DRRR - Q1 - Week 2

Disaster Risk Reduction 11/12 Learner Activity Sheets Quarter 1 – Week 2: Disaster: In
Focus
First Edition, 2021
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office wherein
the work is created shall be necessary for exploitation of such work for profit. Such agency or office
may, among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.)
included in this activity sheets are owned by their respective copyright holders. Every effort has
been exerted to locate and seek permission to use these materials from their respective copyright
owners. The authors do not represent nor claim ownership over them.
Development Team of the Learners’ Activity Sheets
Author: Mary Jane R. Ty
Regional Level Validators:

Kevin Hope Salvaňa Abraham Masendo
Maria Venus Rallos Mary Grace P. Dela Cruz
Glenn Pacot Ace Michael B. Magalso
Noraine Princess Tabangcora AJ Pelegro
Division Level Validators:

Jean B..Ramirez
Jonas F. Saldia
Anni Grace C. Macalalag
Stephen Laurence C. Rosales
Melvin C. Cabonegro
Janet C. Taer
Propsero Luke Godfrey T. Caberte
Ma. Isabel Katrina N. Borja
Jennifer D. Mordeno
Luna C. Munda
Management Team:
Marilou B. Dedumo, PhD, CESO V, Schools Division Superintendent
Manuel O. Caberte, Asst. Schools Division Superintendent
Maria Dinah D. Abalos, PhD, CID Chief
Donald D. Orbillos, LR Manager
Jean B. Ramirez, Science Education Program Supervisor
WEEKLY LEARNING ACTIVITY SHEETS Disaster Risk Reduction 11/12,

Quarter 1, Week 2
__________________________________________________________________________________________________________________________________________________________________________________________________________________
Author: Mary Jane R. Ty 0

School/ Station: Agusan National High School
Division: Butuan City
Email address: maryjane.ty001@deped.gov.ph
DISASTER: IN FOCUS
Name: _______________________________________ Section: _________________
Most Essential Learning Competency

1. Describe the effects of disasters on one’s life. (DRR 11/12 1a-b-3)
2. Analyze disaster from different perspectives. (DRR 11/12 1a-b-6)
Specific Objectives:
The students should be able to
1. describe the effects of disaster on one’s life; and

2. infer the different perspectives on the effects of disaster.
Time Allotment: 4 hours
Key Concepts:
o How do man-made and natural disasters affect one’s life?
 A natural disaster can bring about many devastating effects. Among these are:
 deaths;
 destruction of infrastructures;  loss of livelihood and services; and
 other physical and nonphysical effects.
 Since we are partly responsible for the disasters happening around us, we must change
some of our ways, to prevent or minimize the effects of disasters in our lives.
 The common effects of disasters on one’s life are the following:
1. Displaced Populations
• One of the most immediate effects of natural disasters is population
displacement.
• When countries are ravaged by earthquakes or other powerful forces of
nature, many people need to abandon their homes and seek shelter in other
regions.
• A large influx of refugees can disrupt accessibility of health care and
education, as well as food supplies and clean water.
2. Health Risks
• Severe flooding can result in stagnant water that allows breeding of
waterborne bacteria and malaria carrying mosquitoes.
• Injuries and death can be attributed directly to volcanic eruption,
earthquakes, tsunamis, and the like.
• Cholera and other communicable diseases outbreak, usually occur as a
disaster aftermath.
__________________________________________________________________________________________________________________________________________________________________________________________________________________

3. Food Scarcity
Flooding in agricultural land and even drought would result to damage crops
which eventually cause thousands to be hungry. With high demand of the
products, prices would escalate, all the more, causing people to go hungry.
4. Emotional aftershocks or stress reactions
Vulnerable members of the community such as the children, the sick, the
elderly, the disabled, and the like would experience trauma over what they
had witnessed.
o Different Perspectives on Disaster

1. Physical Perspective. This refers to the great physical damage in a
community’s infrastructure, its people, and their properties.
• This may affect agricultural productivity and even lead to life and
damage to property.
• The following pictures are some of the physical effects of a disaster.
Picture A. Injuries Picture B. Physical Disabilities due to

Source: jica.go.pp ( Jan. 20, 2010. landmines
Source: sites.psu.edu/rhs100fa
Picture C. Sanitation Problem Picture D. Damage to Infrastructure

Source: 2009 Typhoon Source: akademifantasia.org/south -east-
Ondoy.Wikimedia.com asia/disaster
__________________________________________________________________________________________________________________________________________________________________________________________________________________

2. Psychological Perspective. This refers to the serious mental health conditions that may
be suffered by victims of disaster. This is called Post Traumatic Stress Disorder
(PTSD).
• Victims would be in a state of shock. They tend to deny the loss and try to escape
from reality.
• Victims may be in a state of insecurity because they are deprived of the sense of
love, attachment, and belongingness.
• Being in a denial state makes the victims more vulnerable to stress, anxiety, and
other maladaptive reactions as shown in Figure 1.
Comparative data of PTSD cases in the

Figure 1:
Philippines and China
• Psychological Effects of a disaster:

 distress
 hopelessness
 intrusion/avoidance
 emotional effects
 hatred/revenge
 cognitive effects
 dependence/insecurities physical effects
 grief/withdrawn/isolation interpersonal effect
 guilt feeling, helplessness
 lack of trust
3. Socio-cultural Perspective. This refers to how a certain culture or group of people looks
at a disaster.
• Filipinos are generally known as “matiisin” (patient), resourceful, helpful,
optimistic, and prayerful.
• The pandemic due to COVID 19 has brought out the best among the Filipinos.
Due to the National Health Emergency, the government implemented the
Enhanced Community Quarantine (ECQ). As a result, a lot of Filipinos lost their
jobs, some people were stranded in different regions away from their homes,
__________________________________________________________________________________________________________________________________________________________________________________________________________________

returning OFWs are quarantined in different places away from their families, and
most people are confined in their homes.
• The pandemic showcases “katatagan” (resiliency) among Filipinos, like those who
lost their jobs, shifted to online selling and other marketing strategies.
• The Filipino culture of “malalampasan din natin ‘to” (optimism); “Bahala na ang
Dios” (reliance to God), and a lot more; give hope to most Filipinos and help them
survive the pandemic.
• Socio-cultural effects of disasters:
 change in individual roles; and
 disruption of social relationships and personal connections.
4. Economic Perspective. This refers to the impact of the disaster on the economic
condition of a community.
• Disaster affects the economic condition of a community because they reduce local
and international trade.
• Economic effects of disaster:
 loss of life
 unemployment
 loss of property
 loss of household particles
 loss of crops
 loss of public infrastructure
5. Political Perspective. This refers to how the political system of the country sees the
impact of the disaster.
• Disaster can have major consequences for political stability and governance
legitimacy.
• Political commitments are often essential for governments and people to reduce
human suffering in disaster ranging from disease, hunger, and poverty to climate
vulnerability (Lassa, 2020).
• United Nation’s Sendai Framework for disaster risk reduction (DRR) underlines
the need for political will to apply proactive measures including prevention and
mitigation, rather than reactive responses (Lassa, 2020).
• Political effects of a disaster:
 People’s doubt on the government’s credibility (Johnson, 1999);
 Low level of trust on public institutions (McCaffey, 2004); and
 Due to the loss of confidence on those in authority, people take measures on
their own.
6. Biological Perspective. This refers to how a community is affected by a disaster, either
epidemic level or pandemic level.
• Epidemic level. A sudden outbreak of a disease in a certain geographical area.
e.g. dengue
• Pandemic level. An outbreak of a disease that has spread across countries or
continents. e.g. Swine flu, COVID-19
• Effects of Biological disaster:  Loss of lives
 Public demobilization
 Negative economic effect
 Unemployment
__________________________________________________________________________________________________________________________________________________________________________________________________________________

 Hunger
Activity 1. It’s Okay Not To Be Okay

Objective: Describe the effects of disaster on one’s life.
What you need: pictures of people experiencing disaster, pen/ ball pen What
to do:
Carefully analyze each of the situation in each picture. Complete the table By
identifying the disaster and its effects.
Picture Type of Disaster Effects
Picture 1. Disaster 1
Source: ifrc.org/en/news
Source: cityvillagenews.com
Source: Rappler (March 26, 2021)... Single Day... rappler.com/nation
__________________________________________________________________________________________________________________________________________________________________________________________________________________

Source: Realities on the ground.undrr.org/news
Activity 2. Disaster from Different Angles

Objective: Infer the different perspectives on the effects of disaster.
What you need: pen/ paper
What to do:
Read each situation in the first column carefully. Complete the table below by
examining the perspective/s on the effects of disaster on the second column, and
justify your answer.
Situation Perspective Explanation
1. “Things just suddenly become
overwhelming,” a grieving daughter shared
to the therapist. She shared that she felt
numbness all over her body from too much
crying. Typhoon Yolanda did not only took
all her investments but also the lives of both
her parents; and she’s grieving from a
distance. She felt useless and feared that she
might lose her sanity.
2. Paul was used to be the manager of an island

resort. The island paradise was ravaged by a
tsunami. With the prodding of his parents,
he went back home. Using his savings, and
a little help from his siblings and parents, he
started his own travel and tours agency.
3. When the school begun last October 2020,

Ophra chose the online delivery modality.
Then in the middle of February, her parents
who are both OFWs were repatriated. This
would mean no more budget for the internet
connectivity. Ophra lost her interest to
continue studying.
__________________________________________________________________________________________________________________________________________________________________________________________________________________

4. Barangay Pag-asa was one of the places hit
by a 7.1 earthquake the most. Houses,
bridges and most of the infrastructures
collapsed. The residents in this barangay are
reputed for their religiosity. The elders
spearheaded a procession storming heaven
with prayers of deliverance and sustenance.
5. The Del Mar Family, from a prominent clan,

even before the pandemic annually conduct
food pantries in the neighborhood. This
pandemic, aware that the government
cannot provide sustenance to everyone,
quadrupled their food pantries. They took to
social media their advocacy. In three-
months -time, they were able to receive
donations from different benefactors here
and abroad. Thus, they expand their food
pantries to neighboring barangays.
Reflection:
Cite one disaster that you have experienced. What major effect has it done to your life,
and how did you cope up? Explain in three sentences.
____________________________________________________________________________________________
____________________________________________________________________________________________
Scoring Rubric
Points Description
Practical application is scientifically explained consistent with the
3
concepts and has no misconception.
2
concepts, but with minimal misconception.
1
concepts, but with misconceptions.
0 No discussion.
References:
Printed Materials:
Barairo, R. and Fabra, J. 2021. “Disaster and Its Effects”. Disaster Readiness and Risk
Reduction. First Edition. Region IV-A Calabarzon: Department of Education
Bagtasa, J., et. Al. 2016. Disaster Readiness and Risk Reduction. Teaching Guide for Senior High
School. Commission on Higher Education
Websites:
Basic Emergency Kit. n.d. Quezon City: Bureau of Fire Protection National Headquarters
__________________________________________________________________________________________________________________________________________________________________________________________________________________

Shoaf, KI and Rottman, SJ. (n.d.).Public Health Impact of disasters. Australian Journal of
Emergency Management. Retrieved at http://www.ema.gov.au/agd
Pictures and illustrations are taken from:
Picture A “Natural Disasters Cause More Deaths and Destructions than Armed Conflicts”.
(20January2010) Japan International Cooperation Agency. January 20, 2010.
Retrieved at jica.go.jp/English/news/fieldhttps://www.jica.go.jp. 2010
Picture B Moore, John. “Disability in Afghanistan-Part 1”. RHS100 Fall 2018.October 4, 2018. Retrieved at
sites.psu.edu/rhs100fa on August 20, 2021
Picture C Department of Foreign Affairs and Trade. “Flooding from Typhoon Ondoy”. October 8, 2009.
Retrieved at https://www.wikimedia.com/ondoy- 2009
Picture D Muntalip, Mohd Huzaifah. “Disaster of 2009-Great Flood Philippines”.Akademia Fantasia Travel.
December 24,2009. Retrieved at akademiafantasia.org/south-east-asia
Figure 1 Tee, Michael. et.al. “Impact of the COVID-19 Pandemic on Physical and Mental Health in Lower and
Upper Middle-Income Asian Countries: A Comparison Between the Philippines and China
Public Health”. Frontiers in Psychiatry”. February 9, 2021. Retrieved Frontiersin.or
Picture 1 Cabrera, Rommel. “\in \pictures:Surigao Earthquake”. International Federation of Red Cross and Red
Crescent Societies. 2020. Retrieved at ifrc.org/en/news
Picture 2 Gurthi, Sreekanth. “Taal Volcano Eruption Update 2020: The Island Remains
Closed For Tourism”. City Village News. March 6, 2020. Retrieved at cityvillagenews,com on Aug. 16,
2021.
Picture 3 Magsambol,Bonz. “Philippines reaches grim milestone as active COVID-
19 cases reach 100K-mark”. Rappler. March 26, 2021. Retrieved at rappler.com/nation
Picture 4 “Typhoon Ondoy-Realities on the ground deserve priority for
Action”. United Nations Office for Disaster Risk Reduction. September 29, 2009. Retrieved at
undrr.org/news/typhoon-ondoy
Answer Key:
__________________________________________________________________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________________________________________________________________


DRRR - Q1 - Week 2

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

DRRR - Q1 - Week 2

Uploaded by

Copyright:

Available Formats

Disaster Risk Reduction 11/12 Learner Activity Sheets Quarter 1 – Week 2: Disaster: In

First Edition, 2021

Development Team of the Learners’ Activity Sheets

Author: Mary Jane R. Ty

Regional Level Validators:

Division Level Validators:

WEEKLY LEARNING ACTIVITY SHEETS Disaster Risk Reduction 11/12,

Author: Mary Jane R. Ty 0

Name: _______________________________________ Section: _________________

Most Essential Learning Competency

1. describe the effects of disaster on one’s life; and

Time Allotment: 4 hours

Author: Mary Jane R. Ty 1

o Different Perspectives on Disaster

Picture A. Injuries Picture B. Physical Disabilities due to

Picture C. Sanitation Problem Picture D. Damage to Infrastructure

Author: Mary Jane R. Ty 2

Comparative data of PTSD cases in the

• Psychological Effects of a disaster:

Author: Mary Jane R. Ty 3

Author: Mary Jane R. Ty 4

Activity 1. It’s Okay Not To Be Okay

Author: Mary Jane R. Ty 5

Activity 2. Disaster from Different Angles

What you need: pen/ paper

2. Paul was used to be the manager of an island

3. When the school begun last October 2020,

Author: Mary Jane R. Ty 6

5. The Del Mar Family, from a prominent clan,

Author: Mary Jane R. Ty 7

Author: Mary Jane R. Ty 8

Author: Mary Jane R. Ty 9

Author: Mary Jane R. Ty 10

Author: Mary Jane R. Ty 11

You might also like

Name: _______________________ Section: _