Region VIII

Division of Eastern Samar

CAN-AVID NATIONAL HIGH SCHOOL
Can-avid, 6806

Learning Activity Sheet in

DISASTER READINESS AND RISK REDUCTION

Name: _____________________________ Grade/Section: _________________ Date: ____________

School: CAN-AVID NATIONAL HIGH SCHOOL Teacher: MICHAEL G. HOBAYAN
Learning Competency (with code): Explain the meaning of disaster (DRR11/12-Ia-b-1)

A. EXPLORE
1. Kindly observe the image below, what type of disaster is it?

B. LEARN

A disaster is a serious disruption occurring over a short or long period of time that causes
widespread human, material, economic or environmental loss which exceeds the ability of the affected
community or society to cope using its own resources. [1][2] Developing countries suffer the greatest
costs when a disaster hits – more than 95 percent of all deaths caused by hazards occur in developing
countries, and losses due to natural hazards are 20 times greater (as a percentage of GDP)
in developing countries than in industrialized countries.[3][4] No matter what society disasters occur in,
they tend to induce change in government and social life. They may even alter the course of history by
broadly affecting entire populations and exposing mismanagement or corruption regardless of how
tightly information is controlled in a society.

C. ENGAGE

Directions: Answer or do the following questions/activities:

1. What causes disaster?

D. APPLY
1. What is the meaning of disaster?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
 Region VIII
Division of Eastern Samar
CAN-AVID NATIONAL HIGH SCHOOL
Can-avid, 6806

______________________________________________________________________________
______________________________________________________________________________

E. Reference/s:
https://www.ifrc.org/en/what-we-do/disaster-management/about-disasters/what-is-a-disaster/

F. Answer Sheet( separate sheet)

 Region VIII
Division of Eastern Samar
CAN-AVID NATIONAL HIGH SCHOOL
Can-avid, 6806

ANSWER:
1. Meaning of disaster

 A sudden, calamitous event, bringing great damage loss, destruction and devastation to life and
property.

 A serious disruption of the functioning society, causing widespread human, material or

environmental losses, which exceed the ability of the affected people to cope, using their human
resources.”(Adelman, 2011)
 Region VIII
Division of Eastern Samar
CAN-AVID NATIONAL HIGH SCHOOL
Can-avid, 6806

Learning Activity Sheet in

DISASTER READINESS AND RISK REDUCTION

Name: _____________________________ Grade/Section: _________________ Date: ____________

School: CAN-AVID NATIONAL HIGH SCHOOL Teacher: MICHAEL G. HOBAYAN
Learning Competency (with code): Explain the meaning of disaster (DRR11/12-Ia-b-1)

A. EXPLORE
1. What are the 3 types of disasters?

B. LEARN
Example of Natural Disaster

Typhoon Yolanda

 Strength 290km/hour
 The storm surge it brought was sudden and unexpected
 It’s devastating effect to human, material, and environment.
 More than 7000 people perished
 The entire city of Tacloban was flattened

Human-made Disaster

Wow Wowie Stampede

 The show became so popular that thousands of fans flock to ULTRA to watch the noon time show.
That turned out to disastrous tragedy when there was a human-induced disturbance among the
watching crowd that caused a stampede. Many spectators were hurt and some even died which
led to the dissolution of said TV program.

Hybrid disaster

 A hybrid disaster is a manmade one, when forces of nature are unleashed as a result of
technical failure or sabotage. The article describes each of the major disasters and presents an
overview of the associated injuries and their management.

C. ENGAGE

Directions: Answer or do the following questions/activities:

1. What are the 10 natural disasters?
2. What are the 10 natural disasters?

D. APPLY
1. What is effects of disaster?
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________________________________________________________________________
________________________________________________________________________
 Region VIII
Division of Eastern Samar
CAN-AVID NATIONAL HIGH SCHOOL
Can-avid, 6806

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

E. Reference/s:
https://www.physio-pedia.com/Disaster_Management
F. Answer Sheet( separate sheet)
 Region VIII
Division of Eastern Samar
CAN-AVID NATIONAL HIGH SCHOOL
Can-avid, 6806

ANSWER:

1. What is effects of disaster?

 Disasters may be explosions, earthquakes, floods, hurricanes, tornados, or fires. In

a disaster, you face the danger of death or physical injury. You may also lose your
home, possessions, and community. Such stressors place you at risk for emotional and
physical health problems.
 Region VIII
Division of Eastern Samar
CAN-AVID NATIONAL HIGH SCHOOL
Can-avid, 6806

Learning Activity Sheet in

DISASTER READINESS AND RISK REDUCTION

Name: _____________________________ Grade/Section: _________________ Date: ____________

School: CAN-AVID NATIONAL HIGH SCHOOL Teacher: MICHAEL G. HOBAYAN
Learning Competency (with code): Differentiate the risk factors underlying disasters (DRR11/12-Ia-b-2)

A. EXPLORE

1. Why did it happen in Amazon forest, what are the causes of wild fire?

B. LEARN
Climate Change

 Climate change can increase disaster risk in a variety of ways – by altering the frequency and
intensity of hazards events, affecting vulnerability to hazards, and changing exposure patterns.

Environmental Degradation

 It is both a driver and consequence of disasters, reducing the capacity of the environment to meet
social and ecological needs.

Globalized Economic Development

 It resulted in increased polarization between the rich and poor on a global scale.

Poverty and Inequality

 Poverty is both a driver and consequence of disasters, and the processes that further disaster risk
related poverty are permeated with inequality.

Poorly-planned and Managed Urban Development

 Region VIII
Division of Eastern Samar
CAN-AVID NATIONAL HIGH SCHOOL
Can-avid, 6806

 A new wave of urbanization is unfolding in hazard-exposed countries and with it, new
opportunities for resilient investment emerge.

Weak Governance

 Weak governance zones are investment environments in which public sector actors are unable or
unwilling to assume their roles and responsibilities in protecting rights, providing basic services
and public services.

C. ENGAGE

Directions: Answer or do the following questions/activities:

1. What are the different types of disaster?
2. What are the main causes of disaster?

D. APPLY

1. Differentiate the risk factors underlying disasters.

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

E. Reference/s:
https://brainly.in/question/6592996

F. Answer Sheet ( separate sheet)

 Region VIII
Division of Eastern Samar
CAN-AVID NATIONAL HIGH SCHOOL
Can-avid, 6806

ANSWER:

1. DIFFERENTIATE THE RISK FACTORS UNDERLYING DISASTERS

Severity of Exposure – The amount of exposure to the disaster is highly related to risk of future
mental problems. At highest risk are those that go through the disaster themselves. Next are those
in close contact with victims. At lower risk of lasting impact are those who only had indirect
exposure, such as news of the severe damage.

Gender and Family - Disaster recovery is more stressful when children are present in the home.
Women with spouses also experience more distress during recovery. Having a family member in the
home who is extremely distressed is related to more stress for everyone. Marital stress has been
found to increase after disasters. Also,
 Region VIII
Division of Eastern Samar
CAN-AVID NATIONAL HIGH SCHOOL
Can-avid, 6806

Learning Activity Sheet in

DISASTER READINESS AND RISK REDUCTION

Name: _____________________________ Grade/Section: _________________ Date: ____________

School: CAN-AVID NATIONAL HIGH SCHOOL Teacher: MICHAEL G. HOBAYAN
Learning Competency (with code): Differentiate the risk factors underlying disasters (DRR11/12-Ia-b-2)

A. EXPLORE
1. How do you calculate risk severity?
2. What is severity safety?

B. LEARN
 Severity describes the highest level of damage possible when an accident occurs from a
particular hazard. Damage can be: Catastrophic, Critical, Moderate, or Negligible.
 The relationship between families and gender continues to be the subject of dispute in the social
sciences. The ‘linguistic turn’ in the study of gender relations has directed attention to the most
general cultural determinants of the gender identity of family members. The economic significance
of nonmarket work has directed fresh attention to the process of home production. The classical
liberal values of freedom and equality have proven themselves to be irrepressible, and although
the split between the public sphere and the private sphere has endured, it has proven difficult to
limit the demands for equality purely to the public sphere.

C. ENGAGE
Directions: Answer or do the following questions/activities:

1. What is the role of gender in a family?

2. What is the severity of a risk?

D. APPLY
1. How do you calculate risk severity?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
2. What is the role of gender in a family?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
 Region VIII
Division of Eastern Samar
CAN-AVID NATIONAL HIGH SCHOOL
Can-avid, 6806

E. Reference/s:
 https://link.springer.com/chapter/10.1007/978-1-4757-5367-7_17
 https://winapps.umt.edu/winapps/media2/wilderness/toolboxes/documents/safety/Severity,
%20Exposure%20&%20Probability%20(SEP)%20Risk%20Assessment%20Model.pdf
F. Answer Sheet ( separate sheet)
 Region VIII
Division of Eastern Samar
CAN-AVID NATIONAL HIGH SCHOOL
Can-avid, 6806

ANSWER:

1. How do you calculate risk severity?

 To calculate a Quantative Risk Rating, begin by allocating a number to the Likelihood

of the risk arising and Severity of Injury and then multiply the Likelihood by
the Severity to arrive at the Rating.

2. What is the role of gender in a family?

 Gender roles can be defined as the behaviors, values, and attitudes that a society
considers appropriate for both male and female. Traditionally, men and women had
completely opposing roles, men were seen as the provider for the family and women
were seen as the caretakers of both the home and the family.
 Region VIII
Division of Eastern Samar
CAN-AVID NATIONAL HIGH SCHOOL
Can-avid, 6806

Learning Activity Sheet in

DISASTER READINESS AND RISK REDUCTION

Name: _____________________________ Grade/Section: _________________ Date: ____________

School: CAN-AVID NATIONAL HIGH SCHOOL Teacher: MICHAEL G. HOBAYAN
Learning Competency (with code): Describe the effects of disasters on one’s life ( DRR11/12-Ia-b-3)

A. EXPLORE

1. How do natural disasters affect living things?

B. LEARN
EFFECTS OF NATURAL DISASTERS ON HUMAN LIFE
C.

Displaced Populations

When Mt. Pinatubo erupted in 1991, thousands of families in Zambales and Pampanga were
displaced. Their communities were ravaged by lahar flow that turned these communities into
“wilderness”.

Health Risk

Severe flooding can result in stagnant water that allows breeding of waterborne bacteria and
malaria carrying mosquitoes. Dengue fever is another serious health problem caused by mosquitoes.

Food Scarcity

After natural disasters, food often becomes scarce. Thousands of people around the world go
hungry as a result of destroyed crops and loss of agricultural supplies, whether it happens suddenly
in a storm or gradually in a drought.

Emotional Aftershocks

Natural disasters can be particularly traumatic for young children. Confronted with scenes of
destruction and the deaths of friends and loved ones, many children develop post-traumatic stress
disorder (PTSD), a serious psychological condition resulting from extreme trauma. Left untreated,
children suffering from PTSD can be prone to lasting psychological damage and emotional distress.

C. ENGAGE

Directions: Answer or do the following questions/activities:

1. What are the causes and effect of natural disaster?
2. What are the effects of disaster on the economy?

D. APPLY
1. How do disasters affect people and the environment?
_______________________________________________________________________________
_______________________________________________________________________________
 Region VIII
Division of Eastern Samar
CAN-AVID NATIONAL HIGH SCHOOL
Can-avid, 6806

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

E. Reference/s:
https://www.aap.org/en-us/Documents/disasters_dpac_PEDsModule1.pdf

F. Sheet( separate sheet)

 Region VIII
Division of Eastern Samar
CAN-AVID NATIONAL HIGH SCHOOL
Can-avid, 6806

ANSWER:
1. How do disasters affect people and the environment?
 Areas of land that detail whole ecosystems can be dramatically damaged, destroyed, or
transformed from single disaster events that may cause a decrease in fish and wildlife
populations, loss of coral reefs, sea level increases, rapid desalination of salt water oceans,
and flooding and swamping of land areas.
 Region VIII
Division of Eastern Samar
CAN-AVID NATIONAL HIGH SCHOOL
Can-avid, 6806

Learning Activity Sheet in

DISASTER READINESS AND RISK REDUCTION

Name: _____________________________ Grade/Section: _________________ Date: ____________

School: CAN-AVID NATIONAL HIGH SCHOOL Teacher: MICHAEL G. HOBAYAN
Learning Competency (with code): Describe the effects of disasters on one’s life ( DRR11/12-Ia-b-3)

A. EXPLORE
1. What are the long term effects of natural disasters?

B. LEARN

AFTER THE DISASTER

Difficulty With Obtaining and Receiving Aid

Fothergill and Peek cite extensive evidence of barriers faced by people with lower incomes and in
poverty in interacting with bureaucratic systems to receive housing and other types of aid. Research
has highlighted barriers including lack of knowledge of the systems through which disaster survivors
receive aid; discomfort with these systems; and issues in getting to and from disaster assistance
centers, such as transportation, child care, and work schedules (Rovai, 1994; Fothergill, 2004; Dash,
Peacock, & Morrow, 1997; as cited in Fothergill & Peek, 2004).

Lack of Access to Housing

As noted, people of low SES around the world are more likely to live in homes that are vulnerable to
disasters and to have their homes damaged or destroyed in the event of a disaster. Fothergill and
Peek mention research that has found that many people who become homeless after disasters are of
lower SES than those who do not (Katayama, 1992; Phillips & Ephraim, 1992; as cited in Fothergill &
Peek, 2004).

Stress Associated With Lack of Resources

Fothergill and Peek note that multiple studies have shown that low-income and low SES households
lack access to resources after disasters that they need for coping. As a result, they have a harder time
from a stress standpoint following disasters than do people of higher income and SES. In some cases,
disaster-related losses aggravate stressors and other issues households had before the disaster (Bolin
and Stanford, 1998; Hewitt, 1997; Bolin & Bolton, 1986; Cooper & Laughy, 1994; Tierney, 1988; as
cited in Fothergill & Peek, 2004).

Greater Prevalence of Distress and Depression

Research on survivors of Hurricane Ike (which took place in September 2008) found that two factors |
Page 11 related to low SES were associated with greater likelihood of depression (Tracy, Norris, &
Galea, 2011). Specifically, among 658 adults who had been living in Ike-affected areas during the
hurricane and who were interviewed 2 to 5 months later, those with a lower annual household income
 Region VIII
Division of Eastern Samar
CAN-AVID NATIONAL HIGH SCHOOL
Can-avid, 6806

and fewer years of education (a high school degree or equivalent, as opposed to some college or more
years of education) were more likely to be depressed

Posttraumatic Stress

In another study drawing on baseline survey data from the Hurricane Katrina Community Advisory
Group, researchers examined posttraumatic stress and posttraumatic growth, or positive changes in
personal, spiritual, and social dimensions of life after trauma, in relation to race; other demographics,
including poverty and educational attainment; and additional, experiential variables among survivors of
Hurricane Katrina (Rhodes & Tran, 2012).

Physical Health and Health Problems

In the study using data from the GSPS of people affected by the Deepwater Horizon oil spill,
researchers found that being unemployed and earning less than $25,000 in annual household income
were associated not only with frequent mental distress and depression, but also with frequent physical
distress. As with mental distress, physical distress was considered frequent if GSPS respondents said
that their health had not been good for 14 or more of the past 30 days (Fan et al., 2015)

C. ENGAGE

Directions: Answer or do the following questions/activities:

1. What are the effects of disaster on the economy?

2. Do Disasters help the economy?

D. APPLY

1. How does disaster affect us?

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
E. Reference/s:
https://www.samhsa.gov/find-help/disaster-distress-helpline/disaster-types

F. Answer Sheet( separate sheet)

 Region VIII
Division of Eastern Samar
CAN-AVID NATIONAL HIGH SCHOOL
Can-avid, 6806

ANSWER:

1. How does disaster affect us?

 Every year, millions of people are affected by both human-caused and

natural disasters. Disasters may be explosions, earthquakes, floods, hurricanes, tornados, or
fires. In a disaster, you face the danger of death or physical injury. You may also lose your
home, possessions, and community.
 Region VIII
Division of Eastern Samar
CAN-AVID NATIONAL HIGH SCHOOL
Can-avid, 6806

Learning Activity Sheet in

DISASTER READINESS AND RISK REDUCTION

Name: _____________________________ Grade/Section: _________________ Date: ____________

School: CAN-AVID NATIONAL HIGH SCHOOL Teacher: MICHAEL G. HOBAYAN
Learning Competency (with code): Analyze disaster from the different perspectives (physical,
psychological, socio-cultural, economic, political, and biological) DRR11/12-Ia-b-6

A. EXPLORE
1. What type of disaster perspective the image below?

B. LEARN

Physical perspective

disaster is a phenomenon that can cause damage to physical elements such as buildings,
infrastructures, including people and their properties, e.g. houses & environmental sources of living.
Physical effects are the most visible and quantifiable effects of a disaster

Psychological Perspectives

disasters can cause serious mental health consequences for the victims, which can take the form of
Post Traumatic Stress Disorder (PTSD) and a variety of other disorder and symptoms which have
been less investigated

Socio-cultural Perspective

what the people living at risk know and do about natural hazards and disaster risks is mediated by a
range of factors including social conditions and cultural settings
in most places are also more or less exposed by information and ideas coming from the outside - the
world outside their own cultural setting

Economic Perspective

a natural disaster is a natural event that causes a perturbation to the functioning of the economic
system, with significant negative assets, production factors, output, employment, and consumption
 Region VIII
Division of Eastern Samar
CAN-AVID NATIONAL HIGH SCHOOL
Can-avid, 6806

Political Perspective

natural disasters are commonly thought to be less politically contentious than armed conflicts. yet, a
closer look reveals that politics are deeply wedded to both the impact of a natural disaster and the
subsequent delivery of humanitarian assistance

C. ENGAGE

Directions: Answer or do the following questions/activities

1. Differentiate psychological perspective to socio-cultural perspective.
2. Give some biological perspective.

D. APPLY

1. What is physical perspective?

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

E. Reference/s:

F. Answer Sheet( separate sheet)

 Region VIII
Division of Eastern Samar
CAN-AVID NATIONAL HIGH SCHOOL
Can-avid, 6806

ANSWER:

1. Physical perspective

 disaster is a phenomenon that can cause damage to physical elements such as buildings,
infrastructures, including people and their properties, e.g. houses & environmental sources of
living. Physical effects are the most visible and quantifiable effects of a disaster
 Region VIII
Division of Eastern Samar
CAN-AVID NATIONAL HIGH SCHOOL
Can-avid, 6806

Learning Activity Sheet in

DISASTER READINESS AND RISK REDUCTION

Name: _____________________________ Grade/Section: _________________ Date: ____________

School: CAN-AVID NATIONAL HIGH SCHOOL Teacher: MICHAEL G. HOBAYAN
Learning Competency (with code): Analyze disaster from the different perspectives (physical,
psychological, socio-cultural, economic, political, and biological) DRR11/12-Ia-b-6

A. EXPLORE
1. What is disaster perspective?

B. LEARN

A disaster is a result of a vast ecological breakdown in the relation between humans and their
environment, a serious or sudden event on such a scale that the stricken community needs
extraordinary efforts to cope with it, often with outside help or international aid.

Other psychological effects of a disaster are the following:

 Emotional effects: Shock, terror, irritability, blame, anger, guilt, grief or sadness,
numbing, helplessness, loss of pleasure derived from familiar activities, difficulty feeling
happy, difficulty feeling loved.

 Cognitive effects: Impaired concentration, impaired decision-making ability, memory

impairment, disbelief, confusion, nightmares, decreased self-esteem, decreased self-
efficacy, self-blame, intrusive thoughts, memories, dissociation,

 Physical effects: Fatigue, exhaustion, insomnia, cardiovascular strain, startle

response, hyper arousal, increased physical pain, reduced immune response,

 headaches, gastrointestinal upset, decreased appetite, decreased libido, vulnerability to

illness.

 Interpersonal effects: Increased rational conflict, social withdrawal, reduced relational

intimacy, alienation, impaired work performance, decreased satisfaction, distrust,
externalization of blame, externalization of vulnerability, feeling abandoned.

C. ENGAGE
Directions: Answer or do the following questions/activities.

1. What is meant by ecological disaster?

2. How can ecological disasters be prevented?
 Region VIII
Division of Eastern Samar
CAN-AVID NATIONAL HIGH SCHOOL
Can-avid, 6806

A. APPLY
1. What are the different perspective of disaster?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
B. Reference/s:
C. Answer Sheet( separate sheet)
 Region VIII
Division of Eastern Samar
CAN-AVID NATIONAL HIGH SCHOOL
Can-avid, 6806

ANSWER:
1. What are the different perspective of disaster?
 Analyze disaster from the different perspectives ( physical, psychological, socio-cultural
economic, political, and biological)