABRA HIGH SCHOOL Subject: DISASTER RISK REDUCTION

Bangued, Abra Quarter: 3

SHS-DEPARTMENT Week: 8
Developer: Janssen Michael C. Valdez

LESSON 2: COMMUNITY-BASED DISASTER RISK REDUCTION AND MANAGEMENT (CBDRRM)

FOR PREPAREDNESS: EMERGENCY PLAN, MONITORING and EVALUATION, EARLY WARNING
SYSTEMS, and SURVIVAL KITS and MATERIALS
Objective/s:
- Discuss different community-based practices for managing disaster risk to specific
hazards
- Develop a community preparedness plan.
Learning Competency: The learner’s practice and develop proficiency in executing emergency
response protocols/procedures through safety drills. (DRR11/12-llg-h-44-45)
WHO ARE THE PARTICIPANTS IN CBDRRM?
CBDRRM empowers the people by recognizing and emphasizing the value of
communities and local organization. It engages communities not only in DRR but also in all
phases of the disaster management cycle. The tasks of decision-making and activity
implementation rest primarily on local people and organizations with the national government
assuming a supportive partner’s role.
VARIOUS STAKEHOLDERS AND ACTORS IN THE CBDRRM PROCESS
- GOVERNMENT AGENCIES—NGOS—UNITED NATIONS—PRIVATE SESCTORS—OTHERS
- INDIVIDUALS—ORGANIZATIONS—STAKEHOLDERS—LABORERS—COMMUNITY LEADERS
Every individual, family, organization, business, and public service entity within a
community must assume role in reducing disaster risks. People from all walks of life are needed
to perform the multitude of actions that are necessary.
The national government agencies (NGAs), NGOs, the private entities, and the UN agencies
provide various forms of support (technical, material, financial) to community based DRRM
efforts in reducing their vulnerabilities and enhancing their capacities. Predictions and
warnings are indispensable preparedness tools undertaken before a disaster strikes. People,
however, should be made to understand the nature and consequences of the hazards they are
faced with when warnings are issued. Information and education campaigns are designed to
elevate people’s level of awareness and preparedness. The severity of hazards and the
consequences of not heeding predictions and warnings should be properly explained.
Emergency planning for syn-and post-disaster situations are best done right where the
people who might be affected are. Involving people directly in monitoring and warning activities
will make them better understand the hazards affecting them and hence be more receptive to
warnings.
Educational institutions are indispensable actors in community-based DRRM. Students fall
within the most vulnerable sectors of the population. Yet, because of the nature of schools and
students, they could also be the most potent agents not only of disaster preparedness but in all
aspects of the disaster management cycle.
EMERGENCY PLAN: specifies procedures for handling sudden or unexpected situations.
 ABRA HIGH SCHOOL Subject: DISASTER RISK REDUCTION
Bangued, Abra Quarter: 3
SHS-DEPARTMENT Week: 8
Developer: Janssen Michael C. Valdez

- Prevent fatalities and injuries

- Reduce damage to buildings, stock, and equipment
- Protect the environment and the community
- Accelerate the resumption of normal operations
o Please open this link to help you better understand what is emergency plan:
https://www.youtube.com/watch?v=QrtM3fkbQ-U
MONITORING AND EVALUATION: this is to track implementation and outputs
systematically, and measures the effectiveness of programs. It helps determine exactly when a
program is on track and when changes may be needed.

EARLY WARNING SYSTEMS: this helps to reduce economic losses and mitigate the number
of injuries or deaths from a disaster, by providing information that allows individuals and
communities to protect their lives and property. Early warning information empowers people to
take action prior to a disaster.

SURVIVAL KITS AND MATERIALS: this is very essential for short term survival providing vital
items for you, your family or household. It is good idea to always keep your kit in a handy place
known to everyone in the household.

Activity 1:
Instruction: Write TRUE if the statement shows safety precautions during earthquake
and FALSE if not. Use the space provided before the number.
________1. Tall cabinets, bookcases, and shelves fixed to a wall or to anything stable.
________2. File drawers secured from possible spilling of contents.
________3. Heavy objects removed from higher part of shelves and cabinets.
 ABRA HIGH SCHOOL Subject: DISASTER RISK REDUCTION
Bangued, Abra Quarter: 3
SHS-DEPARTMENT Week: 8
Developer: Janssen Michael C. Valdez

________4. Cabinets, bookcases, aquariums, and other delicate items far from seating areas.
________5. Television securely fastened to a platform to protect from falling.
________6. The piano roll-free during an earthquake.
________7. Clocks and other wall-mounted objects firmly secured the wall.
________8. Hanging plants swing without breaking windows during an earthquake.
________9. Flammable, toxic, and corrosive materials sealed and stored in a place other than
the classroom.
________10. Ensuring safety during an earthquake is the responsibility of both the school and
the students.
Activity 2: Performance Task
Instruction: Ensuring the safety of our family during and after a damaging earthquake
by designing an evacuation route map in your house. You can check the internet on how to
create your evacuation map.
Rubrics:
INDICATOR DESCRIPTION POINTS
Required elements The drawing includes all 15
required elements as well as
additional information.
Craftsmanship The drawing is exceptionally 10
attractive in terms of design,
layout and neatness.
Graphics (Relevance) All graphics are related to the 5
topic and make it easier to
understand.
Total 30

Assessment:
I. Read and identify the following statement about Vulnerability and Disaster Risk
Reduction. Write your answer on the space provided before the number.
_________1. This describes the characteristics and circumstances of a community.
_________2. This determines the population density levels and remoteness of settlement.
_________3. It is linked to the level of well-being of individuals, communities and society.
_________4. This involves the status of individuals, communities and nations and identifies as
poor and marginalize in the society.
_________5. This is the depletion and resource degradation on the community.
II. Read and determine the following statement about the different types of vulnerabilities
and its components. Write TRUE if the statement is correct and if the statement is FALSE
identify the word/s that makes the statement incorrect.
 ABRA HIGH SCHOOL Subject: DISASTER RISK REDUCTION
Bangued, Abra Quarter: 3
SHS-DEPARTMENT Week: 8
Developer: Janssen Michael C. Valdez

_________6. Vulnerability is a multiplier of the impact of hazards.

_________7. Disregarding a wise environmental management can lead to disaster.
_________8. There are 6 types of vulnerability.
_________9. Wooden homes are less likely to collapse in an earthquake, but are more vulnerable
to fire.
_________10. Economic vulnerability includes peace and security and access to basic human
rights.
_________11. Poor families live in squatter settlements because they cannot afford to live in a
safer area.
_________12. Economic vulnerability depends upon the economic status of individuals.
_________13. Social vulnerability includes customs and ideological beliefs and collective
organizational systems.
_________14. Vulcanic eruption, illegal logging, and water pollution are examples of economic
vulnerability.
_________15. Environmental degradation is a key aspect of environmental vulnerability.
III. List down possible exposed elements for each type of hazards and be able to describe
why the elements are vulnerable to disaster. (3pts each)
HAZARDS LEAD PHILIPPINE EXAMPLES OF
AGENCY SPECIFIC MITIGATION
MEASURES

LANDSLIDE

VULCANIC ERUPTION

WILD FIRE