Disaster Readiness and Risk Reducation

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Republic of the Philippines

Department of Education
REGION III
SCHOOLS DIVISION OF TARLAC PROVINCE
June 22, 2020
DR. RONALDO A. POZON, CESO V

Schools Division superintendent
Division of Tarlac Province
Sir:
I have the honor to submit the names of Core subject chairman, the compendium writer, and
content contributors, content specialists who worked for the daily lesson logs with daily written
summary notes and a compendium of concepts in DISASTER READINESS AND RISK REDUCTION based
on the Most Essential Learning Competencies of the science matrix for the Senior High School of the
Department of Education, a Work of Love which we present as “A GIFT TO THE TARLAQUENO
LEARNERS AND SCIENCE TEACHERS”, hard copies of which are attached herewith as tangible proofs
of our Creative and Collaborative Output in aid of the Delivery of Instruction in Science Education.
QUARTER I
Core Subject Chairman
JOHNNY C. RAMISCAL, MT II/Buenavista High School
Compendium writer
JOURNALYN D. ROBINO, TII/Buenavista High School
List of content specialists

GERALDINE V. ORILLA, MT II/Tarlac Nationa High School
VANESSA V. CATINGCO, MT I/Bamban High School
List of Content Contributors

JOHNNY C. RAMISCAL
ANNIE CHAR M. BUDOMO ROXETTE R. ROSETE
GERALDINE V. ORILLA SHELLEY ANN S. CALAYCAY
JOURNALYN D. ROBINO JOSEPH EMMANUEL L. LAYUG
ROMEO B. LINDO Jr. JOAN A. RIPARIP
THELMA O. LAMUG MICHAEL FREEMAN CAMAT
MARICRIS Q. LAMUG MARY GRACE C. PENTECOSTES
JULIET A. HIPOLITO MARK JUNNEL AQUINO
MARY-AN R. OBISPO
Address: Macabulos Drive, San Roque, Tarlac City

Telephone No.: (045) 982-0374
Email Address: tarlac @deped.gov.ph
REGION III
QUARTER II
Core Subject Chairman
JOHNNY C. RAMISCAL, MT II/Buenavista High School
Compendium writer
JOURNALYN D. ROBINO, TII/Buenavista High School
List of content specialists

GERALDINE V. ORILLA, MT II/Tarlac Nationa High School
NIKKI YVETTE B. MENDOZA, T II/Cardona High School
List of Content Contributors

KAREN B. RUFINO CRISTINA M. SABAL
CRISTINA AGLIAM BERNIEDETH REYES
GERALDINE E. GARCIA GILDA M. ABALOS
ANNA LUISA D. MENESES VANESSA V. CATINGCO
ALVIN TAN ALBERT P. CRISOLOGO
KRISTAL PEARL S. ROSETE ARNOLD D. DE GUZMAN
MARY GRACE M. FERNANDO MARY ROSE D. FLORES
NIKKI YVETTE B. MENDOZA MARY GRACE C. PENTECOSTES
KRISSABEL KRISTEL G. ENRIQUEZ MARAE FRANCES MANGUNE
MARJORIE N. GALICIA JOMAR M. TEOFILO
ADRIENNE F. HERNANDO

Telephone No.: (045) 982-0374
REGION III
Very truly yours,
DR. CONRADO C. DOMINGO

Education Program Supervisor
Recommending Approval
PAULINO D. DE PANO, Ph.D.

Chief, CID
Approved:
DR. RONALDO A. POZON, CESO V

Schools Division Superintendent
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FOREW0RD
This SCIENCE BOOK of DAILY LESSON LOGS with DAILY WRITTEN
SUMMARY NOTES and a COMPENDIUM of SCIENCE CONCEPTS at the
end of each Quarter which are based on the MOST ESSENTIAL
LEARNING COMPETENCIES in DISASTER READINESS AND RISK
REDUCTION is a collection of our innovative work passionately written
in aid of delivery of instruction for Science Education. It is a WORK of
LOVE which we had joined the CONTENTS of our HEADS, the SKILLS of
our HANDS, the VALUES and ATTITUDES of our HEARTS and the
STRENGTH of our HEALTH (4H’s) to come up with these COLLECTIVE
PIECES OF OUR CREATIVE MINDS, believing that SCIENCE dwells on
the Philosophies of REALISM and NATURALISM (Rem et Natura). The
OUTPUT of our conglomerated efforts, this SCIENCE BOOK is our
HUMBLE GIFT TO THE TARLAQUENO LEARNERS AND TO THE SCIENCE
TEACHERS of DEPED – SDO TARLAC PROVINCE.
In a nutshell, here are series of SCIENCE LESSON EXEMPLARS

based on the MOST ESSENTIAL LEARNING COMPETENCIES (MELCs)
for the Science Teachers with DAILY WRITTEN SUMMARY NOTES and
a COMPENDIUM of SCIENCE CONCEPTS for the students in GRADE
11/12 conceptualized in a MULTI-DIMENSIONAL TEACHING-
LEARNING MODALITIES in DIFFERENT APPROACHES to make SCIENCE
LEARNING as MORE MEANINGFUL, RELEVANT and ENJOYABLE to the
LEARNERS.
It is hoped that this “GIFT OF LOVE” from the SCIENCE

EDUCATION which has adopted the Benedictine Principle, ORA ET
LABORA will in its own little way, contribute to RESCUE and RESPOND
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to the CHALLENGES OF EDUCATION in this COVID 19 PANDEMIC time

to make SCIENCE EDUCATION a contributory and essential factor in
rebuilding the lives of young citizens of the nation.
FOR GOD, FOR OUR COUNTRY, FOR PEOPLE/ SOCIETY and FOR
THE ENVIRONMENT, WE, THE SCIENCE TEACHERS ARE HERE TO
SERVE.
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MOST ESSENTIAL LEARNING COMPETENCY (MELC) - BASED IN

DISASTER READINESS AND RISK REDUCTION
COMPENDIUM OF CONCEPTS
INTRODUCTION TO DISASTER CONCEPTS
MELC - Explain the meaning of disaster (DRR 11/12-ia-b-1)
LEARN OUT LOUD
CONCEPTS OF DISASTER
A. HAZARD - a dangerous phenomenon, substance, human activity or condition that may cause
loss of life., injury or other health impacts, property damage, loss of livelihood and services,
social and economic disruption or environmental damage. (RA no. 10121)
- a dangerous condition or event, that threat or have the potential for causing injury
to life or damage property or the environment.
EXAMPLES:
Faulty wirings
Typhoons with associated strong winds
Heavy rainfall
B. RISK - It is the combination of the probability of an event (hazard) and its negative
consequences (vulnerability). (RA 10121)
- It is the probability that a particular outcome will occur following a particular exposure.
- it is the probability of uncertain future events; the probable frequency and magnitude
of future loss.
- Possibility of suffering harm, loss or danger, and the probability of an accident

occurring within a certain time, together with the consequences for the people, property and the
environment.
- the likelihood of something happening; the probable consequences if it happens.
- it occurs when factors and processes are sufficiently measurable for believable
probability distribution to be assigned to the range of possible outcomes.
DISASTER RISK - the potential disaster losses in lives, health status, livelihood, assets, and
services, which could occur to a particular community or a society over some specified future
time period. (RA 10121)
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C. VULNERABILITY - it is the extent to which a community’s structure, services or environment

are likely to be damaged or disrupted by the impact of a hazard.
- the degree of susceptibility and resilience of the community and environment to

hazards.
- the capacity to anticipate, cope with resist and recover from the impact of hazard.
D. COPING CAPACITY - it is the ability of people, organization and systems, using available skills
and resources, to face and manage adverse conditions, emergencies or disasters. (UNISDR,
2011a)
DISASTER
It is a serious disruption of the functioning of a society, causing widespread human, material, or

environmental losses which exceed the ability of the affected society to cope using only its own
resources (RA No. 10121; UNDMTP, 1992)
An event, natural or man-made, sudden or progressive, which impacts with such severity that
the affected community has to respond by taking exceptional measures. (Carter, 1991)
An event which deprives people of life, property or livelihood and which taxes the resources of
the survivors beyond their collective capacity to cope. (OFDA)
It is a consequence of an event causes significant loss to human lives and property.
CHARACTERISTICS OF DISASTER
Disrupts normal human activities
Inflicts loss of life, injury and bad effects on health and well-being
Destroys or damages private and public properties, critical facilities and other essential services
Exceeds the ability of the affected community or society to cope with its own resources - causes
the affected community to rely on relief and rehabilitation assistance from external sources
(VULNERABILITY+ HAZARD ) / CAPACITY = DISASTER
RISK VULNERABILITY
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CONCEPTS OF DISASTER
This diagram shows how the concepts of hazards are inter-related with each other towards a
disaster.
Example:
In this photo, the hazard of it are the piles of garbages in the river in manila. Risk, these garbages
may clog the water pathway or it can cause different diseases. Vulnerability applies is on how we
can stand and recover from a disease like for example dengue or leptospirosis. If this will not be
cleaned up, severe flood may arise (Disaster).
DISASTER RISK REDUCTION - the concept and practice of reducing disaster risks through
systematic efforts to analyze and manage the causal factors if disaster, including through
reduced exposures to hazards, lessened vulnerability of the people and property, wise
management of land and the environment, and improved preparedness for adverse events.
TWO MAJOR TYPES OF DISASTER

A. NATURAL DISASTER - naturally occurring physical phenomena caused either by rapid or
slow onset events that have immediate impacts on human health and secondary impacts
causing further death and suffering. (International Federation of Red Cross & Red Crescent
Societies)
- It characterizes based on their magnitude or intensity, speed of onset, duration and area
of extent e.g. earthquakes are of short duration and usually affect a relatively small region
whereas droughts are slow to develop and fade away and often affect large regions. (United
Nations Office for Disaster Risk Reduction)
CATEGORIES OF NATURAL DISASTER

 Geophysical (e.g. Earthquakes, Landslides, Tsunamis and Volcanic Activity)
 Hydrological (e.g. Avalanches and Floods)
 Climatological (e.g. Extreme Temperatures, Drought and Wildfires)
 Meteorological (e.g. Cyclones and Storms/Wave Surges)
 Biological (e.g. Disease Epidemics and Insect/Animal Plagues)
EXAMPLE OF NATURAL DISASTERS
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(RCS building collapsed during the Earthquake last 2019)
(Volcanic Eruption of the Mayon volcano and Taal volcano last 2019)
(Corona Virus -19 or COVID -19 - a pandemic we are experiencing right now)
B. MAN-MADE DISASTER - are events that are caused by humans which occur in or close to
human settlements often caused as a results of Environmental or Technological
Emergencies. (International Federation of Red Cross & Red Crescent Societies)
EXAMPLES OF MAN-MADE DISASTER
 Environmental Degradation
 Pollution
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 Accidents (e.g. Industrial, Technological and Transport usually involving the production,
use or transport of hazardous materials)
MELC - Differentiate the risk factors underlying disaster. (DRR 11/12-Ia-b-2)
LEARN OUT LOUD
DISASTER RISK FACTORS
- variables that either aggravate or mitigate the effects of hazards, affecting the degree or scope
of a disaster.
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DISASTER RISK FACTORS
1. Physical factors - would pertain to tangible objects or infrastructure, like the availability of fire
exits, or the sturdiness of the building, or the presence or absence of objects that can harm you
or help you, etc.
2. Psychological factors - include state of mental capacity and health (e.g. are we dealing with
babies? Kids? Adults? People with special needs?), perception of self (e.g. self-assessment of
capability to respond to disasters, fear), etc.
3. Socio-cultural factors - include religion, social status, traditions, perception by society, etc.
4. Economic factors - include assets and liabilities, income, economic class, etc.
5. Political factors - include government structure, diplomatic issues, etc.
6. Biological factors - include flora and fauna in environment, health, diseases, etc.
LETS DO IT..
Answer the following questions.
1. What are the assumptions made by doing this simulation compared to reality?
II. What is exposure? After the simulated typhoon, how many percent of each country was
impacted by the hazard?
III. How would you compare the simulated effects of typhoons for each of the country models?
What are the similarities? What are the differences?
IV. How do these scenarios reflect actual disaster risk? What is vulnerability and are or are not
included?
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NATURE AND EFFECTS OF DISASTER
MELC - Describe the Effects of disaster on one’s life. (DRR 11/12-ia-b-3)
LEARN OUT LOUD
EFFECTS OF DISASTER
 EFFECTS ON COMMUNITY - it recognizes that human beings do not function separately

but as social groups with interdependence.
 EFFECT ON INDIVIDUALS - degrades the quality of their lives, depression, traumatic
experiences.
 EFFECTS ON SOCIAL ENVIRONMENT - disappearance of routines and social structures.
 EFFECTS ON BUILT ENVIRONMENT - loss of essential services (power, water, food), loss
of community infrastructures, loss/damage/disruption of transport services, loss of
property
 EFFECTS ON ECONOMIC ENVIRONMENT - loss of livelihoods, disequilibrium,
disorientation of services providers, reduction in cash flow for some small businesses and
injection of funds into others, loss of tourism activities, loss of employment opportunities
for some people, and creation of employment opportunities for others, impact of donated
goods and services on local economies.
 EFFECTS ON NATURAL ENVIRONMENT - air quality, water quality, land degradation and
contamination, bio-security, sense of place issues.
IMPACT OF DISASTER
1. Medical Effect -include traumatic injuries, emotional distress, epidemic diseases, and
indigenous diseases
2. Damage to Critical Facilities - disasters can destroy or damage facilities that may be critical not
only in maintaining a safe environment and public order but also in responding to disaster.
Among these are communication installation, electrical generating and transmission facilities,
hospitals, water facilities (storage, purification, and pumping) and public and private buildings.
3. Disruption of Transportation - during the initial stage of a disaster, almost all surface means of
transportation within a community are disrupted by broken bridges and roads and streets that
are rendered impassable by landslides or floods.
4. Economic Impact - disasters disrupt economies as normal business operations and other
economic activities are curtailed
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5. Global Environmental Change - the global climatic change could result in a wide range of more
hazards such as wildfires and mudslides, reduced the productivity of the oceans, and weakened
the immune systems of people and animals.
6. Social and Political Impact - when disasters happen, social and political inequities are exposed,
which may lead to major political and social changes.
LETS PRACTICE
IDENTIFYING HAZARDS
Look around your house/ classroom and identify 10 hazards and write it on your activity
notebook. Your answers should be specific to certain locations in the classroom (e.g. the shelf at
the corner near the door can fall on someone).
MELC - Analyze disaster from the different perspectives (physical, psychological, socio-
cultural, economic, political and biological. (DRR 11/12- Ia-b-6)
LEARN OUT LOUD
A Biological Perspective on Disaster
 This event involves the living organisms which are subjected to the problems with the germs
and toxic substances present in the environment is called the biological disaster.
 Many assumptions regarding the nation’s need for disaster preparedness were reassess after
9/11. Among them was a fuller appreciation of the fact that preparedness had to include public
health and hospital personnel in its responder definition. A basic priority for our country is a
unified emergency response to disasters.
 Biological disasters are causative of process or phenomenon of organic origin or conveyed by

biological vectors, including exposure to pathogenic micro-organisms, toxins and bioactive
substances that may cause loss of life, injury, illness or other health impacts, property damage,
loss of livelihoods and services, social and economic disruption, or environmental damage.
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Examples of biological disasters include outbreaks of epidemic diseases, plant or animal

contagion, insect or other animal plagues and infestation. Biological disasters may be in the form
of: -
1. Epidemic
Epidemic affecting a disproportionately large number of individuals within a population,
community, or region at the same time, examples being Cholera, Plague, Japanese Encephalitis
(JE)/Acute Encephalitis Syndrome (AES); or,
2. Pandemic
Pandemic is an epidemic that spreads across a large region, that is, a continent, or even
worldwide of existing, emerging or reemerging diseases and pestilences, example being
Influenza H1N1 (Swine Flu).
Political Perspective on Disaster
 Any event affecting the normal life of any individual or group of people are called the political
disaster.
 Although governance failures can occur in societies with stable governance systems, poorly
governed societies and weak states are almost certain to exhibit deficiencies in disaster
governance. Various measures can be employed to assess disaster governance; more research is
needed in this nascent field of study on factors that contribute to effective governance and on
other topics.
 All Disasters are Political: Whether we want to believe it or not, political considerations are a
significant factor in the preparation for, response to, recovery from and mitigation of disaster
events. Think back to disasters you have personally been involved in or you’ve seen in other
parts of the country. Has there ever been one where there was no political involvement? Is it
likely that there every will be one? I ‘m quite sure the answer to both questions is “no”. If we
really analyze the events and issues surrounding disasters, we readily see that politics is an
integral element of the disaster and that element has to be dealt with just like any other disaster
impact.
 If we are to adequately discuss this principle, it is necessary to look into why disasters are
naturally so fraught with political considerations and to consider the factors which determine
how political a disaster might become.
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Socio – cultural Perspective on Disaster
 A social marketing approach to disaster preparedness should be based on an understanding

of the factors that act as barriers to people taking recommend self-protective actions. As people
experience a disaster, they interact with family, neighbors, and friends for help in interpreting
and making meaning of the disaster and in determining how they will respond.
Socio-cultural factors affect disaster risk Disasters are often approached in a purely technical and
physical manner. However, people’s behaviour in the face of natural hazards and disasters is
influenced by several factors: environmental, historical, economic, political – and also socio-
cultural. Socio-cultural attitudes are particularly important as they can influence readiness to
adopt, modify, or reject safety measures offered through outside assistance. Socio-cultural
matters should always be taken into account in disaster risk reduction. One characteristic of the
modern world, whether in small rural communities or large cities, is that activities increasingly
involve contact and interaction among people from different cultures. Problems often arise
where official approaches are formulated without proper understanding of local conditions. Any
community is complex and in this sense beyond the understanding of outsiders. But in the
current context of great uncertainties and rapid changes, communities are also unlikely to
understand all the processes happening beyond their borders and the degree of influence from
outside. This explains why the role and responsibilities of ‘outside’ assistance remain both
essential and controversial in disaster risk reduction – and in development in general.
Psychological Perspective on Disaster
 A disaster which is causing huge problems and sufferings to the people living in the society is
called the psychological disaster.
 In summarizing psychology's achievements in understanding and dealing with disaster, the

following seem clear. Disasters can cause severe psychological disturbance, with many victims
experiencing PTSD, depression and anxiety. More research is needed to determine the entire
range of disorders and the frequency of their occurrence after disaster. The severity and
duration of the disaster will predict much of the extent of the reaction.
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 Vulnerability factors in the individual do play a part, with gender, age, previous level of
psychopathology, poverty, ethnicity and social support correlating with extent of post-disaster
psychopathology in victims. These variables interact in complex ways. Mental health fields
intervene both pre-disaster in emergency planning and post-disaster in crisis intervention,
debriefings, psychotherapy s and there is the promise of new types of interventions for disaster
victims.
 Psychological outcomes that could be classified into six general categories – specific
psychological problems, nonspecific distress, health problems and concerns, chronic problem in
living, psychosocial resource loss and problems specific to youth. There were greater and more
lasting negative consequences to mental health for individual with injury, threat to life stressors,
and extreme personal loss stressors, especially when coupled with high community destruction.
Physical perspective on disaster
 The natural type of problems normally occurs through physical phenomena and are known as
physical disasters. These disasters either occur rapidly or slowly.
 From this view disaster is defined as a phenomenon that can cause damage to physical
elements such as buildings, infrastructure, including people and their properties. houses and
environmental sources of living. Physical effects are the most visible and quantifiable effects of a
disaster. In assessing the aftermath of a disaster, physical damages are essentially considered in
data recording.
 The intensity of the event: the damage to structures, or to the natural environment, or the
levels of morbidity and mortality.
 The event’s duration and timing; and
 Its geographic scale
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Economic perspective on disaster
 Because of the event, the economic growth of the country goes down. This will result in a
huge loss of properties and valuable things.
 There is no single definition of a disaster. From an economic perspective, however, a natural
disaster can be defined as a natural event that causes a perturbation to the functioning of the
economic system, with a significant negative impact on assets, production factors, output,
employment, or consumption. Examples of such natural event are earthquakes, storms,
hurricanes, intense precipitations, droughts, heat waves, cold spells, and thunderstorms and
lightning. Disasters affect the economic system in multiple ways and defining the cost of a
disaster is tricky. Pelling et al. (2002), Lindell and Prater (2003), Cochrane (2004), Rose (2004),
among others, discuss typologies of disaster impacts. These typologies usually distinguish
between direct and indirect losses. Direct losses are the immediate consequences of the disaster
physical phenomenon: the consequence of high winds, of water inundation, or of ground shaking.
 Disasters causes’ loss of life, valuable assets, degrades environment thereby damaging
acutely the social and economic foundation of our civilization, hence time has now come to
initiate plans and programs for risk reduction, mitigation, readiness and recovery for
sustainability of our growth, development and progress.
LETS DO IT..
1. Create a hazard map on your home/ classroom. Pace it in a sheet of paper.
2. Will a hazard always cause a disaster?
Sample situation: There is a volcano in the middle of an uninhabited desert. What is the
hazard? Will there be a human disaster if the volcano erupts?
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VARIOUS ELEMENTS THAT MAY BE EXPOSED TO HAZARD
MELC - Explain the meaning of Vulnerability (DRR 11/12-1c-8)
LEARN OUT LOUD
VULNERABILITY
The degree of loss to each element should a hazard of a given severity occur. Physical, social,
economic and environment factors determine the likelihood and severity of damage due to a
given hazard.
FACTORS OF VULNERABILITY
SOCIAL
• People with disabilities
• Children
• Seniors
• Medication-dependent individuals
• Women
• Ethnic minorities, aboriginal or indigenous people
• Homeless or street people
• Incarcerated individuals
• Marginalized groups
ENVIRONMENTAL
• Relative inability to adapt to changes

• Rapid urbanization in hazardous areas
• Quintupling of world’s urban population
• Increasing number of informal settlers
ECONOMIC
Economic vulnerability is the susceptibility of individuals, communities, businesses, and

governments to absorb or cushion the effects of a hazard event
• Rural households are more vulnerable than those in urban because of greater number of
people living in poverty.
• Women are more vulnerable than men because they lack access to livelihood
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MELC - Explain why certain sectors of the society are more vulnerable to disaster than others.
(DRR 11/12-1c-9)
LEARN OUT LOUD

4 types of Vulnerability
Physical Vulnerability
It may be determined by aspects such as population density levels, remoteness of a settlement, the
site design and materials used for critical infrastructure and for housing United Nations International
Strategy for Disaster Reduction (UNISDR).
Social Vulnerability
refers to the inability of people organization and societies to withstand adverse
impacts to hazards due to characteristics inherent in social interactions, institutions and system of
cultural values.
Economic Vulnerability
The level of vulnerability is highly dependent upon the economics status of individuals, communities
and nations. The poor are usually more vulnerable to disasters because they lack the resources
to build sturdy structures and put other engineering measures in place
to protect themselves from being negatively impacted by disaster.
Environmental Vulnerability
Natural resources depletion and resource degradation are key aspects of environmental vulnerability
Elements Exposed to Hazard
Exposure refers to the element at risk from a natural or man – made hazard event.
a.Human beings;
b. Dwellings or households and communities;
c. Building structures;
d. Public facilities and infrastructure assets;
e. Public transport system;
f. Agricultural commodities; and
g. Environmental assets
Quantifying Vulnerability
It is used in estimating how much mitigation and preparedness measures will be applied.
Based on data about the interesting of the previous hazard events and severity of their effects.
It can be expressed as:
– lowest degree of vulnerability
– highest degree
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MELC - Recognize vulnerabilities of different elements exposed to specific hazards.
(DRR 11/12-1d-12)
LEARN OUT LOUD
FACTORS THAT ARE GREATLY MODIFIED IN EXPOSURE, COPING CAPACITY AND RESILIENCE
VULNERABILITY
 Exposure is the number of people, property
AREAS AND LOCATIONS EXPOSED TO DISASTER
CATEGORIES OF AREAS OR LOCATIONS EXPOSED TO DISASTER

( Center for Environmental Geomatics -Manila Observatory - 2005)
1. RISK TO EARTHQUAKES
Seismicity - geographical and historical distribution of earthquake events. This is located
all over the country except in the Palawan region.
Top 10 Provinces that are at risk to Earthquake
Surigao Del Sur Pampanga Nueva Vizcaya
La Union Tarlac Nueva Ecija
Benguet Ifugao
Pangasinan Davao Oriental
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2. RISK TO EARTHQUAKES - INDUCED LANSLIDES

Provinces that are at risk to Earthquake - Induced Landslides
Ifugao Bukidnon
Lanao del Sur Aurora
Sarangani Davao del Sur
Benguet DAvao Oriental
Mountain Province Rizal
l
3. RISK TO VOLCANIC ERUPTIONS

The Philippines lies within the Ring of Fire, a region of subduction zone volcanism
sorrounding the Pacific Ocean. This explains the distribution of most volcanoes in the Philippines.
Philippine volcanoes are classified as ACTIVE, INACTIVE and DORMANT.
Top 10 Volcanoes at risk
Batanes Bataan
CAmiguin Sorsogon
Sulu South Cotabato
Biliran Laguna
Albay Camarines Sur
4. RISK TO TSUNAMI
Most coastal areas have experienced a tsunami or have tsunami hazard potential.
Top 10 Provinces that are at risk to Tsunami
Sulu Rmblon
Tawi-Tawi Siquijor
Basilan Surigao del Norte
Batanes Camiguin
Guimaras Masbate
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• WORLD RISK INDEX

The country is listed in the number three spot, making it one of the most disaster-prone
countries on earth.
the higher a country is ranked in this index, the greater the chance that its inhabitants will die in a
natural disaster
MELC - Differentiate among hazards, exposure, and vulnerabilities and explain the
relationship of the three disaster risk. (DRR 11/12-1d-13)
People: Ratio of casualties / injured to the total population

Buildings: Expressed as a repair cost or degree of damage
Risk Factors
Risk signifies the possibility of adverse effects in the future. It is derived from the interaction of social
and environmental processes, from the combination of physical hazard and the vulnerabilities of
exposed elements
Triagram of Disaster Risk
Earthquak Engineering
Tsuna
Flood Economi
Cyclone Socia
Bushfire
Landslide RISK
Volcanoe
Exposure
People
Buildings
Business
Infrastructure
RISK=HAZARD X EXPOSURE X VULNERABILITY CAPABILITY
The student will enumerate the different hazrds on the left side. The base of the triagram indicates
the different elements exposed to hazard/disaster. Write on the right side the factors and elements of
vulnerability.
 EXPOSURE - the number of people, property, systems or other elements present in hazard zones
that are thereby subject to potential losses. (UNISDR, 2011b)
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 COPING CAPACITY - (safeguard) it is the ability of people, organizations, and systems, using
available skills and resources, to face and manage adverse conditions, emergencies or
disasters.(UNISDR, 2011b)
 RESILIENCE - it is the ability of a system, community or society exposed to hazards to resist,

absorb, accommodate and recover from the effects of a hazard in a timely and efficient manners,
including through the preservation and restoration of its essential basic structures and functions.
LETS DO IT..
Make a map of your community using indigenous materials and identify the level of risk
based on color coding (red for high risk, orange for medium risk, yellow for low risk and white for
no risk). You will present your output to the class.
HAZARDS
MELC - Define and site examples of the types of hazards. (DRR 11/12-Ie-16)
LEARN OUT LOUD
What is Hazard?
- “Those elements of the physical environment, harmful to man and caused by forces
extraneous to him.” (Burton, et. al. 1978)
- A natural event that has a potential to cause harm or loss.- ADPC
- 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.- UNISDR
A hazard is a threat. A future source of danger. It has the potential to cause harm to:
People- death, injury, disease and stress

Human activity- economic, educational etc.
Property- property damage, economic loss
Environment- loss fauna and flora, pollution, loss of amenities
Classification of Hazards:
1. Natural hazards such as earthquakes or floods arise from purely natural processes in the
environment
2. Quasi- natural hazards such as smog or desertification arise through the interaction of natural
processes and human activities
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REGION III
3. Technological (or man-made) hazards such as the toxicity of pesticides to fauna, accidental
release of chemicals or radiation from a nuclear plant. These arise directly as a result of human
activities.
Hewitt and Burton (1971) itemized a variety of factors relating to damaging geophysical events,
which were not process-specific, including
1. Aerial extent of damage zone
2. Intensity of impact at a point
3. Duration of impact at a point
4. Rate of onset of the event
5. Predictability of the event
A typology based on Hewitt and Burton (1971) would appear as follows:

Natural hazards and Human Intervention
1. Atmospheric Atmospheric
Single element Combined elements/ events
Excess rainfall Typhoons
Hail Thunderstorms
High wind speeds Tornadoes
Extreme temperatures Heat stress
2. Hydrologic 3. Geologic
Single element Mass- movement
Floods-river and coastal Landslides
Wave action Mudslides
Drought Earthquake
Volcanic eruption
Rapid sediment movement
4. Biologic 5. Technologic
Epidemic in humans Transport accidents
Epidemic in plants Industrial explosions
Epidemic in animals Accidental release of toxic chemicals
Locusts Nuclear accidents
Collapse of public buildings
Although humans can do little or nothing to change the incidence or intensity of most natural
phenomena, they have an important role to play in ensuring that natural events are not
converted into disaster by their own actions.
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REGION III
Types of Hazards
Geologic hazards (Geohazards)
Is a geological state that may lead to widespread damage or risk.

a. An earth process that upon interaction with human activity causes loss of life and or property
b. By earth process we mean a natural event that occurs within the lithosphere/ crust,
hydrosphere (e.g. weather system) or atmosphere
c. Mass movements or landslides hazards
d. Flood hazards
e. Earthquake hazards
f. Volcanic hazards
g. Coastal hazards
h. Accelerated erosion
Why is it important to study geohazards?
a. Because they are a threat to the human population and or infrastructure

b. If human lives were not to threatened or endangered then the process would not be
classified as hazards and it would not be so vital that we understand the process involved.
2. Natural Hazards
- It is defined as a natural process or event that is potentially damaging in that it may result in
loss of life or injury, loss of property, socio-economic destruction or environmental degradation.
Climate- and weather- related hazards, in particular, refer to the direct and indirect effects of
observed changes and/or projected deviations from present day conditions of natural climate
events (such as increases and decreases in precipitation and temperature); and impacts of
changes in the frequencies and occurrences of extreme weather/ climate events (such as tropical
cyclones, droughts, and El Niño and La Niña events).
a. Earthquakes f. Snow avalanches

b. Landslides g. Drought
c. Volcanic eruptions h. Lightning
d. Flooding i. Severe storms
e. Wildland fires j. tornadoes
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REGION III
Geologic Hydr Atmosp Biol Man

ologi heric ogi -
c c Mad
e
Earthquakes Floo Typhoo Epi Tran

• Ground shaking ds ns or de spor
• Ground rupture Rive hurrica mic t
• Liquefaction r nes in acci
• Earthquake-induced landslides and hu dent
• Tsunami coas ma s
tal ns
Volcanic eruptions Wav Thunde Epi Indu
e rstorms de stria
Geologic Atmospheric actio mic l
n in expl
Sinkhole formation Hail pla osio
nts ns
and
fires
Impacts with space Blizzards

objects
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REGION III
“Glaze” storms
Freezing rain
High wind
speed
Extreme
temperatures
Lightning
• Lava flow
• Volcanic gas
• Pyroclastic flow
• Tephra fall
• Lahar
• Volcanic debris
• Avalanche
TYPES OF HAZARDS AND EXAMPLE OF EACH
CHARACTERISTICS OF HAZARDS
The intensity of the event is a measure of its impact on people and structures
Event Scale Measures
Earthquake Mercalli Scale Earthquake

Rossi-Forel Scale intensity;
Impacts on the
ground, on people,
and on structures
How predictable a hazard is and how much lead time is allowed by it, is critical in determining
how damaging it will be.
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REGION III
Rapid onset Slow onset
Earthquakes Tsunami
Landslide Volcanic eruption
Flashfloods Typhoon
Drought
Once the onset of the hazard event is known, the duration also becomes a concern as the
chance of experiencing severe damage will depend on how long the hazard affects an area.
How often an event occurs (e.g. every month, year, 1 years, 1000 years, etc.) is its frequency.
Sometimes frequency is expressed in terms of return period
Risk Profile of the West Valley Fault

Recent studies show that the WVF has moved at least four (4) times and generated strong
earthquakes within the last 1,400 years. The approximate return period of these earthquakes is
less than 500 years and no event along the WVF is known after 17th century. This means that the
active phase of the Valley Fault is approaching. Many research studies indicate that the
estimated magnitude will be around 7 or more. (MMEIRS, March 2004).
LETS RECALL
1. Recall a recent or historical disastrous event. Write something about it on your activity
notebook.
2. What is the difference between a HAZARD and a DISASTER (write in on your activity notebook)
MELC- Explain the impact of various hazards on people and the environment.
(DRR 11/12-Ie-16)
LEARN OUT LOUD

IMPACTS OF VARIOUS HAZARD
Loss of life Diversion of resources

Loss of livelihoods Epidemics
Damage to property Migration
Destruction of infrastructure Displaced people or Refugees
Damage to the environment Food shortages
Financial loss Insecurity
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REGION III
IMPACT OF HAZARDS
FACTORS INFLUENCING IMPACTS
 Level of development - this determines how much money is available to prepare for the
event in advance in terms of predicting the hazard and preparing people to cope with it.
Development also determines how weel a country will respond after the event.
 Time - the amount of time since the last hazardous event can influence the impact, if a long
time goes by people can be unprepared. Also, if the hazard occurs when lots of people are
asleep, they can also be unprepared.
 Preparations - if a place is well prepared regardless of its level of development this can limit
the impact of a hazardous event. In India, despite its low level of economic development,
rounded wooden houses have been designed to be earthquake proof, thus limiting the impact
of these hazards.
 Accessibility - if an area is remote or weather conditions and aftershocks prevent safe
search and rescue efforts then the impacts can be greatly increased
The Impact of Hazards on People and the Environment
 Natural disasters can have a life-altering impact on the individuals and families fortunate
enough to survive them.
 But the effect of natural disasters can be felt at the community, city and state level, or
many times can impact an entire country.
 Natural disasters can have huge environmental impacts as well, even when human
communities are relatively unaffected.
 How well the impact of a disaster event is absorbed has much to do with the intensity of
the impact and the level of preparedness and resilience of the subject impacted.
Individual Impact
 At the individual level, the impact can often be felt physically, mentally and emotionally.
Natural disasters cause destruction of property, loss of financial resources, and personal injury
or illness. The loss of resources, security and access to shelter can lead to massive population
migrations in lesser-developed countries.
 After experiencing a natural disaster, many individuals develop severe post-traumatic stress
disorders or withdraw into states of depression. Others develop negative associations with the
environment, in more developed nations; this can also lead to significant population
migrations.
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REGION III
Community Impact
 Communities that experience a natural disaster must also absorb the impacts of these
destructive.
 Many eventslocal communities lose so much in economic resources that recovery becomes
difficult, if not almost impossible. Some communities find opportunity in the aftermath of a
disaster to rebuild better and stronger communities than before.
 Communities must often recognize population, demographic, and cultural shifts as a result
of the impact of the natural disaster on their individual citizens.
Economic Impact
 Even a minor storm can cause considerable damage. At the very least, the local economy
must be able to absorb the cost of clean up and repairs.
Environmental Impacts
 Volcanoes, earthquakes, floods, wildfires and mudslides often permanently alter an area’s
landscape, leading in some cases to the destruction of a local species .
Short and Long Term Impacts
 The impacts of natural disasters vary in severity and therefore vary in regard to how long
they last. In many ways wealth and development assists in the way people recover from
hazards. A more economically developed country can prepare for and predict hazards more
effectively and they have many resources to support a faster recovery.
 However there is also a need for resilience, which means in many developing countries
people with experience of hardship can often recover more quickly from hazards
Impacts of hazards are not so easy to classify as short term and long term as this tends to vary
for each individual event. However, there are a number of common long-term impacts, which
always take time to recover from.
These are:
Grief and psychological trauma

Loss of vital infrastructure, like sewers and sanitation and water
Loss of power stations and key transport infrastructure, e.g. harbours, airports and railway
lines
Widespread loss of housing
Loss of a harvest or fertile soils and cattle
Loss of fishing vessels and equipment
Loss of forests and freshwater environments
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REGION III
LETS DO IT..
1. Think of other specific hazards that would fall under geological, hydrometeorological, or man-
made/technologiclal hazards. Write your anwers on your activity notebook.
2. Based on your list, which of the hazards are present or could happen in the local community
and which ones are less likely to happen and why.
EARTHQUAKE HAZARDS
MELC - Identify various potential Earthquakes hazards (DRR 11/12-1f-g-17)
LEARN OUT LOUD
Earthquake- it is the perceptible shaking of the surface of the Earth, resulting from sudden
release of energy in the Earth’s crust that creates seismic waves.
TYPES OF NATURAL EARTHQUAKES

1. TECTONIC- earthquakes produced by sudden movement along faults and plate
boundaries.
2. VOLCANIC- earthquakes produced by movement of magma beneath volcanoes
EARTHQUAKE HAZARDS
Ground shaking or Ground motion

Ground Surface Rupture
Liquefaction
Tsunami
Earthquake-induced landslide
GROUND SHAKING- the disruptive up and down and sideways motion experienced during an
earthquake.
Measured in the:
3. Velocity of ground motion
4. Acceleration of ground
5. Frequency content of the shaking
6. Duration
Three Earthquake Source Zones

1. West Valley Fault
2. 1863 Earthquake (Historical)
3. Lubang Fault
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REGION III
When will the “Big One” happen?

 No one knows!
 What Science knows is, the return period of earthquake is about 200-400 years and large
earthquake has happened in the West Fault since the 1700s. The last was in 1658 years ago.
GROUND RUPTURE- creation of new or the renewed movements of old fractures, oftentimes
with the two blocks on both sides moving in opposite directions.
LIQUEFACTION- a process that transforms the behavior of a body of sediment from that of a
solid to that of a liquid.
TYPES OF NATURAL EARTHQUAKES

TECTONIC- earthquakes produced by sudden movement along faults and plate
boundaries.
VOLCANIC- earthquakes produced by movement of magma beneath volcanoes
GROUND SHAKING- the disruptive up and down and sideways motion experienced during an
earthquake.
A. There are two types of vibrations produced by earthquakes

1. Body waves travel through the Earth's interior
a. Primary waves (or P waves) are compressional waves that vibrate in the direction of
propagation; think of "push" waves. These waves move sort of like a wave moving along a slinky.
b. Secondary waves (or S waves) are waves that vibrate at 90� to the direction of propogation.
S-waves travel slower than P-waves; think of "shake" waves. These waves move sort of like a
wave moving down a rope that you might shake.
2. Surface waves travel along the outer surface of the Earth. These are the slowest and often
produce the worst damage. (one type of surface wave is a Love wave).
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REGION III
B. A seismograph is an instrument used to measure the intensity and location of earthquake by

measuring ground motion. When a seismograph measures ground motion during the period of
an earthquake, it measures the arrival of the different waves mentioned above.
1. By measuring the amount of time between the arrival of P and S waves in an earthquake, it is
possible to determine the distance of the epicenter from the seismic station.
2. An earthquake needs to be recorded at three seismic stations in order to pinpoint the
epicenter of the quake.
3. The focus of an earthquake is the region of maximum offset in a fault ruptured by an
earthquake.
4. The epicenter is the location directly above the focus at the surface
C. The Richter scale is the most common method of describing an earthquake's magnitude.
1. It uses the amplitude of the largest wave to reach station to estimate the intensity of an
earthquake.
2. The Richter scale is logarithmic
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REGION III
a. An earthquake of magnitude 5 produces an amplitude ten times greater than an earthquake of

magnitude 4.
b. A magnitude 5 earthquake produces 30x the energy of a magnitude 4 quake.
3. The largest earthquake ever recorded was ~8.6. Other major earthquakes include:
a. Alaska, 1964: 8.4-8.6
b. Chile, 1960: 8.5-8.7
c. San Francisco, 1906: 8.3
LETS EXPLORE
HOW DO SEISMIC WAVES SHAKE THE GROUND?
I. OBJECTIVE:
The students will model the nature of motion of seismic waves to understand the
ways by which the ground shakes during an earthquake.
II. Materials:
Two slinkies
Flat smooth surface
Notebook and pen
Safety googles
III. Procedure:
1. Make sure to wear safety googles before starting this activity. Stretch the slinky on the foor
as it can go without over stretching it to its limit. Make waves by gathering several coils at one
ends. Describe the direction of motion of the waves with respect to the slinky.
2. Move the slinky from side to side (or left or right or right to left). Observe the direction of
wave movement.
-How does the direction of motion of the waves differ from those in item ?.
This kind of wave is called secondary wave or (S) wave. What does the shear means?
-How appropriate is shear wave as a name for this type of wave?
3. Move one end of the slinky up and down to generate a wave. This shows how the surface
waves from earthquakes behave.
-Can you imagine how a building on the earth’s surface would behave while the ground makes
a wave-like motion? Explain.
-Should we be worried with all kinds of seismic wave motion we are faced with during a big
earthquake? Explain.
-If you were an engineer, what kind of ground motion will be your main concern when
designing a building resistant to the strongest and most damaging type of earthquake shaking?
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REGION III
MELC - Recognize the natural signs of an earthquake hazards (DRR 11/12-1f-g-18)
LEARN OUT LOUD
TSUNAMI- “Harbor Wave” or “Seismic Sea Wave”

- sea waves resulting from the disturbance of ocean floor by an earthquake; is a series of
giant sea waves commonly generated by under-the-sea earthquakes and whose heights could be
greater than five (5) meters.
Tsunami vs Storm surge. A tsunami is a Japanese word meaning “harbor waves”. A tsunami is
commonly generated by disturbances associated with earthquakes occurring below or near the
ocean floor. It occurs when the earthquake is shallow-seated and strong enough to displace
parts of the seabed and disturb the mass of water over it. In addition, underwater volcanic
eruptions and landslides can also generate a tsunami. Sometimes, tsunamis are erroneously
called “tidal waves”. Remember that tsunamis are generated by earthquakes and tsunami waves
are generated because of movement of fault under the sea. Tsunamis have nothing to do with
high tide and low tide which is caused by the gravitational pull between the earth and moon. The
increase in wave heights associated or during typhoons (when there are strong winds) or tropical
cyclones is called “storm surges”.
Signs of an Impending Tsumani

1. ANIMAL BEHAVIOR
Zoologist hypothesize that some animal species like elephants have the ability to sense subsonic
Rayleigh waves from an earthquake or a tsunami.
2. DRAWBACK
3. SOUND SIMILAR TO AN INCOMING TRAIN
LETS HAVE FUN
PAINT ME UP””
Get 5 sheets of paper. You need to draw a picture that best describes the scene and
what will you do.
Scene 1.: Building about to collapse because of Earthquake
Scene 2: community panic because of earthquake
Scene 3: Infrastracture that can withstand with an over 8 magnitude earthquake
Scene 4: Students about to vacate because ofearthquake
Scene 5: Earthquake drill.
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REGION III
MELC - Analyze the effects of the different earthquakes hazards. (DRR 11/12-1f-g-19)
II. What causes earthquakes?

A. What is the worldwide distribution of earthquakes?
1. Plate boundaries are common locations of earthquakes. Plates usually move several cm per
year. One example is the San Andreas fault zone which marks thee boundary between the Pacific
and North American Plates.
2. Earthquakes occur along faults.
a. Faults represent a zone where rupture has occurred repeatedly; it is a zone of weakness.
b. Faults are usually characterized by broken and pulverized rock.
B. What is the elastic rebound theory?
1. The crust is deformed by forces within the Earth.
2. Rocks behave elastically up to a point as stress builds up, then rupture occurs.
3. When rupture occurs at one point along a fault, then the stress is passed down to the next
section of the fault. For instance, the area around Loma Prieta is relatively quiet since the 1989
earthquake. The area around Parkfield is expected to rupture at any time because of the buildup
of stress.
4. Aftershocks may occur along a fault as the tension settles out and adjusts to the new stress
environment.
III. What damage do earthquakes do?

A. On dry land, shaking ground itself does not usually kill or seriously injure people. It is usually
the falling buildings and structural ruptures caused by the shaking that do.
1. The 1906 earthquake in San Francisco caused most of its casualties in the fires from ruptured
gas lines.
2. In the 1989 Loma Prieta earthquake, most of the casualties were caused by the collapse of the
Cypress Structure freeway in the East Bay area.
B. Different ground types will causes different amounts of damage to buildings.
1. Loose, unconsolidated sediment tends to magnify the amplitude of an earthquake.
2. Water saturated sediment will actually tend to behave like liquid in an earthquake. This results
in mud volcanoes, sinking buildings, and additional damage to buildings. This is
called liquefaction.
3. Crystalline, and well-cemented rock tend to attenuate seismic waves. These usually afford the
best foundation for buildings in an earthquake.
C. Tsunamis usually form in earthquakes around marine areas.
D. Landslides are often initiated by ground shaking.
E. Ground rupture may tear up structures (roads, fences, buildings) that lie across the fault.
What to do BEFORE, DURING and AFTER AN EARTHQUAKE
BEFORE AN EARTHQUAKE
1. Be familiar with the dangerous spots inside offices/rooms.

2. Be careful with things which may harm people during earthquake. It is better to fix as early as
possible the faulty electrical wirings, leaky gas connection, and fasten shelves.
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REGION III
3. Identify safe places indoors and outdoors.

4. Educate everyone about emergency contacts.
5. Prepare a stock of emergency supplies. A stock of food, water, medicines, flashlights, and
batteries can help you survive the tremor.
6. Make an evacuation and reunion plan. It is possible that everyone may be separated from
each other during an earthquake so it advisable to have a reuniting plan like meeting in a certain
place after the disaster.
DURING AN EARTHQUAKE
1. During quakes, duck or drop to the ground.

2. Take cover. You may hide under a sturdy table or piece of furniture for protection from falling
debris.
3. Hold that position and stay wherever you are until the shaking stops and you cannot feel
anymore ground movement.
4. Do not immediately proceed to the door, some doors will swing which can even cause injury.
5. If outdoors, move away from building and streetlights.
6. Immediately proceed to open area.
7. Once in an open area, stay there and do not go near buildings and tall infrastructure to avoid
falling debris.
8. If in a moving vehicle, stop as quickly as safety permits.
9. Avoid stopping near buildings, overpass, bridges or ramps which may have been damaged by
the earthquake.
10.If you’re in a crowded store or other public place. Do not rush for exits. Move away from
display shelves containing objects that could fall.
11.If trapped under debris, cover your mouth with handkerchief.
12.Create noise by tapping pipes or walls for rescuers to locate you. Do not shout. It is just a last
option because it may cause you to inhale dangerous amount of dust.
AFTER AN EARTHQUAKE
1. Once the earthquake is over, listen to battery-operated radio or television for updates of
aftershocks.
2. Stay away from damaged area.
3. Stay away from the beach if living in a coastal areas.
4. Beware of possible tsunamis.
5. Landslidees are also possible for mountainous areas as well as the ground rupture for areas
along active fault lines which causes the ground to break.
6. Do not use your telephone to call relatives and friends. Disaster prevention authorities may
need the lines for emergency communications.
7. Do not use your car and drive around disaster-striken areas. Rescue and relief operations
need the road for mobility.
8. Check your water and electrical lines for defects. If any damage is suspended, turn the system
off in the main valve or switch.
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REGION III
TRAPPED?
1. Pray
2. Checks pockets or bags for lighter-anything that will help you scratch, dig, screw or signal way
out.
3. Make noise (bang pipes, car horn, whistle, etc.)
4. Conserve energy
5. Do not drink urine or alcohol (man can survive 10 days without food; 3 days without water;
no one drinks on the first day)
6. Mobile phones; text instesd of calling, or be concise if calling.
EFFECTS OF EARTHQUAKE HAZARDS
What is an earthquake? What happens during an earthquake?

An earthquake is a feeble shaking to violent trembling of the ground produced by the sudden
displacement of rocks or rock materials below the earth’s surface. There are two types of
earthquakes: tectonic and volcanic earthquakes. Tectonic earthquakes are those generated by
the sudden displacement along faults in the solid and rigid layer of the earth. Earthquakes
induced by rising lava or magma beneath active volcanoes are called volcanic earthquakes. This
lesson will focus on tectoni
Difference of fault, epicenter and focus.

The focus is the point within the earth where seismic waves originate; it is centered on the part
of the fault that has the greatest movement. The epicenter is on the earth's surface directly
above the focus.
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REGION III
What is a 24hr/48hr/78hr kit?

A 24hr/48hr/78hr kit is used for emergency situations that could last for a specific time. The kit
consists of food, medicine, beverage, money, radio, etc.
Earthquakes and Tsunamis

An earthquake is a trembling movement of the earth's crust. A tsunami is a series of huge waves
that occur as the result of a violent underwater disturbance, such as an earthquake or volcanic
eruption.
Earthquake hazards and its effects
I. Ground shaking- disruptive up-down and sideways movement or motion experienced during
an earthquake. Strong ground shaking can cause objects to fall, break windows among others.
a. Strong ground shaking can also result to minor damages to
buildings and worse, cause collapse of a structure. (e.g.
collapse of Hyatt Hotel, Baguio City after the 16 July 1990
Luzon Earthquake).
b. Most part of the Philippines will experience shaking at
different degrees depending on magnitude of earthquake,
distance of one’s location from the fault that moved, local
below surface conditions, etc.)
c. Ground shaking can be demonstrated using a jelly. https://www.britannica.com/science/earthquake-
geology
II. Ground rupture- displacement on the ground due to movement of fault.

a. This will be experienced by areas where fault passes through
(note not all cracks on the ground that people see after a strong
earthquake are faults, some may just be surficial cracks because
of ground failure)
b. The movement may have vertical and horizontal component
and may be as small as less than 0.5 meters (Masbate 1994
earthquake) to as big as 6 meters (16 July 1990 Earthquake).
https://www.earthquakeauthority.com/Prepare-Your-House-
Earthquake-Risk/Geologic-Hazards/Surface-Rupture
III. Tsunami- sea waves resulting from the disturbance of ocean
floor by an earthquake
a. This is a series of giant sea waves commonly generated by under-the-sea earthquakes and
whose heights could be greater than 5 meters.
b. Examples of recent tsunami events in the Philippines are the August 1976 Moro Gulf
Earthquake and Tsunami and the November 1994 Oriental Mindoro Earthquake and Tsunami,
December 2004 Banda Aceh Earthquake (Indonesia), and March 2011 Eastern Japan
IV. Liquefaction- is a process that transforms the behavior of a body of sediments from that of a
solid to that of a liquid when subjected to extremely intense shaking.
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REGION III
As a result, any heavy load on top of the sediment body

will either sink or tilt as the sediment could no
a. longer hold the load, such as what happened in
Dagupan City during the 16 July 1990 earthquake.
b. Demonstrate liquefaction by using a pan, filled with
sand and water. Place a heavy object (brick, etc.) on top.
Shake the pan. The brick/ heavy object should tilt.
V. Earthquake-induced landslide- failures in steep or

hilly slopes triggered by an earthquake
a. loose thin soil covering on the slopes of steep
mountains are prone to mass movement, especially
when shaken during an earthquake.
b. Many landslides occur as a result of strong ground
shaking such as those observed on the
mountainsides along the National Highway in Nueva
Ecija and the road leading up to Baguio City during
the 16 July 1990 earthquake.
LET S TEST YOUR MEMORY..
Answer the following questions in your activity notebook.
1. What are the signs that tsunami is coming?
2. Name various earthquake hazards.
3. What to do before, during and after and earthquake.
4. Types of earthquake.
5. Effects of earthquake hazards
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REGION III
MELC -Interpret different earthquake hazard maps. (DRR 11/12-1f-g-19)
LEARN OUT LOUD
A hazard map is a map that highlights

areas that are affected by or are
vulnerable to a particular hazard.
They are typically created for natural
hazards, such
as earthquakes, volcanoes, landslides,
flooding and tsunamis. Hazard maps
help prevent serious damage and
deaths
WHY DO WE USE HAZARD MAP?
Hazard maps are created and used in conjunction with several natural disasters. Different hazard
maps have different uses. For instance, the hazard map created by the Rizal Geological Survey is
used by Rizalian insurance agencies in order to properly adjust insurance for people living in
hazardous areas. Hazard maps created for flooding are also used in insurance rate
adjustments. Hazard maps can also be useful in determining the risks of living in a certain area.
Hazard maps can help people become aware of the dangers they might face from natural
disasters in a specific area.
Hazard maps can be used for land-use planning, mitigation, and emergency response.
Seismic hazard is the hazard associated with potential earthquakes in a particular area, and a
seismic hazard map shows the relative hazards in different areas. The maps are made by
considering what we currently know about:
1. Past faults and earthquakes

2. The behavior of seismic waves as they travel through different parts of the U.S. crust
3. The near-surface site conditions at specific locations of interest
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REGION III
EARTHQUAKE HAZARD MAP
The maps displayed below show how

earthquake hazards vary across the United
States. Hazards are measured as the
likelihood of experiencing earthquake
shaking of various intensities.
The maps displayed below show how earthquake hazards vary across the United States. Hazards
are measured as the likelihood of experiencing earthquake shaking of various intensities.
The colors in the maps denote “seismic design categories” (SDCs), which reflect the likelihood of
experiencing earthquake shaking of various intensities. (Building design and construction
professionals use SDCs specified in building codes to determine the level of seismic resistance
required for new buildings.)
The following table describes the hazard level associated with each SDC and the associated levels
of shaking. Although stronger shaking is possible in each SDC, it is less probable than the shaking
described
Building codes are sets of regulations governing the design, construction, alteration and
maintenance of structures. They specify the minimum requirements to adequately safeguard the
health, safety and welfare of building occupants
SDC Map Color Earthquake Hazard Potential Effects of

Shaking*
A WHITE very small probability of
experiencing damaging
earthquake effects.
B GRAY Could experience shaking of Moderate shaking—
moderate intensity. Felt by all, many
frightened. Some
heavy furniture
moved; a few
instances of fallen
plaster. Damage
slight.
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REGION III
C YELLOW Could experience strong shaking. Strong shaking—

Damage negligible in
buildings of good
design and
construction; slight
to moderate in well-
built ordinary
structures;
considerable damage
in poorly built
structures.
D0 Very strong
shaking—Damage
LIGHT Could experience very strong slight in specially
BROWN shaking (the darker the color, designed structures;
the stronger the shaking). considerable damage
D1 in ordinary
DARKER substantial buildings
BROEN with partial collapse.
Damage great in
poorly built
DARKEST structures.
D2 BROWN
E RED Near major active faults capable Strongest shaking—

of producing the most intense Damage
shaking considerable in
specially designed
structures; frame
structures thrown
out of plumb.
Damage great in
substantial buildings,
with partial collapse.
Buildings shifted off
foundations. Shaking
intense enough to
completely destroy
buildings.
38
REGION III
LET US REFLECT….
1. Where / in which environment each of the hazard is experienced or is more prominent.
2. Based on what you have learned so far, think of your home, what are the possible impacts /
effects of the earthquake hazards to your home?
3. Write a checklist on your activity notebook about the following:
A. What are the potential hazards that can affect me, my home and my community. How?
B. Will I be affected by (check all that will apply.)
I. Ground Rupture (only if a fault passes through my home) (Note: This will be important for
areas with known presence of faults)
II. Ground shaking: Yes
III. Liquefaction (Note, only for areas near rivers, coastal areas, underlain by soft sediments or
water-saturated materials)
IV. Earthquake-induced landslide (if my home is near/ at the base or on the slope of a mountain
side)
V. Tsunami (if my home is near the coast) Those I have checked are the hazards I need to prepare
for.
39
REGION III
VOLCANO RELATED HAZARDS
MELC - Explain various volcano-related hazards. (DRR 11/12-1h-I-22)
LEARN OUT LOUD
Volcano-related Hazards
Lava Flow
Lava is molten rock that flows out of a volcano or

volcanic vent. Depending on its composition and
temperature, lava can be very fluid or very sticky
(viscous). Fluid flows are hotter and move the
fastest; they can form streams or rivers, or spread
out across the landscape in lobes. Viscous flows
are cooler and travel shorter distances, and can
sometimes build up into lava domes or plugs;
collapses of flow fronts or domes can form
pyroclastic density currents.
Pyroclastic Density Currents
Pyroclastic density currents are an explosive eruptive

phenomenon. They are mixtures of pulverized rock, ash, and
hot gases, and can move at speeds of hundreds of miles per
hour. These currents can be dilute, as in pyroclastic surges,
or concentrated, as in pyroclastic flows. They are gravity-
driven, which means that they flow down slopes.
Pyroclastic Falls
Pyroclastic falls, also known as volcanic fallout, occur when tephra - fragmented rock ranging in
size from mm to tens of cm (fractions of inches to feet) - is ejected from a volcanic vent during
an eruption and falls to the ground some distance away from the vent. Falls are usually
associated with Plinian eruptive columns, ash clouds or volcanic plumes. Tephra in pyroclastic fall
deposits may have been transported only a short distance from the vent (a few meters to several
km), or, if it is injected into the upper atmosphere, may circle the globe. Any kind of pyroclastic
fall deposit will mantle or drape itself over the landscape, and will decrease in both size and
thickness the farther away it is from its source.
40
REGION III
Lahars
Lahars are a specific kind of mudflow made up of

volcanic debris. They can form in a number of situations:
when small slope collapses gather water on their way
down a volcano, through rapid melting of snow and ice
during an eruption, from heavy rainfall on loose volcanic
debris, when a volcano erupts through a crater lake, or
when a crater lake drains because of overflow or wall
collapse.
Volcanic Gases
Volcanic gases are probably the least showy part of a

volcanic eruption, but they can be one of an eruption's
most deadly effects. Most of the gas released in an
eruption is water vapor (H2O), and relatively harmless,
but volcanoes also produce carbon dioxide (CO2),
sulfur dioxide (SO2), hydrogen sulfide (H2S), fluorine
gas (F2), hydrogen fluoride (HF), and other gases. All of
these gases can be hazardous - even deadly - in the
right conditions.
Tephra
Tephra (fragmented volcanic particles) or

ash (fragmented volcanic particles less than 2 mm in
diameter) propelled through the atmosphere in an
eruption plume or an eruption column eventually fall
or gravitationally settle over areas downwind of an
41
REGION III
erupting volcano, forming blankets of tephra fall or ashfall.
Ashfall can also be rained out from the ash clouds of PDCs. Large particle tephra called volcanic
bombs that are too heavy to transport in eruption columns are ejected straight out of the
volcanic vent as ballistic projectiles that fall near the vent. Tephra or ashfall can accumulate as
thick blankets of material, causing infrastructural damages, roof collapse, contamination of water
resources and burial. Ashfall is a health hazard and a danger to aircraft and other industrial
machinery, such as those for transportation and power generation.
MELC - Recognize signs of an impending volcanic eruption. (DRR 11/12-h-i-24)
LEARN OUT LOUD
Ground deformation- Ground deformation refers to surface changes on a volcano, such as

subsidence
(sinking), tilting, or bulge formation, due to the movement of magma below the surface.
Deformation
changes at a volcano, such as those related to magnitude or location, may indicate that an
eruption is
about to occur. (http://earthobservatory.nasa.gov/Features/monvoc/monvoc2.php)
Use of remote sensing technology or techniques as applied to volcano monitoring. Monitoring
surface changes on a volcano from afar- using available tools such as satellite images; advantage:
less
exposure on the ground for volcanologists, safer; but sometimes interpretation needs field
verification.
Seismic activity—from earthquakes to swarms of earthquakes. Most unrest in volcanoes start

with
volcanic earthquakes. Volcanoes and earthquakes go hand in hand. The challenge is to

determine
which patterns of seismic waves precede an eruption. When magma makes its way up to the
surface it
breaks the rocks along the way, and in so doing, earthquakes are generated.
Gases—types and rate of emission. Gases rise through vents called fumaroles (from the Latin for
42
REGION III
“smoke”) and other cracks. Sometimes the concentrations are high enough to create acid rain
that kills
vegetation—the trees at the Long Valley, California, caldera, for example. That’s one very visible
sign of
activity, but scientists have several ways to measure the rate of emissions more precisely. They
can
collect samples from vents directly, but it is safer to use remote sensing instruments. Scientists
mount/
install infrared and correlation spectrometers from airplanes, for example, and fly through a
plume of
gas. These instruments read energy signatures—thermal output or electromagnetic

frequencies—to
identify and quantify the gases. (source: http://www.planetseed.com/relatedarticle/major-

warning
signs)
LETS RESARCH ON IT…
1. Research about the following volcanoes: Pinatubo, Taal, Mayon, Bulusan,
Kanlaon, and Hibok-hibok
2. Research on the following topics: Location, provinces around the volcano, history of
eruptions, last recorded eruption, and kinds of hazards present.
4. Bring researched materials to class during the discussion.
MELC - Interpret different volcano hazard maps (DRR 11/12-h-I-25)
LEARN OUT LOUD
LAVA FLOW HAZARD MAP
Objective:
Provide bases for one of the methods of constructing lava flow hazard maps.
43
REGION III
Materials:
Crayons
Procedure:
1. In the hazard map of Hawaii shown in Figure 5.1, color with red summit and rift zones of
Mauna Loa and Kilauea as hazard zone 1. Next color with orange and yellow hazard zones 2 and
3, respectively. These are the next most hazardous areas after hazard zone 1. also color with
green hazard zone 4 which covers the rest oh Hualalai. Look at the description of zones 1 to 4 in
the legend.
For the hazard zoning method used, what is the main basis in determining the most hazardous
areas in the island? What are the criteria were used?
2. Color with olive green and blue zones 5 and 6, respectively. Why was zone 5 not assigned a
higher hazard zone rating than 2, 3 and 4?
Do you agree with the assignment for zones 5 and 6? Why or why not?
3. Color with violet, light blue and white zones 7, 8 and 9, respectively.
What is the basis for the zone assignments for zone 7, 8, and 9? Cite ways by which the hazard
zone map for lava flow can be used to mitigate the effect of lava flow
44
REGION III
Lava
Flows
Lava flows are the least hazardous of all processes in volcanic eruptions. How far a lava flow
travels depends on the flows temperature, silica content, extrusion rate, and slope of the land. A
cold lava flow will not travel far and neither will one that has a high silica content. Such a flow
would have a high viscosity (a high resistance to flow). A basalt flow like those in Hawai'i have
low silica contents and low viscosities so they can flow long distances. Such a flow can move as
far away as 4 km from its source and have a thickness of 10 m (Bryant, 1991). These flows can
move at rates of several kilometers per hour (Scott, 1989). More silica-rich flows can move as far
away as 1.3 km from their sources and have thicknesses of 100 m (Bryant, 1991). These flows
can move at rates of a few to hundreds of meters per hour (Scott, 1989). If a lava flow is
channelized or travels underground in a lava tube then the distance it travels is greatly extended.
Lava flows as you can see don't move very fast so people rarely get killed by them. However, lava
flows are very hot (between 550 degrees C and 1400 degrees C) and can therefore cause
injuries. People have burnt their skin, charred their eyebrows, and melted the soles of their
boots from being near or on a hot lava flow. Lava flows don't cool instantaneously. It can take
days to years for a lava flow to completely cool.
45
REGION III
The biggest hazard of lava flows is that they destroy property. In the late 1980's, the town of
Kalapana in Hawai'i was destroyed by lava flows. Lava flows buried cars and burnt homes,
buildings, and vegetation. Electric power, water, and communications were cut off from the
community.
Another hazard associated with lava flows (as well as other hot volcanic material) is they can
melt snow and ice which can produce flooding. Melting of ice beneath a glacier may produce
very large floods called jokulhlaups or glacier bursts (Bryant, 1991) Lava flows can also dam rivers
which may in the future produce flooding if the dam were to break, though most lava flows are
fairly porous (Scott, 1989).
The main concern with lava flows is how far they will ultimately extend. Equations have been
used to estimate this distance (see Pinkerton and Wilson, 1994). But how do you stop a lava flow
if you know it's heading toward your property? Different methods have been used including:
breaching the sides of a lava tube or channel, diverting the flow, constructing barriers, and
bombing the lava flow. Another way to stop a lava flow is to increase the lava flow's viscosity
(Bryant, 1991 and Scott, 1989) by spraying it with water, increasing the rate at which gas escapes
from the flow, stirring the flow, or seeding the flow with foreign nuclei (Bryant, 1991).
Lava Flows
Lava flows are the least hazardous of all processes in volcanic

eruptions. How far a lava flow travels depends on the flows
temperature, silica content, extrusion rate, and slope of the land.
A cold lava flow will not travel far and neither will one that has a
high silica content. Such a flow would have a high viscosity (a high
resistance to flow). A basalt flow like those in Hawai'i have low
silica contents and low viscosities so they can flow long distances.
Such a flow can move as far away as 4 km from its source and
have a thickness of 10 m (Bryant, 1991). These flows can move at
rates of several kilometers per hour (Scott, 1989). More silica-rich flows can move as far away as
1.3 km from their sources and have thicknesses of 100 m (Bryant, 1991). These flows can move
at rates of a few to hundreds of meters per hour (Scott, 1989). If a lava flow is channelized or
travels underground in a lava tube then the distance it travels is greatly extended.
Lava flows as you can see don't move very fast so people rarely get killed by them. However, lava
flows are very hot (between 550 degrees C and 1400 degrees C) and can therefore cause
injuries. People have burnt their skin, charred their eyebrows, and melted the soles of their
boots from being near or on a hot lava flow. Lava flows don't cool instantaneously. It can take
days to years for a lava flow to completely cool.
46
REGION III
The biggest hazard of lava flows is that they destroy property. In the late 1980's, the town of
Kalapana in Hawai'i was destroyed by lava flows. Lava flows buried cars and burnt homes,
buildings, and vegetation. Electric power, water, and communications were cut off from the
community.
Another hazard associated with lava flows (as well as other hot volcanic material) is they can
melt snow and ice which can produce flooding. Melting of ice beneath a glacier may produce
very large floods called jokulhlaups or glacier bursts (Bryant, 1991) Lava flows can also dam rivers
which may in the future produce flooding if the dam were to break, though most lava flows are
fairly porous (Scott, 1989).
The main concern with lava flows is how far they will ultimately extend. Equations have been
used to estimate this distance (see Pinkerton and Wilson, 1994). But how do you stop a lava flow
if you know it's heading toward your property? Different methods have been used including:
breaching the sides of a lava tube or channel, diverting the flow, constructing barriers, and
bombing the lava flow. Another way to stop a lava flow is to increase the lava flow's viscosity
(Bryant, 1991 and Scott, 1989) by spraying it with water, increasing the rate at which gas escapes
from the flow, stirring the flow, or seeding the flow with foreign nuclei (Bryant, 1991).
LETS DO IT..
I. True or False?
1. Pyroclastic flows and surges are potentially highly destructive owing to their mass, high
temperature, high velocity and great mobility.
2. Lahars are rapidly flowing thick mixture of volcanic sediments (from the pyroclastic materials)
and
water, usually triggered by intense rainfall during typhoons, monsoons and thunderstorms.
Lahars
can occur immediately after an eruption or can become long-term problem for as long as there
are
excess sediments on the volcano’s slope and water to remobilize these.
3. Lava flows are considered the most dangerous type of hazard from a volcano and is always a
big
threat to human lives.
4. During eruption, excessive ashfall is dangerous as it can cause poor or low visibility.
5. Ash from volcanoes are also abrasive, because of this, ash suspended in air is also dangerous
for
airplanes as this can cause the engines to fail if the suspended ash is encountered by the airplane.
47
REGION III
6. High concentrations of CO2 which is colorless and odorless can be lethal to people, animals
and
vegetation.
7. In order to assess and forecast a volcano’s activity, volcanologists need only to use one
parameter.
8. Aside from instrumental monitoring, people living near volcanoes on their own, may observe
premonitory events before an eruption such as intensified steaming activity.
9. As the volcano unrest progresses into an eruption, volcanic earthquakes not only increase in
number but the number of earthquakes felt by many people become more and more frequent.
10. Measuring the amount of gases being emitted by volcanoes is also an important aspect of
volcano
monitoring.
11.The development and use of remote sensing technology in monitoring volcanoes has greatly
contributed to the safety of scientists.
12.In visual observation, it is not only the increase in volume of steam that is observed but the
color of
steam, which might drastically change from “white” to “dark gray”.
II. What is the nearest volcano near my place?
It is very unlikely that I will be directly affected by an eruption coming from this volcano. But,
indirectly, what can possibly be the effect of a
major eruption to us?
48
REGION III
REFERENCES:
Aurelio, M. (2016) Teaching Guide for Senior High School Disaster Readiness and Risk Reduction.
Commission on Higher Education. , Quezon City.
Olivar II et. al (2016) SHS Earth Science. Phoenix Publishing Company: Quezon City
Aurelio, Mario A. et. al. (2016). CHED and PNU pp 159 -163
Leicestershire Fire and Rescue Service. (2017). Lesson + Worksheet // Fire Triangle. Retrieved
from
https://leics-fire.gov.uk/wp-content/uploads/2017/08/fire-triangle-lesson-plan-worksheet.pdf
Department of Education. (2016). Mainstreaming Disaster Risk Reduction in the Philippines:

Lesson exemplars: Science 1. LR Portal. Retrieved from https://lrmds.deped.gov.ph/detail/11215
Mayuga, J. L. (2018, March 21). Tragedy of fires: Death and destruction in the Philippines:
Jonathan L. Mayuga. Retrieved from
https://businessmirror.com.ph/2018/03/21/tragedy-of-fires-death-and-destruction-in-the-
philippines/
Woodward, A. (2020, January 8). Australia's fires are 46% bigger than last year's Brazilian
Amazon blazes. There are at least 2 months of fire season to go. Retrieved from
https://www.insider.com/australia-fires-burned-twice-land-area-as-2019-amazon-fires-2020-1
Rimando, R. (2016). Disaster Readiness and Risk Reduction. Rex Book Store, Inc. Sampaloc,
Manila
https://www.google.com/search?q=hungry+and+poverty+image+in+the+philipinnes&tbm=isch&
ved=2ahUKEwiZ5tirn9vpAhUNhJQKHRYoDHoQ2-
cCegQIABAA&oq=hungry+and+poverty+image+in+the+philipinnes&gs_lcp=CgNpbWcQA1CltgFY
mpgCYIeaAmgAcAB4AIABiwmIAfYskgEJNC0xLjMuMy4xmAEAoAEBqgELZ3dzLXdpei1pbWc&sclien
t=img&ei=cyPSXtngMo2I0gSW0LDQBw#imgrc=A6H_bE6LlislbM
https://www.google.com/search?q=different+race+image+collage&tbm=isch&ved=2ahUKEwiKx
puzo9vpAhUyNaYKHfORCNkQ2-
cCegQIABAA&oq=different+race+image+collage&gs_lcp=CgNpbWcQA1CWjgFYmJsBYOqgAWgAc
AB4AIABAIgBAJIBAJgBAKABAaoBC2d3cy13aXotaW1n&sclient=img&ei=tSfSXsqXFbLqmAXzo6LIDQ
#imgrc=-p4roXwwxnxqcM
https://www.google.com/search?q=earthquake+epicenter+&tbm=isch&ved=2ahUKEwje3LPM2N
vpAhVDfpQKHVOVDosQ2-cCegQIABAA#imgrc=cbb5Nr73Smh9HM
49
REGION III
https://www.google.com/search?q=agricultural+land+after+disaster+in+the+philippines&tbm=is
ch&ved=2ahUKEwjI4eb22NvpAhVWAqYKHTB0CYEQ2-
cCegQIABAA&oq=agricultural+land+after+disaster+in+the+philippines&gs_lcp=CgNpbWcQA1Cg4
AVY0oUGYJWHBmgAcAB4AIAB9geIAYAqkgEHNS0xLjMuMpgBAKABAaoBC2d3cy13aXotaW1n&scli
ent=img&ei=1l_SXsieCtaEmAWw6KWICA#imgrc=73iZUOVXDZmf5M
https://sciencing.com/impact-natural-disasters-
DRRR Knows. (2018, January 24). Signs of Hydrometeorological Hazards. Retrieved from
carmelaochea: https://carmelaochea.wordpress.com/2018/01/24/signs-of-hydrometeorological-
hazards/
Green, S. (2019, january 4). Weather Signs of Incoming Storm. Retrieved from liveabout.com:
www.liveabout.com/weather-signs-of-incoming-storm-756025
Hydrometeorological Hazards in the Philippines. (2018, January 25). Retrieved May 17, 2020,
from Survival Tactics and Strategies:
https://buildingabettertomorrowtoday.wordpress.com/2018/01/25/the-hydrometeorological-
hazards-in-the-philippines/
Parker Young Construction. (2020). What are some warning signs of a flood. Retrieved from
Parker Young Construction: https://www.parkeryoung.com/blog/what-are-some-warning-signs-
of-a-flood/
Sani, A. F. (2016, September 22). Researher Explains Signs of Flash Flood. Retrieved from
TEMPO.CO: https://en.tempo.co/read/806551/researher-explains-signs-of-flash-flood
50
REGION III
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1

Republic of the Philippines

June 22, 2020

DR. RONALDO A. POZON, CESO V

List of content specialists

List of Content Contributors

Address: Macabulos Drive, San Roque, Tarlac City

List of content specialists

List of Content Contributors

Address: Macabulos Drive, San Roque, Tarlac City

Very truly yours,

DR. CONRADO C. DOMINGO

PAULINO D. DE PANO, Ph.D.

DR. RONALDO A. POZON, CESO V

In a nutshell, here are series of SCIENCE LESSON EXEMPLARS

It is hoped that this “GIFT OF LOVE” from the SCIENCE

to the CHALLENGES OF EDUCATION in this COVID 19 PANDEMIC time

MOST ESSENTIAL LEARNING COMPETENCY (MELC) - BASED IN

INTRODUCTION TO DISASTER CONCEPTS

MELC - Explain the meaning of disaster (DRR 11/12-ia-b-1)

LEARN OUT LOUD

Typhoons with associated strong winds

- Possibility of suffering harm, loss or danger, and the probability of an accident

- the likelihood of something happening; the probable consequences if it happens.

C. VULNERABILITY - it is the extent to which a community’s structure, services or environment

- the degree of susceptibility and resilience of the community and environment to

It is a serious disruption of the functioning of a society, causing widespread human, material, or

It is a consequence of an event causes significant loss to human lives and property.

Disrupts normal human activities

(VULNERABILITY+ HAZARD ) / CAPACITY = DISASTER

TWO MAJOR TYPES OF DISASTER

CATEGORIES OF NATURAL DISASTER

EXAMPLE OF NATURAL DISASTERS

(RCS building collapsed during the Earthquake last 2019)

EXAMPLES OF MAN-MADE DISASTER

MELC - Differentiate the risk factors underlying disaster. (DRR 11/12-Ia-b-2)

LEARN OUT LOUD

DISASTER RISK FACTORS

DISASTER RISK FACTORS

5. Political factors - include government structure, diplomatic issues, etc.

Answer the following questions.

impacted by the hazard?

What are the similarities? What are the differences?

NATURE AND EFFECTS OF DISASTER

MELC - Describe the Effects of disaster on one’s life. (DRR 11/12-ia-b-3)

LEARN OUT LOUD

 EFFECTS ON COMMUNITY - it recognizes that human beings do not function separately

LEARN OUT LOUD

A Biological Perspective on Disaster

 Biological disasters are causative of process or phenomenon of organic origin or conveyed by

Examples of biological disasters include outbreaks of epidemic diseases, plant or animal

Political Perspective on Disaster

Socio – cultural Perspective on Disaster

 A social marketing approach to disaster preparedness should be based on an understanding

Psychological Perspective on Disaster

 In summarizing psychology's achievements in understanding and dealing with disaster, the

Physical perspective on disaster

 The event’s duration and timing; and

 Its geographic scale

Economic perspective on disaster

1. Create a hazard map on your home/ classroom. Pace it in a sheet of paper.

2. Will a hazard always cause a disaster?

hazard? Will there be a human disaster if the volcano erupts?