DRR Q2 Module 2 - Final

Disaster Readiness
and Risk Reduction

Quarter 2 - Module 2
Lesson 10 to 21
DO_Q2_DRRR_MODULE2_LESSON10-21
1 DO_Q2_DRRR_MODULE2_LESSON10
Disaster Readiness and Risk Reduction – Grade 11/12
Alternative Delivery Mode
1st Semester/2nd Semester
Revised Edition, 2020
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Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
Development Team of the Module
Writers:
Arvie B. Anim Lemuel M. Abanto
Bernardo S. Sevilla Ruel C. Dogma
Eleanor Grace P. Lanozo Vince C. Fualo
Jeanneth R. Togores
Content Editors: Bernardo S. Sevilla,

Ruel C. Dogma
Language Validator: Kristy R. Bocado,
Reviewer: Maria Lea Q. Prondo, Ed.D. -Education Program Supervisor

Illustrator: Nathaniel D.C. Del Mundo
Layout Artist: Raphael A. Lopez, Jhory Y. Goco Jr.
Management Team:
Meliton P. Zurbano, Schools Division Superintendent
Filmore R. Caballero, CID Chief
Jean A. Tropel, Division EPS in Charge of LRMS
Maria Lea Q. Prondo, Ed.D. Education Program Supervisor-Science
Printed in the Philippines by ________________________

Department of Education – National Capital Region - SDO Valenzuela
Office Address: Pio Valenzuela St. Marulas, Valenzuela City
Telefax: (02) 292-3247
E-mail Address: sdovalenzuela@deped.gov.ph
Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners, can
continue your studies and learn while at home. Activities, questions, directions,
exercises, and discussions are carefully stated for you to understand each lesson.
Each SLM is composed of different parts. Each part shall guide you step-by-
step as you discover and understand the lesson prepared for you.
Pre-tests are provided to measure your prior knowledge on lessons in each
SLM. This will tell you if you need to proceed on completing this module or if you
need to ask your facilitator or your teacher’s assistance for better understanding of
the lesson. At the end of each module, you need to answer the post-test to self-check
your learning. Answer keys are provided for each activity and test. We trust that you
will be honest in using these.
In addition to the material in the main text. Notes to the Teacher are also
provided to our facilitators and parents for strategies and reminders on how they can
best help you on your home-based learning.
Please use this module with care. Do not Put Unnecessary marks on any part
of this SLM. Use a separate sheet of paper in answering the exercises and tests. And
read the instructions carefully before performing each task.
If you have any questions in using this SLM or any difficulty in answering the
tasks in this module, do not hesitate to consult your teacher or facilitator.
Thank you.
SENIOR HIGH SCHOOL
Disaster Readiness
and Risk Reduction
Quarter 2 – Module 2
Lesson 10: Landslide and
Sinkhole
What I Need to Know
This module was designed and written with you in mind. It is here to
help you master the topic about different geological hazards, causes of
geological hazard and recognize signs of impending geological hazards. The
scope of this module permits it to be used in many different learning
situations. The language used recognizes the diverse vocabulary level of
students. The lessons are arranged to follow the standard sequence of the
course, but the order in which you read them can be changed to correspond
with the textbook you are now using.
At the end of this lesson, you are expected to:
1. Discuss the different geological hazards; (DRR11/12-IIa-b-27)

2. 2. Analyze the causes of geological hazards; (DRR11/12-IIa-b-
28)
3.Recognize signs of impending geological hazards. (DRR11/12-
IIa-b-29)
What I Know
Directions: Encircle the letter of the correct answer.
1. This 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.
A. Tsunami C. Ground Rupture
B. Liquefaction D. Ground shaking
2. Failures in steep or hilly slopes triggered by an earthquake
A. Avalanche
B. Mud Slide
C. Rock slide
D. Earthquake-induced landslides
3. Which of the following natural hazards may cause high disaster risk in
mountainous areas?
A. Tsunami
B. Earthquake
C. Landslide
D. Volcanic Eruption
4. It is being formed by erosion.
A. Tsunami
B. Earthquake
C. Landslide
D. Sinkholes
5. What possible hazard that human activities such as deforestation, irrigation, and
mining can cause?
A. Tsunami
B. Earthquake
C. Landslide
D. Sinkhole
6. Which of the following is NOT caused by soil shifting downwards as a sign of an
impending sinkhole?
A. Foundations that slant
B. Cracks in interior walls
C. Soil temperature changes
D. Trees or fence posts that fall.
7. Which of the following signs is distinct to sinkholes?
A. Sudden drainage of a pond
B. cracks around doors and window frames
C. separation between walls and ceiling floors
D. presence of odd bugs like slugs and centipedes in the home
8. Which of the following statements is true about signs of impending geologic
hazard?
A. Each sign immediately leads to a landslide or a sinkhole
B. It threatens the lives of humans and assure damage to property
C. Any of the signs can occur without the presence of a geologic hazard
D. If one of these signs are present, it is sure that a geologic hazard will
occur.
9. Which of the following is NOT a sign of an impending landslide?
A. Things moving
B. Tension cracks
C. Change in water flow
D. Discolored well water
10. Cracks found on flat ground created by extensional stress are caused by:
A. Faults
B. Landslides
C. Sinkholes
D. Tsunami
Lesson Landslide and Sinkhole

10
Geologic hazards are unpredictable but their occurrence can be

determined. In this module we will tackle signs of an impending geologic
hazard namely for landslides and sinkholes.
Whenever two or three signs are evident in a particular place, people

should be warned to evacuate or be ready for the occurrence of a landslide or
a sinkhole. Being aware of these signs will make the students alert of what
they observe in their surroundings.
These signs may be apparent in areas where there is a high risk of
landslide or sinkhole, but other indications may only be due to changing
weather. It should be viewed with caution in order to determine a logical
evacuation plan, appropriate actions to prepare for the potential dangers,
and to avoid loss of life and properties.
Prevention is still better than cure in situations of impending disasters.

Rather than feeling sorry at the end, it’s better to be aware of the possible
hazards that can bring eminent disaster.
What’s In
Increase or Decrease
Directions: Determine the correct relationship between the statements
below by choosing the best answer inside the parentheses.
1. The presence of more plants (increases, decreases) the
vulnerability of an area to landslides.
2. High and frequent rainfall (increases, decreases) the
occurrence of a geologic hazard.
3. Earthquake on an uphill area (increases, decreases) exposure to
landslides.
4. Extremely dry weather can (increase, decrease) the occurrence of
sinkholes.
5. Heat during a wild fire (increases, decreases) the hydrophobic
capacity of the soil.
6. The decrease in size of the void underneath the ground
(increases, decreases) the size of the sinkhole.
7. The presence of clay (increases, decreases) the occurrence of a
landslide.
8. A broken water pipe underneath a residential area can
(increase, decrease) internal erosion.
9. Damp soil (increases, decreases) the surface tension of the particles.
10. Water saturated soil (increases, decreases) pore spaces
between the soil particles.
What’s New
Directions: Using pencil or any coloring materials, highlight the words

related to landslide and sinkholes. The lists of words are provided
below:
Landslide Debris Rotational Flows

Soil Topples Translation Seasonal
Earth flow Rock Mud flow Continuous
Creep Collapse Falls Slides
What Is It
Landslide and Sinkholes

According to the definition of Philippine Institute of Volcanology and
Seismology (PHIVOLCS), landslide is the mass movement of rock, soil, and debris
down a slope due to gravity. It occurs when the driving force is greater than the
resisting force. It is a natural process that occurs on steep slopes. The movement
may range from very slow to rapid. It can affect areas both near and far from the
source. The landslide materials may include soil, debris, rock, and garbage. The
landslide triggers natural triggers, intense rainfall, weathering of rocks, ground
vibrations created during earthquakes, volcanic activity, and man-made triggers.
According to www.nationalgeographic.com, sinkholes are formed by erosion.
These are cavities that can be formed in the ground by water that erodes in an
underlying rock layer. Sinkholes form by “karst terrain.” Karst terrain is an area
where the bedrock can be dissolved by groundwater. Bedrock in a karst area is
typically made of limestone, or gypsum. Karst areas are characterized by special
features not present elsewhere springs, caves, dry streams that lose water
underground, and sinkholes.
According to the website of Department of Environmental Protection of
Pennsylvania, there are some activities that can cause sinkholes.
Activities that can cause sinkholes:
● The decline of water levels - drought, groundwater pumping (wells,
quarries, mines)
● Disturbance of the soil - digging through soil layers, soil removal, drilling
● Point-source of water - leaking water/sewer pipes, injection of water
● The concentration of water flow - storm water drains, swales, etc.
● Water impoundments - basins, ponds, dams
● Heavy loads on the surface - structures, equipment
Landslide Warning Signs
● Springs seeps, or saturated ground in areas that are not usually wet.
● New cracks or unusual bulges in the ground, street, or sidewalks.
● Soil moving away from foundations, or the tilting or cracking of concrete
floors and foundations.
● Sunken or down-dropped road beds.
● The rapid increase in creek water levels, possibly accompanied by
increased soil content.
● A sudden decrease in creek water levels even though rain is still falling or
just recently stopped.
● Unusual sounds, such as trees cracking or boulders knocking together,
might indicate moving debris
Signs of Sinkholes
● Trees or fence posts that tilt or fall
● Foundations that slant
● New small ponds that appear after rain
● Cracks in the ground
● Sudden drainage of a pond
● Rapid appearance of a hole in the ground
● Dips, depressions, slopes that appear in a yard
● Dead patches of grass or plants
● Sinkholes in the neighborhood, etc.
What’s More
Directions: Read and answer the question below.

1. Look for a person to be your source of information (Parents, Siblings,
Grandparents,
Uncle or Aunt, or anyone you know) and ask if they have heard or have an idea of
one of
these disasters:
• 2009 Typhoon Ondoy______________________________________________________
• 2020 Eruption of Taal Volcano_____________________________________________
• 2020 Typhoon Ulysses_________________________________________________
2. What can you say about these disasters? Do you think we can prevent this to
happen? ___________________________________________________________________
What I Have Learned
Now that you have learned the different signs of geologic hazards,
let us now test your comprehension regarding the topic. Complete the
following statements.
WARNING SIGNS OF AN IMPENDING LANDSLIDE
There are different warning signs of an impending landslide which are;
.
When these signs are present, we can
.
WARNING SIGNS OF AN IMPENDING SINKHOLE

There are different warning signs of an impending sinkhole, some signs
of sinkholes are ___. When these signs are present we can
_________________________________________________________________________
What I Can Do
Directions: Complete the following sentence

Landslide and sinkhole are both geological hazards but are distinctly
different complete the following paragraphs based on what you have
learned.
Landslide
I have learned that causes of landslides can either be__________or____________. Their
effect to the environment and people is/a by re_____________________________.
These are cause by__________________________________and intensity the occurrence
of landslides by_____________________________________________________.
Sinkhole
I have learned that causes of sinkhole can either be_________or______________ Their
effects to the environment and people is / are ____________________caused
by____________________________occurrence of sinkhole by_______________________
Assessment

1. This refers to a depression or a hole in the ground caused by some form of
collapse of the surface layer. Most are caused by karst processes—for example,
the chemical dissolution of carbonate rocks or suffusion processes.
A. sinkhole
B. mudflow
C. surface faulting
D. landslide and liquefaction
2. Which of the following is a Sinkhole Warning Sign?
A. Slumping, sagging, or slanting fence posts, trees or other objects.
B. Fresh exposures on fence posts, foundations, or trees that result
when the ground sinks around them.
C. Doors and windows that fail to close properly or exhibit changed
behavior such as doors remaining open where they had previous
closed of their own accord.
D. All of the above
3. Which of the following should not be done when there is a sinkhole?
A. Do not throw waste into the sinkhole. Fill the hole only with
clean sand.
B. Do not use the sinkhole as a drainage system. Pesticides and other
waste seep easily through the sinkhole and into the aquifer your
drinking water.
C. If damage to your house occurs, do not get out immediately!
You may still use your house if there is not too much damage.
D. Monitor damage to structures. The width of cracks on houses can
be measured and the size recorded by pencil or marker. If
damage is severe, water, gas and electricity should be turned off.
4. Which of the following is NOT a sign of a possible landslide?

A. paved driveways or parking lots slowly beginning to crack
B. door/window jams for the first time
C. two full moons two nights in a row
D. trees or walls shifting
5. There are many ways to help prevent damage to your home and family from a
Landslide. Which of these is a big sign of danger?
A. strong winds
B. colder weather
C. Extreme erosion
D. higher traffic rate in your area
6.Which of the following conditions is exceptional to sinkholes?

A. A pond's sudden drainage
B. Doors and window frames to cracks
C. Floor separation between walls and floors
D. A presence of unexpected bugs such as slugs and centipedes inside the
home
7. Which of the following is a natural indicator of impending disaster
sinkhole?
A. Tree trunks that have sagged
B. Ants that gather food
C. Wilting of vegetation in a specific area
D. Moths flying in residential houselights
8.Cracks found on flat ground created by extensional stress
are caused by:
A. Faults
B. Landslides
C. Sinkholes
D. Tsunami
9.Why does the presence of sinkholes produce earthly
odor in home after rain?
A. Because the soil is dissolved
B. Because rain mixes with soil
C. Because vapors of rainwater fill the void
D. Because the water travels further underground
10.Which of these indicate movement of geologic material
that results to long cracks and deformation of road
segments?
A. Land cracks
B. Stress cracks
C. Seismic cracks
D. Tension cracks
11.Which of the following pertain to a patch of angled forest on
Slope?
A. Slope trees
B. Tilting trees
C. Tropical forest
D. crooked forest
12.Which of the following areas is most prone to landslide?
A. Houses near rivers
B. Reactivated landslide areas
C. Concrete houses near a fault line
D. Residences near the satellite towers
13.Which of the following indicates that the whole region is unstable?
A. Absence of bird nests
B. Remnants of dead trees
C. Dark brown colored soil
D. Scarps and deposits of old landslides
14.Which of the following precedes a debris flow?
A. Low water level
B. High water level
C. Moderate water level
D. Water temperature increases
15.Which of the following statements is true about signs
of impending geologic hazard?
A. Each sign immediately leads to a landslide or a sinkhole
it threatens the lives of humans and assure damage to
property
B. Any of the signs can occur without the presence of a
g e o l o g i c hazard
C. If one of these signs are present, it is sure that
a geologic hazard will occur
D. Presence of odd bugs like slugs and centipedes in the
Home
Additional Activities
Instructions: Prepare your own Family Emergency Plan in case

of a landslide. Once that the task is accomplished, share it with
your family and start conducting drills. You will be graded base on
the rubrics below.
This plan should include the following:
- a floor plan of your home
- indication of escape routes (at least three)
- rendezvous after evacuation
- essay paragraph explaining the steps in evacuation
- checklist of what to bring when you evacuate
MY FAMILY EMERGENCY PLAN
Rubrics
Criteria’s 4 3 2 1 TOTAL
SCORE
Focus All Most of the Some of the Very little
informatio information is information is of the
n is distinct and relevant to the informatio
distinct focused on topic. n is
and the focused on
focused topic. the topic.
on the
topic.
Organization With One or two of Inconsistent No
exception the content is arrangement of evident
al in logical content with no arrangem
arrangem order with transition. ent of
ent of some evidence ideas.
content of
and subtle transition.
transition
s.
Required The All required All but 1 are Several
Elements narrative elements are included on required
includes included on the essay elements
required the essay are
elements missing
as well as
additional
informatio
n from
their
personal
perspectiv
e.
Content All content Most of the Some of the Very little
is strongly information is content limited of the
interconne sufficiently with inadequate content is
cted and developed and elaboration of the relevant
developed explained explanation with to the
with adequately, some topic and
adequate with proper documentation has no
explanatio documentation . document
n . atio n.
supported
with
document
ation
.
DO_Q2_DRRR_MODULE2_LESSON10 11
WHAT I KNOW ASSESSMENT
1.B 6.C 1.A 6.A 11.A
2.D 7.C 2.D 7.D 12.A
3.C 8.B 3.B 8.A 13.D
4.D 9.D 4.C 9.D 14.B
5.C 10.A 5.C 10.D 15.A
Answer Key
References
Disaster Readiness and Risk Reduction,DepEd
Featherston, R. (2014). "Oso Mudslide [Image 3 of 4]".

Photograph. https://www.dvidshub.net/image/1206742/oso-
mudslid e#.Uz l7cF5R Hig#ixzz2xYCpuuB3. Licensed under CC BY
2.0. https://creativecommons.
org/licenses/by/2.0/?ref=ccsearch& atype=rich
Klimets, Danny (2009) Tension Cracks.

Photograph. https://search.
creativecommons.org/photos/6902a3cb-cc5a-45ec-9b51-3a0b
0b4457ed. Licensed under CC BY-NC-
ND 2.0. https://
creativecommons.org/ licenses/by-nc-
nd/2.0/?ref=ccsearch &atype=rich
Lisa (2013) Crooked Forest 2. Photograph.

https://www.flickr.com/ photos/88364173@N00/9462172851.
Licensed under CC BY- NC 2.0.
https://creativecommons.org/licenses/by-nc/2.0/?ref=
ccsearch&atype=rich
Washington State Department of Natural Resources. (2011).

Earthquake Reactivated Landslide Near Tacoma. Photograph.
https://www.flickr.com /photos/35433815@N08/5487422450.
Licensed under CC BY-NC-
ND 2.0
https://creativecommons.org/licenses/by-nc-
nd/2.0/?ref=ccsearch&atype=rich
SENIOR HIGH SCHOOL
Disaster Readiness
and Risk Reduction
Lesson 11: Interpret
Geological Maps
What I Need to Know
This module was designed and written with you in mind. It is here to help you
master the topic about the Interpretation of geological map, apply mitigation
strategies to prevent loss of lives and properties. The scope of this module permits it
to be used in many different learning situations. The language used recognizes the
diverse vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course, but the order in which you read them can be changed to
correspond with the textbook you are now using.
1. Interpret Geological Map; (DRR11/12-IIa-b-30)

2. Apply mitigation strategies to prevent loss of lives and properties.
(DRR11/12-IIa-b-31)
What I Know
1. Which of the following is NOT considered as feature of a

geological map?
A. folds C. rock layers
B. faults D. mountain chains
2. Geological map is beneficial in locating some features. What are the
uses of it?
I. Locate structures like faults and folds.
II. Source of information of mineral deposits.
III. Use in siting building and transportation system.
IV. Represents the distribution of different types of rock.
A. I, II, & III C. I, III, & IV
B. II, III, & IV D. I, II, & IV
3. Which of the following statements is/are correct?
I. The same type of rocks is of the same age.
II. Younger rocks are situated on top of the older rocks.
III. Older rocks are situated on top of the younger rocks.
A. II only B. I & II
C. III only D. I & III
4. This is represented on a geologic map by a much thicker line than that

of a contact.
A. folds B. tilts
C. faults D. outcrops
5. Which of the following indicators represent the name of the unit
or the type of rocks?
A. color C. lines
B. letters D. symbols
6.Which of the following is a natural sign of a possible landslide?
A. Curved tree trunks
B. Ants that gather food
C. Tilting of vegetation in a limited area
D. Moths flying in residential houselights
7.Which of the following is a m a n m a d e sign of an impending sinkhole?
A. Mining
B. concrete houses
C. building of sea walls
D. Mountain ranges
8.Which of the following areas is most prone to landslide or sink hole?
A. houses near rivers
B. reactivated landslide areas
C. concrete houses near a fault line
D. residences near the satellite towers
9.Which of the following indicates that the whole region is unstable?

A. foul odor of soil
B. remnants of dead trees
C. house near the hazard zone
D. scarps and deposits of old landslides
10. Which of these clearly shows geologic material movement, leading to a
long cracks and deformation of road segments?
A. land cracks
B. stress cracks
C. seismic cracks
D. tension cracks
11.Which of the following is NOT a sign of slow shifting inside
structures?
A. tilting of floor
B. creaking and cracking
C. swaying hanging objects
D. doors not closing properly
12.Which of the following is the reason why seeps and springs suddenly
appear as indication of a landslide?
A. upwelling
B. damaged water ways
C. burrowed holes of animals
D. water seeping underground
13. Which of the following precedes a debris flow?

A. low water level
B. high water level
C. moderate water level
D. water temperature increases
14. How does the presence of sinkholes cause a foul odor in the home
after rain?
A. because the soil is muddy
B. because rain mixes with chemicals
C. because vapors of rainwater fill the void
D. because the water travels further underground
15. Provide vital information for land-use planning, resource identification, and
natural hazard avoidance, and are critical for growing the economy
A. Map
B. Geological Hazard
C. Geologic maps
D. Hazard Map
Lesson
Interpret Geological Maps
11
The Philippines ranks among the world’s most disaster-prone countries. It is

highly prone to natural disasters, particularly typhoons, floods, landslides, volcanic
eruptions, earthquakes, and tsunamis, lying as it does in the typhoon belt, in the
active volcanic region known as the “Pacific Ring of Fire,” and in the geologically
unstable region between the Pacific and Eurasian tectonic plates
Aside from the natural disasters that reap an especially heavy human toll
each year, thousands are also displaced by human-made disasters like armed
conflict and development aggression. The intensifying effect of climate change also
aggravates the already burdened citizens with the worsening economic instability
worldwide (CDRC, 2014)
Interpreting geohazard maps is essential for the data are necessary to come
up with interpretations that will help in solving certain geologic problems in the
country.
What’s In
Direction: Analyze the illustration and answer the following questions

thoroughly.
This is a before and after illustration of a debris avalanche of Mount

Pinatubo located on the tripoint boundary of the Philippine provinces of
Zambales, Tarlac and Pampanga, all in Central Luzon on the
northern part of Luzon. Based from the illustration, answer the following
question below.
Guide questions:
1.What happened to the

appearance of the crater after
the volcanic eruption?
2.What happened to the
portions of the volcano that
were removed?
3. What geologic hazard could

be responsible for the movement
of the soil?
Image Source: “24 Shocking Before-After Photos You Won't Believe Are Real: NaturalDisasters, Geology, Before after Photo.” Pinterest.
Accessed July 1, 2020. https://www.pinterest.ph/pin/232568768230237588/.
What’s New
Directions: Given the map, answer the following questions briefly
What is It
What is a Geological Map?
When you think of maps, what comes to your mind? Probably things like
cities, roads, mountains, and lakes. Maps are very helpful because they show us
where things are located. There are lots of different kinds of maps - street maps,
census maps, contour maps, and even geographic maps or it could be a map
indicating the areas that are vulnerable to hazards caused by earthquakes, volcanic
eruptions, and landslides. It is a tool used by scientists and local government
authorities to anticipate any hazard that a geological event may bring. It also helps
the public be informed and prepared for the geological hazards.
What is geological interpretation?
It is the compilation and synthesis of all the available geological information

in order to get an as precise as possible model of the mineral resource.
What are geological maps used for?
Geological maps represent the distribution of different types of rock and

surficial deposits, as well as locations of geologic structures such as faults and folds.
Geologic maps are the primary source of information for various aspects of land-use
planning, including the siting of buildings and transportation systems
Colors and Letters

One of the first things you will
probably notice about a geologic
map is the many different colors.
These colors represent the different
geologic units, which are simply the
type of rock formations of a certain
age. As you may recall, younger
rock sits on top of older rock
because the older rock was laid
down first and provided a place for
the younger rock to call home. So
not all rocks in our geologic map are
going to be the same age, even if
they are the same type, and both
age and type are identified by the
different colors. Each Geologic unit
will also be marked by a set of
letters. The first letter, which is
usually capitalized, indicates the
geologic period that feature is from.
Following that are two lower case
letters that indicate the name of the
unit or the type of rocks.
Lines and Symbols
Something you might notice about a geologic map is all the different lines. Each type
of line identifies a different feature on the map. For example, a thin line that
separates two different colors indicates where those different types of rock come in
contact with each other, which is called a contact.
Outcrops it is where rocks meet the surface. The shape of the outcrop depends on
the shape of the surface
Faults are places where the rock breaks apart and moves in different directions.
They are represented on a geologic map by a much thicker line than that of
contact.
Folds are another kind of geologic feature you will find on the map, and these are
features such as basins and domes. Basically, folds are where your different age of
rock is in the middle than the age of rock on the outer edges. On a geological map,
folds are represented by lines that are thicker than contacts, but not quite as thick
as faults. The Unconformity is recognized where one outcrop (of a younger bed) cuts
across the ends of outcrops of an older bed. Dipping Beds have curved outcrop that
cuts across the contours.
What’s More
Directions: Using the map, determine if the following statement conform the idea
in the map. Answer the following by Yes or No.
__________1. There are active faults around the Philippine archipelago.

__________2. Palawan Peninsula is more likely to experience frequent earthquakes.
__________3. A possible group of islands will emerge in the north-eastern part of
the Philippines.
__________4. The Philippine Mobile Belt is a complex portion of the tectonic
boundary between the Eurasian Plate and the Philippine Sea Plate,
comprising most of the country of the Philippines.
__________5. Metro Manila has been traversed by a strike-slip fault that makes it
prone to strong earthquakes.
What I Have Learned
Have you learned so much from this module? What are the five things that
you learned today? What are the two things you found interesting?
5 Things I learned Today
1._________________________________________________________________________
2._________________________________________________________________________
3._________________________________________________________________________
2 things I Found Interesting
1._________________________________________________________________________
2._________________________________________________________________________
What I Can Do
Directions: Given the geological map, decide which among the hypothetical
locations (A, B, C) will you choose as a good construction site for a
new condominium.
Justification:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Assessment
Matching type
I. Directions: Match the symbols with its corresponding meaning in
column A with B
A B
1.
A. Fult outlier, klippe
2.
B. Fult inlier,Fenster,
3.
C. Over thrust low angle reserve fault.
D. Over, low angle reverse fault

4.
E. Outlier
5.
D.REVERSE FAULT,DIPPING 60 DEGREE IN DIRECTION OF

ARROW
II. Directions: Write the correct answer on the space provided.
__________1. These are places where rock breaks apart and moves in different
directions.
__________2. A thin line that separates two different colors indicate where those
different types of rock come in contact with each other
__________3. These represent the different geologic units, which are simply the
type of rock formations of a certain age.
__________4. These lines in the geological map feature basins and domes.
__________5. It represents the distribution of different types of rock and surficial
deposits, as well as locations of geologic structures such as faults and
folds.
Outcrops Faults Folds Contact Dipping Beds
The Search is Over

Direction: Search and encircle among the jumble of letters the key terms in terms
on how to Interpret Geological Map. You should find nine (5) key terms.
Y N H E R M L B D I P P I T I N G S K Y
G Y R O S C O P I N N X I P L U B K Y S
O U R S I E B I L O S S E R O S E R I O
D E V A S F A U L T N O U O L A D M E N
S E E D L I N G F O R T E P L A C N K G
D I S E L I E G E V E N T E M E O R I T
Y A C T I E V T E N M I O R T A N N O U
X A N A R O U T C R O P T O I T I O Z
C H A N E U R S E Y R O S Y O U A M I D
F U L L I A C O N N O T M O V E C P S Y
N O R M A L F A U L T S D E S T S W E T
H O S P I T A K I T S D A M A G E M E N
T S U D D E N D E O N T R K X U T O P Y
Answer Key
15.B 10.D 5.C 5.D 5.A

14.D 9.C 4.C 4.A 4.A
13.B 8.A 3.A 3.B 3.B
12.C 7.A 2.B 2.C 2.C
11.C 6.C 1.C 1.A 1.D
The Search is Over

Y N H E R M L B D I P P I T I N G S K Y
G Y R O S C O P I N N X I P L U B K Y S
O U R S I E B I L O S S E R O S E R I O
D E V A S F A U L T N O U O L A D M E N
S E E D L I N G F O R T E P L A C N K G
D I S E L I E G E V E N T E M E O R I T
Y A C T I E V T E N M I O R T A N N O U
X A N A R O U T C R O P T O I T I O Z
C H A N E U R S E Y R O S Y O U A M I D
F U L L I A C O N N O T M O V E C P S Y
N O R M A L F A U L T S D E S T S W E T
H O S P I T A K I T S D A M A G E M E N
T S U D D E N D E O N T R K X U T O P Y
SENIOR HIGH SCHOOL
Disaster Readiness
and Risk Reduction
Lesson 12: Apply
mitigation strategies to
prevent loss of lives and
properties
What I Need to Know
This module was designed and written with you in mind. It is here
to help you master
the Apply mitigation strategies to prevent loss of lives and properties
The scope of this module permits it to be used in many different
learning situations. The language used recognizes the diverse vocabulary
level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be
changed to correspond with the textbook you are now using.
The Module is intended to equip you with knowledge concerning
Apply mitigation strategies to prevent loss of lives and properties
After going through this module, you are expected to:
1. Define the causes of a landslide and a sinkhole.
2. Explain the causes of a landslide and a sinkhole
3. Accurately conclude the causes and their respective geological
hazard outcome.
4. Appreciate the importance of knowing the causes of different
geological hazards.
What I Know
Directions Read the sentences or phrases. Encircle the phrases that tell
you mitigation strategies to avoid loss of life.
1.Understand the basics of emergency preparedness planning.

2.Identify the planning strategies.
3.A list of activities taken by people to prevent or mitigate the loss of life,
livelihood, and property in case a disaster occurs.
4.Save enough money in your volt in case a heavy flash flood suddenly occurs
during the night time.
5.Draw your own emergency plan and discuss your emergency plan with your
family members.
6.In building your house, be sure to prioritize the style and model of the
house.
7. Assess your house after an earthquake before going inside the house.
8. Run as fast as you can during an earthquake to avoid falling walls and
posts.
9. Always stay tuned to the radio if there is an upcoming typhoon.
10. Continue to watch TV and play computer games while there is a heavy
thunder storm.
Lesson Apply mitigation strategies to
12 prevent loss of lives and properties
This module was designed and written with you in mind. It is here to help
you master the topic about the Apply mitigation strategies to prevent loss of lives
and properties. The scope of this module permits it to be used in many different
learning situations. The language used recognizes the diverse vocabulary level of
students. The lessons are arranged to follow the standard sequence of the course,
but the order in which you read them can be changed to correspond with the
textbook you are now using.
At the end of this lesson, you are to:
Apply mitigation strategies to prevent loss of lives and properties.

(DRR11/12-IIa-b-31)
What’s In
Directions: Determine whether the following statement is more on Prevention or

Mitigation. Write your answer on the space provided.
_________________1. Putting a dike along the riverbank.
_________________2. Advocacy campaign to increase community awareness about
the adverse effect of COVID-19.
_________________3. Planting mangrove along the seashore.
_________________4. Clearing operation and de clogging activity.
_________________5. Regular conduct of drills (e.g. earthquake drill).
What’s New
Directions: Given the following situations, identify the appropriate

mitigating action/strategy. Put a check ( ̸ ) on the space provided.
Situation #1: The northern district of Valenzuela City is considered a flood-prone
area.
_____________a. Pumping station has been built.
_____________b. House construction has been elevated.
Situation #2: A school is along with the Marikina West Valley Fault System.
_____________a. Relocating the school away from the fault.
_____________b. Renovated the building with a greater foundation.
Situation #3: The Bicol Region is always hit by typhoons.
_____________a. Establish an early warning signal.
_____________b. House construction is made from heavy materials.
Situation #4: A community near Taal Volcano is within the 15-km danger zone
identified during the 2020 eruption.
____________a. Ensuring evacuation strategies along with emergency shelter
and food supplies are planned.
____________b. Close observation of volcanic activity is frequently done.
Situation #5: Residential areas are susceptible to fire due to congestion and
houses are made with lightweight materials.
____________a. Fire hydrants are planted strategically within the area.
____________b. Relocation project has been instituted.
What Is It
Mitigation and Its Impact in Disaster Management

Disasters are often described as a result of the combination of several things
such as the exposure to a hazard, the conditions of vulnerability that are present
and insufficient capacity or measures to reduce or cope with the potential negative
consequences. Disaster impacts are loss of life, injury, disease, and other negative
effects on human, physical, mental and social well-being, damage to property,
destruction of assets, loss of services, social, economic disruption and environmental
degradation.
Disaster management on the other hand, is strategic planning and procedure
that is administered and employed to protect critical infrastructures. It aims to
reduce, or avoid the potential losses from hazards, assure prompt and appropriate
assistance to victims of disaster, and achieve rapid and effective recovery. This
involves 4 thematic phases namely: prevention and mitigation, preparedness,
response, and rehabilitation and recovery.
Mitigation activities actually eliminate or reduce the probability of disaster
occurrence, or reduce the effects of unavoidable disasters. Mitigation measures
include building codes; vulnerability analyses updates; zoning and land use
management; building use regulations and safety codes; preventive health care; and
public education.
Mitigation will depend on the incorporation of appropriate measures in
national and regional development planning. Its effectiveness will also depend on the
availability of information on hazards, emergency risks, and the countermeasures to
be taken. The mitigation phase, and indeed the whole disaster management cycle,
includes the shaping of public policies and plans that either modify the causes of
disasters or mitigate their effects on people, property, and infrastructure. (Reference:
https://www.gdrc.org/uem/disasters/1-dm_cycle.html)
What’s More
Directions: Suggest ways on how you will mitigate the adverse impact of the
following hazards.
1. Earthquake __________________________________________________________________
2. Volcanic eruption_____________________________________________________________
3. Typhoon______________________________________________________________________
4. Flooding______________________________________________________________________
5. Epidemic/Pandemic ______________________________________________________________
What I Have Learned
Directions: Read and answer the question below

You are an engineer and have a contract to build a housing project in a 5-
hectares area near the Marikina West Valley Fault System. How will you plan for the
project? What are the considerations you are going to put into and what particular
design or innovations you are going to showcase? Deliberately discuss your answer.
(10 points) You will be graded by rubrics
CRITERIA 4 3 2 1
Exceptionally Generally, Lacks clarity, Unclear.
Clear clear, easy to clear, able difficult to Impossible to
follow to follow follow follow
The The
The
The explanation explanation explanation
explanation
posed and posed and posed and
Concise posed and
methods used methods methods used
methods used
are advanced used are are
are simple
appropriate inadequate?
Misunderstan
ding or
Thorough and Partial
Substantial serious
Comprehensive comprehensive comprehensive
explanation misconception
explanation explanation
on the
explanation
Generally Somewhat
Relevant Highly relevant Irrelevant
relevant relevant
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
What I Can Do
Read the article “The 17 February 2006 rock slide-debris avalanche

at Guinsaugon, Philippines: a synthesis” by Guthrie et. al. Write your
suggestion and strategies on how to apply mitigation to prevent loss of
lives and property during the rock slide-debris avalanche at
Guinsaugon.
In Your paper should include the following:

1. Summarized version of your notes including details.
2. Explanation of your point of view regarding the article.
Relationship between the possible causes of the event.
Allen, C.,
Aurelio, M., MA. Aurelio, E., E. Barrier, P., MLP. Bautista, K., SG. Catane, H., . Y. Yamanaka, H. (1962,
January 01). The 17 February 2006 rock slide-debris avalanche at Guinsaugon Philippines: A synthesis.
Retrieved July 03, 2020, fromhttps://link.springer.com/article/10.1007/s10064-009-0205-2
Criteria’s 4 3 2 1 TOTAL
SCOR E
Focus All information Most of the Some of the Very little of
is distinct and information information the
focused on is distinct is relevant to information
the topic. and focused the topic. is focused on
on the topic.
the topic.
Organization With One or two Inconsistent No evident
exceptional of the arrangement arrangement
arrangement content is of content of ideas.
of content and in logical with no
subtle order with transition.
transitions. some
evidence of
transition.
Required The essay All All but 1 are Several
Elements includes required included on required
required elements the essay elements are
elements as are missing
well as included
additional on the
information essay
from their
personal
perspective.
Content All content is Most of the Some of the Very little of
strongly informatio n content the content
interconnecte is limited with is relevant to
d and sufficiently inadequate the topic.
developed with developed elaboration
adequate and oft eh
explanation. explained explanation
adequately.
Assessment
I. Directions: Read and understand each statement. Identify the terms being
described.
1.Which of the following tells about mitigation strategies;
A. Burying of electrical cables to prevent ice build-up.
B. Raising of homes in flood prone
C. Reinforce od tornado safe room
D. Hazard specific control activities
2.Hazzard mapping, adaption and enforcement of land use and zoning map flood
plain are example of;
A. Capacity control
B. Exposure to hazard
C. Mitigation and strategies
D. Planning and recovery
3. An action taken to prevent or reduce the risk to life, property, social and
economic activities, and natural resources from natural hazard
A. Use planning and design
B. design improvements to infrastructure or services
C. Developments and community infrastructure in areas prone to hazards
D. Community awareness campaigns to increase knowledge of how to
prepare for disaster events
4.Program towards mitigation practices will requires community commitment,
recognition of constraints and barriers and innovative solution.
A. True
B. False
C. Maybe
D. Perhaps
5.A mitigation strategies that most effective to apply in times of heavy rain.
A. Monitoring
B. listening to radio
C. Planning
D. Preparing
II. Direction: Write M if the statement is referring to how to apply Mitigation
S strategies.
_____________ 1. Create a floor evacuation plan for the community.
_____________ 2. Evaluate the house's structure on a regular basis to avoid an
unavoidable accident.
_____________ 3. If there is a thunder storm or super typhoon, cover your window
glass with fly wood.
_____________ 4. Secure your family's GO bag that will last for a week.
_____________ 5. Secure a hazard map before constructing your own home.
_____________ 6. Tie up your fruit bearing plans before the super typhoon hits your
area.
______________7. Orient your family members to the possible danger that will
happen during the earthquake and instruct them on how to avoid
injuries and fatalities.
______________8. Be sure to install credible construction materials when building a
house in a sloped area.
_____________ 9. Construct a fire wall.
_____________10. Avoid going to the seashore before an earthquake occurs
Enrichment Activity
Since plant roots hold water and help prevent landslides,

grown plants in your community or household which is
vulnerable to landslides. Document your progress and send a
narrative paper to your teacher. The narrative should include
the following:
a. Specific name of the plant and location.

b. Documented pictures of the step by step process. A
before, during and after documentation.
The paper should also answer the following questions:
1. What plant did you grow or replant in your backyard or

home?
2. Why did you choose that plant and what are its
characteristics that make it helpful in preventing
landslides?
3. Where did you place the plants? What is your
basis of placing the plants in that particular
location?
4. What must you do in order for it to be sustainable?
Criteria’s 4 3 2 1 TOTA L
SCOR
E
Focus All Most of the Some of the Very little of

information information information is the
is distinct is distinct relevant to the information is
and focused and focused topic. focused on
on the topic. on the topic. the topic.
Organization With One or two of Inconsistent No evident

exceptional the content is arrangement arrangement
arrangement in logical of content of ideas.
of content order with some with no
and subtle evidence of transition.
transitions. transition.
Required The narrative All required All but 1 are Several
Elements includes elements are included on required
required included on the essay elements are
elements as the essay missing
well as
additional
information
from them
personal
perspective.
Content All content is Most of the Some of the Very little of
ASSESSMENT
1.d 1.S 6.S
2.c 2.M 7.M
3.d 3.M 8.M
4.a 4.S 9.M
5.a 5.S 10.M
Answer Key
SENIOR HIGH SCHOOL
Disaster Readiness
and Risk Reduction
Lesson 13: Signs of
impending
hydrometeorological
hazards
What I Need to Know
you master the topic about the recognize signs of impending hydrometeorological
hazards. The scope of this module permits it to be used in many different learning
situations. The language used recognizes the diverse vocabulary level of students.
The lessons are arranged to follow the standard sequence of the course, but the
order in which you read them can be changed to correspond with the textbook you
are now using.
Recognize signs of impending hydrometeorological hazards.

(DRR11/12-IIc-d-33)
What I Know

1. Which of the following is an example of a hydrometeorological hazard?
A. Earthquake C. Typhoon
B. Erosion D. Fire
2. What do you call the series of waves caused by an earthquake or undersea
volcanic eruption?
A. Flows of Lava C. Cyclone
B. Tsunami D. Storm
3. Which of the following statements describes the formation of cyclones?
A. Winds rotate counterclockwise in the northern hemisphere around a low-
pressure system.
B. Winds rotate counterclockwise in the southern hemisphere around a low-
pressure system.
C. Winds rotate clockwise in the northern hemisphere around a low-pressure
system.
D. Winds rotate clockwise in the southern hemisphere around a low-
pressure system.
4. What are the different types of hydrometeorological hazards?
I. The Avalanche.
II. Hailstorms
III. Thunderstorms
IV. Earthquake
A. I, II, and III C. II, III, & IV
B. I, II, and IV D. I, III & IV
5. The following are the signs of hydrometeorological hazards, except ___________.
A. Wind speed C. Decreased ocean swell
B. Wind Direction D. Amount of rainfall
6. The increased ocean swell, barometric pressure drop, wind speed, and heavier
rainfall are a sign of
A. Potential biological threat
B. Impending geological hazard
C. An impending meteorological hazard
D. An impending hydrometeorological hazard
7. What possible hydrological hazard is on the way if you see signs of heavy rainfall
and flooding outside your house?
A. Hurricane C. Tornado
B. Flash flood D. Thunderstorm
8. Your house is located near a mountainous area. After one week of heavy rainfall,
what possible hazard may occur anytime?
A. Rock fall C. Earthquake
B. Landslide D. Volcanic eruption
9. The overflowing of water on normally dry land. It has been one of the costliest
disasters in terms of damage to property and loss of life.
A. Flood C. Land slide
B. Storm D. Strom surge
10. What should you do AFTER a tropical cyclone?
A. Watch out for flying debris. C. Evacuate immediately.
B. Tune into storm warnings. D. Asset your a house
11. Which is the most appropriate action when the water level quickly rises in your
house during a heavy rainfall?
A. Go to higher ground.
B. Walk across the flooded area.
C. Save your belongings.
D. Check for any structural damage.
12. What is the best way to protect yourself from an ipo-ipo?
A. If you are in a vehicle, pull over under an overpass.
B. If you are inside your home, go in the basement.
C. If you are inside a building, stay close to the window.
D. If you are outside, try to run to the tornado.
13. What should be included in the family disaster plan?
I. contact person during the disaster
II. meeting place after the disaster
III. contact numbers of all relatives and friends
IV. list of supplies inside the emergency kit
A. All C. I, II and III
B. II and III only D. I, II and IV
14. What should you do after a tropical cyclone?
I. Move furniture to higher levels and disconnect all electrical appliances.
II. If your house was heavily damaged, go inside immediately.
III. Check gas, water, and electrical lines for any damage.
IV. Wear protective gears such as gloves when cleaning up debris.
A. I and II
B. I and III
C. III and IV
D. I and IV
15. Why should you boil the water for drinking after a heavy rainfall or flood?
A. The water must be warm before drinking it after a storm.
B. The water is more nutritious to drink when it is boiled.
C. The water may have been contaminated during flooding.
Lesson Signs of impending
13 hydrometeorological hazards
In this module, the term "hydrometeorological hazards" is
is a phenomenon of atmospheric, hydrological or oceanographic nature 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.
Hydrometeorological hazards include tropical cyclones (also known as typhoons and
hurricanes), thunderstorms, hailstorms, tornados, blizzards, heavy snowfall,
avalanches, coastal storm surges, floods including flash floods, drought, heatwaves
and cold spells. Hydrometeorological conditions also can be a factor in other hazards
such as landslides, wildland fires, locust plagues, epidemics, and in the transport and
dispersal of toxic substances and volcanic eruption material.
What’s In
Activity 1: Picture Perfect

Direction: Match the sketches with their corresponding terms. Then, if the
sketch shows a geological hazard, write GEO; if it shows a hydrometeorological
hazard, write HYDRO. Write your answers on the table that follows.
HAZARD LETTER CLASSIFICATION

1. Drought
2. Flood
3. Tsunami
4. Landslide
5. Bushfire
6. Earthquake
7. Tornado
8. Typhoon
9. Volcanic eruption
What’s New
Directions: Identify the hydrometeorological hazard in the given pictures. Write your
answer on the box.
What Is It
Hydrometeorological hazard is a process or phenomenon of atmospheric, hydrological, or

oceanographic nature 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.
Hydrometeorological conditions also can be a factor in other hazards such as
landslides, wildland fires, locust plagues, epidemics, and in the transport and dispersal
of toxic substances and volcanic eruption material. ((UNISDR)
What’s More
Directions: Inspect your house/surrounding and discuss ways on how to

minimize/lessen risk before, during and after the typhoon.
Before________________________________________________________________________________
During_________________________________________________________________________________
After___________________________________________________________________________________
What I Have Learned
ACTIVITY 1 - DEFINE HYDRO-METEOROLOGICAL HAZARDS
Directions: Fill in the boxes with the correct words/phrases to complete

the meaning of HYDRO-METEOROLOGICAL HAZARDS. Refer to the
words and phrases in the box. The first word has been done for you.
HYDROMETEOROLOGICAL HAZARDS is…
a process phenomenon of
WORD HINT
health impacts
atmospheric
loss of livelihoods and services

hydrological
that may cause
loss of life
injury
property damage
social and economic disruption

oceanographic nature
environmental damage
What I Can Do
Be Prepared
Direction: Create a Be Prepared Brochure about the signs of hydro-
meteorological hazard exposure. Visit a community using google map
(you can choose your own community or barangay). Determine all the
elements exposed to hydro-meteorological hazard in the locality. Use your
resources to create a creative brochure. Be creative and include
emergency hotlines as much as possible. You will be graded based on
rubrics given.
The Be Prepared Brochure will be assessed based on the following
rubric:
Assessment Criteria Dimensions VS - 5 S - 3 NI - 1
1. Quality: Workmanship,
Appearance
2. Accuracy: Dimension;(optional)
Accurate function of the elements
3. Objectives: Specific Measurable

Attainable Realistic & Time-bound
objectives
4. Speed: Submission on time +1,

before the expected time +2, after
the expected time – 2
Rating Scale:
VS – Very Satisfactory = 15 – 11
S – Satisfactory = 10 – 5
NI – Needs Improvement = 6 and below
Assessment
Directions: Read each item carefully and choose the best answer that
corresponds to your answer.
1. Which of the following is an atmospheric, hydrological or oceanographic nature that

may cause loss of life?
A. acid rain C. geological hazard
B. storm surge D. hydrometeorological hazard
2. Which of the following Hydro meteorological hazard is characterized by localized storm
cloud that produces lightning and thunder, and often brings heavy rain shower and
strong gusty winds?
A. El Niño C. Storm Surge
B. La Niña D. Thunderstorm
3. Which of the following is NOT a type of hydro-meteorological hazards?
A. landslides C. wildland fires
B. locust plagues D. all of the above
4. Which of the following hydro meteorological hazards has an overflow of water onto
normally dry land in an existing waterway, such as a river, stream, or drainage ditch?
A. El Niño C. La Niña
B. Flood D. Storm Surge
5. Which of the following refers to the large-scale ocean-atmosphere climate interaction
linked to a periodic warming in sea surface temperatures across the central and east-
central Equatorial Pacific?
6. Which of the following hydro-meteorological hazards is the abnormal sea level rise
occurring during tropical cyclones or "bagyo" and is caused by the strong winds and
low atmospheric pressures that tropical cyclones produce?
7. What is a violent, short-lived weather disturbance characterized by lightning, thunder,
heavy rain or hail, and strong, strong wind?
B. Flood D. Super typhoon
E.
8.It is the stage when the cumulus cloud becomes very large, the water in it becomes large
and heavy. Raindrops start to fall through the cloud when the rising air can no longer
hold them up.
A. cumulus stage C. immature stage
B. dissipating stage D. mature stage
9. It is the stage when the downdrafts in the cloud begins to dominate over the
updraft. Since warm moist air can no longer rise, cloud droplets can no longer
form.
A. cumulus stage C. immature stage
B. dissipating stage D. mature stage
10.It is a predicting sign of a typhoon where clouds are often seen as fluffy, fair-
weather cotton balls in the sky.
A. cloud color C. arcing shelf clouds
B. towering clouds D. cloud location and sun rays
11.It is a predicting sign of a typhoon where at first glance of this scene looks
peaceful, with shafts of sunlight trickling through gaps in the clouds. A large
number of smaller cumulus clouds in the foreground are beginning to build
upward and are unusually dark.
12.It is a predicting sign of a typhoon where a rotating wall cloud with a lowered
cloud base is characteristic of a severe thunderstorm (supercell). It’s the most
obvious sign of a severe storm: twisting, rotating, and unusually quick-moving
clouds.
13.Which of the following factors contribute to flooding?
A. El Niño C. slow moving thunderstorms
B. cloud movements D. rainfall intensity and duration
14.Which of the following hydro meteorological hazards represents periods of
below- average sea surface temperatures across the east-central Equatorial Pacific?
A. El Niño C. storm surge
B. La Niña D. thunderstorm
15. Which of the following type of hydro meteorological hazard can develops
abruptly changes to weather condition?
A. Super typhoon C. Thunderstorm
B. Storm surge D. Atmospheric cyclone
Instruction:
As a student you should conduct a research for warning systems on
your respective barangays. Describe the warning systems they had and
analyze how would it help the community for public preparedness.
ASSESSMENT WHAT I KNOW
1.D 6.C 11.D1.C 6.D 11.A
2.D 7.D 12.B2.B 7.B 12.B
3.D 8.A 13.A3.A 8.B 13.A
4.B 9.B 14.B4.A 9.C 14.C
5.C 10.B 15.A5.D 10.D 15.C
Answer Key
SENIOR HIGH SCHOOL
Disaster Readiness
and Risk Reduction
Lesson 14: Interpret
different hydro
meteorological hazard
maps
What I Need to Know
master the topic about the different hydro meteorological hazard maps
interpretation. The scope of this module permits it to be used in many different
learning situations. The language used recognizes the diverse vocabulary level of
students. The lessons are arranged to follow the standard sequence of the course,
but the order in which you read them can be changed to correspond with the textbook
you are now using.

Interpret different hydro meteorological hazard maps. (DRR11/12-IIc-d-35)
What I Know
Directions: Write "T" if the statement is true, then "F" if the statement is false.
_________ 1. Hazard maps mainly function in identifying the location of a particular
hazard
__________2. Using hazard maps can lower the risk of being vulnerable to a certain
hazard.
__________3. The hazard map is a map that highlights areas that are affected by or
are vulnerable to a specific hazard
__________4. Local hazard maps can only be done by experts.
__________5. Hydrometeorological maps are for typhoons only.
__________6. Demographic data on a map can help you interpret a geological hazard
map.
__________7. Assessing a certain location is one of the most effective ways to identify
the risk area.
__________8. In interpreting a hazard map, we only look at the legend.
__________9. Geological Hazard map use to locate important area that is safe and
free from harmful elements.
_________10. Geological map can’t pinpoint areas at risk of rock fall and landslide.
Lesson Interpret different hydro

14 meteorological hazard maps
Interpreting geohazard maps is essential for the data are necessary to come
up with interpretations that will help in solving certain geologic problems in the
country. The Philippines ranks among the world’s most disaster-prone countries. It
is highly prone to natural disasters, particularly typhoons, floods, landslides,
volcanic eruptions, earthquakes, and tsunamis, lying as it does in the typhoon belt,
in the active volcanic region known as the “Pacific Ring of Fire,” and in the
geologically unstable region between the Pacific and Eurasian tectonic plates.
Aside from the natural disasters that reap an especially heavy human toll each
year, thousands are also displaced by human-made disasters like armed conflict and
development aggression. The intensifying effect of climate change also aggravates the
already burdened citizens with the worsening economic instability worldwide (CDRC,
2014)
What’s New
Direction: Draw a sketch of your barangay, indicating the location of each part.
Those places or areas that you think are prone to damage and injuries during a
strong typhoon. Use the following colors to indicate the degree of severity:
Legend:
Red – severe Orange – Moderate Yellow – unaffected

CATEGORY 4 3 2 1
Requir The sketch includes All required All but 1 of the Several required
ed allrequired elements elementsare requiredelements are elements were
Elemen as well as additional included on the included on the missing.
ts
information. sketch. sketch.
Labels All items of importance Almost all items of Many items of Labels are too
on the sketch are importance on the importance on the small toview OR
clearlylabeled with sketch are clearly sketch are clearly no important
labels that can be read labeled with labels labeled with labels items were
from at least 3 feet thatcan be read from thatcan be read from labeled.
away. at least 3 feet away. at least 3 feet away.
Graphic All graphics are related All graphics are related All graphics relate to Graphics do not
s- to the topic and make to the topic and most thetopic. One or two relate to the topic
Relevanc iteasier to understand. make it easier to borrowed graphics have OR several
e All borrowed graphics understand. Some a source citation. borrowed graphics
have a source borrowed graphics have do not have a
citation. a source citation. source citation.
Attractivene The sketch is The sketch is The sketch is Thesketch is
ss exceptionally attractivein terms of acceptably attractive distractingly messy
attractivein terms of design, layout, and though it may be a or very poorly
design, layout, and neatness. bitmessy. designed. Itis not
neatness. attractive.
Grammar There are no There are 1-2 There are 3-4 There are more than
grammatical/mechanica grammatical/mechanica grammatical/mechanic 4
lmistakes on the poster. lmistakes on the poster. almistakes on the grammatical/mecha
poster. nicalmistakes on the
poster
What Is It
The Philippines ranks among the world’s most disaster-prone countries. It is

highly prone to natural disasters, particularly typhoons, floods, landslides, volcanic
eruptions, earthquakes, and tsunamis, lying as it does in the typhoon belt, in the
active volcanic region known as the “Pacific Ring of Fire,” and in the geologically
unstable region between the Pacific and Eurasian tectonic plates.
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.
What’s More
Directions: Interpret the flood map. Explain the meaning of the colors in the
map.________________________________________________________________
_____________________________________________________________________
________________________
What I Have Learned
Now I know that geological hazard map helps me to determine the;

1._____________________________________
2._____________________________________
3._____________________________________
4._____________________________________
5._____________________________________
What I Can Do
Directions: Interpret the hazard map. Label the flood risk correctly
VALENZUELA
QUEZON
CITY
MARIKINA
MANILA
LAS PINAS
NCR FLOOD RISK

MANILA
MARIKINA
LAS PINAS
QUEZON CITY
VALENZUELA
Assessment
Directions: Write T if the statement is true, then F if the statement is false.

_________ 1. Hazard maps mainly function is to identifying the location of a
particular hazard and safe location.
________ 2. Using hazard maps can higher the risk of being vulnerable to a
certain hazard.
________ 3. The hazard map is a map that highlights areas that are affected
by different calamities.
________ 4. Local hazard maps can only be done by experts.
________ 5. Hydro meteorological maps are for typhoons only.
________ 6. Hydro meteorological maps provide information to help people
understand the risks of natural hazards.
________ 7. Hydro meteorological maps do not include a time frame/likelihood
References.
________ 8. Hydro meteorological maps indicate the extent of expected risk
areas.
________ 9. Hydro meteorological maps can not be combined with disaster
management information.
________10. Hydro meteorological maps do not indicate the probability of an
event such as heavy rain, intense typhoon, or floods to happen.
Directions: Study the Hazard map and write your own interpretation. A rubric will
guide you.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
CRITERIA 4 3 2 1
Exceptionally Generally, Lacks clarity, Unclear.
Clear clear, easy to clear, able difficult to Impossible
follow to follow follow to follow
The The
The
The explanation explanation explanation
explanation
posed and posed and posed and
Concise posed and
methods used methods methods
methods used
are advanced used are used are
are simple
appropriate inadequate?
Misundersta
nding or
Thorough and Partial
Substantial serious
Comprehensive comprehensive comprehensive
explanation misconcepti
explanation explanation
on on the
explanation
Generally Somewhat
Relevant Highly relevant Irrelevant
relevant relevant
1.T 6.T 1.F 6.T
2.T 7.T 2.F 7.T
3.T 8.T 3.T 8.T
4.F 9.F 4.F 9.F
5.F 10.F 5.F 10.F
Answer Key
SENIOR HIGH SCHOOL
Disaster Readiness
and Risk Reduction
Lesson 15: Tools for
monitoring
hydrometeorological
hazards
What I Need to Know
you master the topic about the use of available tools for monitoring hydro
meteorological hazards. The scope of this module permits it to be used in many
different learning situations. The language used recognizes the diverse vocabulary
level of students. The lessons are arranged to follow the standard sequence of the
course, but the order in which you read them can be changed to correspond with
the textbook you are now using.
Use available tools for monitoring hydrometeorological hazards.
(DRR11/12-IIc-d-36)
What I Know
Directions: Encircle letter of the correct answer.

1. It measures the degree of hotness or coldness of a given substance.
A. Barometer C. Thermometer
B. Hygrometer D. Psychrometer
2. It is less accurate than the psychrometer. It uses human hair from which the oil
has been removed by using ether.
B. Hygrometer D. Sling Psychrometer
3. An instrument measuring atmospheric pressure, used especially in forecasting
the weather and determining altitude.
4. It consists of a dry and wet-bulb thermometer. The term bulb refers to that
portion of the glass tube where the mercury is stored.
5. What instrument is used to measure wind speed?
A. Wind gauge B. Rain gauge C. Anemometer D. Thermometer
6. This tool records air temperature continuously on graphing paper during a
period in a given area.
A. Anemometer C. Wind Vane
B. Thermograph D. Mercurial Barometer
7. This tool measures atmospheric pressure
A. Anemometer B. Thermograph C. Wind vane D. Mercurial Barometer
8. This tool measures atmospheric relative humidity
A. Sling Psychrometer C. Thermograph
B. Mercurial Barometer D. Ceiling Light Projector
9. This tool measures precipitation
A. Ceiling Light Projector C. Mercurial Barometer
B. 8 - inch Rain Gauge D. Thermograph
10. This tool monitors clouds
A. 8-inch Rain Gauge C. 8-inch Rain Gauge
B. Mercurial Barometer D. Ceiling Light Projector
Lesson Tools for monitoring
15 hydrometeorological hazards
The Philippines lies in the Pacific Typhoon Belt making it highly susceptible
to hydrometeorological hazards. We have around 20 typhoons in a year, about five
of which are considered destructive. Many Filipinos believe that these weather
calamities have made them resilient.
Resiliency is one thing, preparedness is another. The crafting of disaster
response plans is done by concerned agencies for risk reduction and management
purposes. Through careful monitoring and planning, the timely, effective, and
coordinated response of the national government and its resources can be
achieved. With the use of reliable weather tools, accurate data can be gathered and
from there, mitigation measures can easily be mapped. In the ultimate, loss of lives
and properties and other damages brought about by a disaster will be kept at a
minimum.
The Module is intended to equip you with knowledge concerning tools used for
Hydrometeorological Hazards.
1. Familiarize yourself with the different weather tools;
2. State the function of the weather tools;
3. Formulate plan, develop and invent your own tool which may help country
in the future monitoring of hazards; and
4. Appreciate the importance of obtaining accurate data and measurements
from the tools for risk reduction and disaster response purposes.
What’s In
Do you know that there are tools to monitor hydrometeorological hazard?

Thermometer
A thermometer measures the degree of hotness or coldness of a given substance.
Maximum-Minimum Thermometer
In order to measure the temperature range, a set of maximum and minimum
thermometers are used. A maximum thermometer has a constriction above the bulb
that permits the mercury to rise in the capillary tube but does not allow it to descend
the capillary tube unless the thermometer is reset. The highest point that the
mercury reaches indicates the maximum temperature for the period.
Thermograph
A thermograph is an instrument that records air temperature
continuously on graphing paper. It usually consists of a cylinder
made to revolve once each week by means of clockworks inside. A
sheet of graph paper is fastened on the outside. These instruments
are housed in a thermometer shelter which has double-louvered
sides and a double-top roofing designed to permit air to circulate freely through the
shelter.
Atmospheric Pressure
Mercurial Barometer
A mercurial barometer is a simple barometer made by filling a glass tube 32 inches
long with mercury and inverting it so that the open end of the tube is below the
surface of mercury in a cistern. The height of the mercury column is measured by
sliding a vernier attached on a scale. To obtain accurate measurements, corrections
are made for temperature expansion of the instrument, gravity and latitude. Values
are read in millibars, millimeters or inches of mercury.
Aneroid Barometer
An aneroid barometer is made by removing the air from a thin, circular, metallic box.
With practically no air on the inside the box would collapse. A spring is installed to
limit the collapse of the box commensurate to the air pressure or weight of the
column of air on the box. If one side of the box is fixed, the other side will move due
to changes in atmospheric pressure.
Barograph
A barograph is a recording barometer. The pen point that traces the pressure curve
on the paper is made to move up or down by means of a series of
levers attached to aneroid cells (metallic boxes) in tandem. The
use of aneroid cells in tandem provide a more pronounced
response to changes in atmospheric pressure than would be
indicated by a single aneroid cell of the same size.
Atmospheric Humidity
Sling Psychrometer
The sling psychrometer consists of a dry and wet-bulb
thermometer. The term bulb refers to that portion of the glass
tube where the mercury is stored. The dry and wet bulbs are
exactly alike in construction.
The dry-bulb reading is the air temperature. The difference
between the dry and the wet-bulb readings will give, with the aid of a psychrometric
table, the dew point temperature and the relative humidity. (Dew point is the
temperature at which the water vapor will condense while relative humidity is the
ratio of the amount of water vapor actually present in the air to the maximum amount
of water vapor the air can hold at a given temperature).
Hygrometer
The other instrument used to measure humidity is the Hygrometer. The hygrometer
is less accurate than the psychrometer. It uses human hair from which the oil has
been removed by using ether. The hair becomes longer as the relative
humidity of the air increases. This change can be made to move an
indicator needle which moves over a scale, the graduations of which reads
from 0% to 100%.
Hygrothermograph
The hygrothermograph records both relative humidity and temperature

on graph paper in the same manner as the thermograph and barograph
do.
Precipitation
8-inch Rain gauge
An 8-INCH RAINGAUGE, so called because the inside diameter of the
collector is exactly 8 inches above a funnel that conducts rain into a
cylindrical measuring tube or receiver. The volume of the collector is 10
times the volume of the measuring tube. Therefore the actual depth of
rainfall is increased ten times on being collected in the smaller
measuring tube.
To measure the amount of rainfall accumulated in the measuring tube, (a) a thin
measuring stick with the magnified scale printed on its face is used. The precisely
dimensioned (b) measuring tube has a capacity representative of only 2 inches (50.8
millimeters) on flat level ground. Rainfall exceeding this amount spills into the (d)
overflow can but can be easily measured by pouring it into the measuring tube for
total rainfall.
Tipping Bucket Rain gauge
The tipping-bucket rain gauge is a type of rainfall recording
instrument. It is an upright cylinder that has funnel-shaped
collector. The precipitation collected by the collector empties into
one side of a "tipping bucket", an inverted triangular contraption
partitioned transversely at its center, and is pivoted about a
horizontal axis. Once one compartment is filled with rain, it tips,
spilling out the water and placing the other half of the bucket under the funnel. The
tipping activates a mercury switch causing an electrical current to move the pen in
the recorder. Each tipping is equal to one-half millimeter of rainfall.
Clouds
Ceiling Light Projector
A ceiling light projector projects vertically a narrow beam of light on
to a cloud base. The height of the cloud base is determined by using
a clinometer located at a known distance from the projector to
measure the elevation angle included by the illuminated spot on the
cloud, the observe, and the projector. From trigonometry, the height
of the cloud base is equal to the distance of the observer from the
ceiling light projector multiplied by the tangent of the elevation angle.
Ceiling Balloon
Another way of determining the height of the cloud base is by using
a ceiling balloon. A ceiling balloon is a meteorological balloon whose
rate of ascent has been predetermined. It is filled with gas lighter than
air, usually hydrogen, and released. The time of release and the time
the balloon disappears into the cloud are recorded. The time
difference multiplied by the rate of ascent will give the height of the
cloud base.
What’s New
Directions: Label instruments used in monitoring hydro meteorological hazard and

write their functions.
1.____________________ 3.____________________
_____________________ ______________________
_____________________ ______________________
_____________________ ______________________
2.____________________ 4.____________________
_____________________ ______________________
_____________________ ______________________
_____________________ _____________________
5.____________________
______________________
______________________
_____________________
What Is It
Meteorologists use a variety of specially designed instruments to help

them predict and understand the weather, including thermometers, barometers,
anemometers, wind vanes, and rain gauges. Weather instruments are vitally
important to a number of industries. in shipping industries, agricultural industries,
transportation industries, and in and understand the weather, including
thermometers, barometers, anemometers, wind vanes, and rain gauges. Weather
instruments are vitally important to a number of industries. in shipping industries,
agricultural industries, transportation industries, and in everybody's lives. This is
because weather is a determining factor in many different industrial sectors, from
agriculture to shipping. Thermometers measure the temperature of the air, or the
amount of heat. Hydrometeorological hazards are caused by extreme meteorological
and climate events, such as floods, droughts, hurricanes, tornadoes, or landslides.
They account for a dominant fraction of natural hazards and occur in all regions of
the world, although the frequency and intensity of certain hazards and society’s
vulnerability to them differ between regions. Severe storms, strong winds, floods, and
droughts develop at different spatial and temporal scales, but all can become
disasters that cause significant infrastructure damage and claim hundreds of
thousands of lives annually worldwide
What Is It
Directions: Identify the tools that are used to determine the given types of
hydrometeorological hazard.
Hydrometeorological hazard Tools
Flood
Typhoon
Strom surge
Thunderstorm
Flashflood
What’s More
Directions: Design your own instrument that will help in monitoring

hydrometeorological hazards. Briefly explain the function of your
invention. USE YOUR IMAGINATION, CREATIVITY AND
KNOWLEDGE!
CATEGORY 4 3 2 1
Requir The instruments All required All but 1 of the required Several required
ed include allrequired elementsare elements are included elements were missing.
Elemen elements as well as included on the on the instruments.
ts additional information. instruments
Labels All items of importance Almost all items of Many items of Labels are too small to
on the instrument are importance on the importance on the view OR no important
clearlylabeled with labels instrument are clearly instrument are clearly items were labeled.
that can be read from at labeled with labels that labeled with labels that
least 3 feet away. can be read from at can be read from at
least 3 feet away. least 3 feet away.
Graphic All graphics are related All graphics are related All instruments relate to Graphics do not relate
s- to the instrument and to the instrument and thetopic. One or two to the instruments OR
Relevan make it easier to most make it easier to borrowed graphics havea several borrowed
ce understand. understand. Some source citation. graphics do not have a
All borrowed graphics borrowed graphics have source citation.
have a source citation. a source citation.
Attractiveness The instrument is The instrument is The instrument is The instrument is

exceptionally attractive attractivein terms of acceptably attractive distractingly messy or
in terms of design, design, layout, and though it may be a very poorly designed. It
layout, and neatness. neatness. bitmessy. is not attractive.
Grammar There are no There are 1-2 There are 3-4 There are more than 4
grammatical/mechanical grammatical/mechanical grammatical/mechanical grammatical/mechanical
mistakes in the mistakes in the mistakes in the mistakes in the
instrument drawn. instrument drawn . instrument drawn. instrument drawn .
What I Have Learned
Exit Thinking
I have learned the tools for monitoring the hydrometeorological hazard and I can
identify each.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_____________________________________________________________________
What I Can Do
Fill me out!
Instruction: Give the characteristics of tools in monitoring
Hydrometeorological hazard.
tools in monitoring Characteristics

Hydrometeorological hazard.
1. Thermometer
2. Rain gauze
3. Barometer
4. ceiling Balloon
5.hygrometer
7. Sling Psychrometer
Assessment
Directions: Match column A with column B. Write the letter of your answer.
COLUMN A COLUMN B
______ 1. Wind vane a. used to photograph and track large-scale air
movements.
______ 2. Barometer
b. Measures weather conditions higher up in the
______ 3. Thermometer atmosphere.
c. measures the water vapor content of air or the
______ 4. Weather maps
humidity.
______ 5. Wind gauge d. measures relative humidity, using the cooling
effect of evaporation.
______ 6. Rain gauge
e. measures the air temperature.
______ 7. Weather satellites f. measures air pressure.
g. measures the amount of rain that has fallen
______ 8. Sling psychrometer
over a specific time.
______ 9. Weather balloon h. measures wind speed.
i. is an instrument that determines the direction
______ 10. Hygrometer
from which the wind is blowing.
j. indicate atmospheric conditions above a large
portion of the Earth’s surface.
The Piece of Art.

Instruction: Make a collage of tools in monitoring
Hydrometeorological hazard in a 1/4 illustration board.
Suggested rubric in scoring the collage of the students
5 4 3 2 1
90-100% 80-89% 70-79% 60-69% 59% and
completeness completene completene completene below
of content ss of ss of ss of completene
demonstratin content content content ss and
g illustrative with with with irrelevant
strong adequate inadequate minimal explanation
development explanation explanation explanation of content
of ideas of ideas of ideas of ideas
1.A 6.B 1.I 6.G
2.D 7.D 2.F 7.A
3.A 8.A 3.E 8.D
4.B 9.B 4.J 9.B
5.A 10.D 5.H 10.C
Answer Key
SENIOR HIGH SCHOOL
Disaster Readiness
and Risk Reduction
Lesson 16: Recognize
elements of the fire
triangle in different
situation
What I Need to Know
Among types of disasters, perhaps fire is one of the most-feared way of

dying. This is so due to the common belief that people who get killed in fire
incidents die of getting burned, which is not actually the case because the
usual cause of death is of suffocation or oxygen deprivation.
If you happen to be in a situation where fire suddenly break-out,
calmness as well as having the knowledge on what to do, is key to putting-
out the fire. This module is designed to explain what the ingredients of fire
are. By eliminating at least one ingredient in the equation, fire will be
extinguished. In addition, knowing how fire progresses from one stage to
another will also be important in combatting fire- related incidents.
So, keep the flame of love for learning burning as this can save not only
your life, but others’ lives too!
The Module is intended to equip you with knowledge concerning “Elements
of Fire Triangle”.
1. define fire;
2. enumerate the elements of the fire triangle;
3. create a meme (a humorous or informative illustration)
that involves one or more elements of the fire triangle; and
4. relate fire triangle principles in everyday experiences.
What I Know
Directions: Identify the word being described in the given sentences by choosing the
letter of the correct answer inside the box.
A. Heat E. Fire fighter I. Carbon dioxide
B. Fire F. Flame J. Elements of fire
C. Burning G. Combustion K. Oxygen depletion
D. Ignition H. Burning L. Fire tetrahedron
________1. It is the rapid oxidation of a material in the exothermic chemical process of
combustion, releasing heat, light, and various reaction products.
________2. It is needed for combustion to take place depending on the flashpoint
of its ignition.
________3. It is an act of process of combustion.
________4. A person whose job is to extinguish fire.
________5. This is the process producing flames.
________6. The sensation or perception of such energy as warmth or hotness.
________7. The reduction in the concentration of dissolved oxygen in water,
especially as a result of pollution
________8. A colorless, odorless, incombustible gas that is formed during
respiration, combustion, and organic decomposition
________9. A geometric representation of the four properties that must be
necessary for a fire to occur within a given situation.
_______10. A process in which a substance reacts with oxygen to give heat and
Light.
Lesson Recognize elements of the fire

16 triangle in different situation
Fire is considerably a friend but once fire is not controlled it could

be one of our greatest enemies. Irresponsibility may lead to disaster and
everything may change as fast as a split of a second. Based on the
Bureau of Fire Protection (BFP), an average of 42 fire incidents were
recorded from year 2013 to 2017. You probably have heard of a fire that
broke out at Kentex Manufacturing, a factory of slippers and shoes in
Valenzuela, Metro Manila on May 13, 2015. It is considered as the third
worst fire incident in our country killing 74 people trapped inside the said
factory, next to the 1996 Ozone Disco Club fire and the 2001 Manor Hotel
fire that led to the death of 162 and 75 people, respectively.
In all fire cases, loss of lives, jobs, investments and properties can
literally go up in smoke just in a matter of hours. Knowledge on the
behavior, causes, effects and safety tips can help save lives and
properties.
What’s In
With your knowledge on disasters and its types, you are about to
embark on another learning journey that will familiarize you with another
disastrous event- FIRE. Your prior knowledge from Quarter 1 on how to get
acquainted with the nature of a disaster, its types, its causes and effects will
help you appreciate the beauty of knowing different disaster types and
mitigation.
In this module, you are encouraged to learn concepts while having fun with
your creative side. Some activities may require you to draw, interpret visuals,
or express your thought through an essay.
Direction: Try to answer the following questions to help you establish

prior knowledge and link it to the new lesson.
1. What are the 2 main different types of disaster?
2. For you, to which type does fire belong?
3. Give five common causes of a fire incident?
4. How will you compare a fire’s extent of damage to that of other types
of disasters?
5. List 5 important safety tips that you know about fire prevention.
What’s New
Directions: Read and understand the following instruction. This experiment

will determine the 3 importance elements of fire. Ask your
parents to help you to avoid accident.
Instruction:
1. Prepare your materials.
2. Do your experiment away from flammable objects.
3. After the activity be sure that the fire is out and materials used is well
handled.
Step 1: Get the match and light up 1 piece of paper.
Step 2: Get the bottle and cover the fire.
Step 3: Observe what will happen to the fire inside the bottle.
jar
Burning paper
Guided Question:
What happened to the burning paper when covered?
Why?____________________________________________________________________________
____________________________________________________________________
___________________________________________________________________________
What Is It
1. Fuel is any material that can be burned such as solid,

liquid, or gas. Combustion takes place when fuel is
converted into gaseous state as moisture is removed.
This happens when vapor is escaping from any
combustible material.
2. Heat is an energy that flows through object. Enough amount of heat

would free the vapor from solid and liquid forms of fuel. The lowest
temperature needed to form an ignitable mixture in air near the surface of
the liquid is called the flash point. The higher the flashpoint, the more
difficult it is to ignite the material. The ignition of fire to solid and liquid fuels
varies. Most solid combustible materials ignite immediately. Other solid
combustible materials take time to ignite due to its density.
3. Oxygen - As well as fuel and heat, fires also need oxygen to stay on fire.
Ambient air is made up of approximately 21% oxygen and, as most fires only require
at least 16% oxygen to burn, it acts as the oxidizing agent in the chemical reaction.
This means that when the fuel burns, it reacts with the oxygen to release heat and
generate combustion.
Extinction of the fire
To stop a fire, one of the three elements of the fire triangle must be removed.
So, if a fire runs out of fuel, it will smolder out; if you can cool a fire down it will lose
heat and go out, and if the oxygen is removed it will suffocate. Therefore, attempts at
combating fire and also preventing a fire are based upon these principles. Fire
blankets, for example, suppress a fire and remove the oxygen, as a result, putting it
out. Similarly, fire extinguishers are developed to eliminate one of the three elements
– such as water fire extinguishers which cool the fire down and remove any heat.
Fire hazard is the most common hazard, which is present in all areas of life.
Most combustible materials are stored in a normal atmosphere, which contains
oxygen, and so the risk of fire is then due to the possibility of an ignition source.
Combustible liquids can vaporize and so form oxygen–air mixture at their surface
that can be ignited. The temperature at which a liquid fuel vapor can ignite is called
its flashpoint. The heat needed for combustion to take place depends on the
flashpoint if it is a liquid. Solids need a much higher temperature to ignite.
The theory of fire extinguishment is based on removing any of the
elements in the fire triangle to suppress the fire.
1. REMOVING THE HEAT. The goal here is to lower the temperature which
is usually accomplished by adding water as an extinguishing agent. Other
extinguishing agents include chemical and mechanical foams.
2. REMOVING THE FUEL. In most cases, removing the fuel from the fire
is not a practical way of extinguishing fire except when dealing with
flammable liquid fires, valves can be shut off and storage vessels pumped
to safe areas to help eliminate the supply of fuel to the fire.
3. REMOVE THE OXYGEN. Air is mainly 21% oxygen and this is sufficient
to support combustion in most fire situations. Removal of the air or
oxygen can be accomplished by separating it from the fuel source or by
displacing it with other gases like carbon dioxide, nitrogen and steam.
Examples of separation would be foam on a flammable liquid fire, a wet
blanket on a trash fire, or a tight fitting lid on a skillet fire. Foam does not
only lower temperature but also remove oxygen.
What’s More
Directions: The pictures shown are the most common causes of fire. Which of the
picture has the highest percentage of fire? Label each picture from 1 as
the highest and 5 as the lowest percentage
What I Have Learned
Directions: Based on the information you have gathered during the

activity, describe the three elements of fire and discuss the
implication of better understanding them.
In case, you see your curtain burning. What is the best way to put out the fire?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
What I Can Do
Direction: Make a booklet that contains the following about fire.

Give your booklet a catchy title.
• 5 misconceptions
• 5 quotations or sayings
• 5 original catch lines or “hugot” lines (brief phrases
or statements derived from deeply rooted emotion)
4 3 2 1
Content Booklet Booklet Informatio The booklet
includes includes all n may lack is missing
vital
information relevant relevance. information.
relevant to the information; is There is not There are many
topic, is educational, enough gaps in
educational, is shows some information information
organized and organization presented. presented.
is appropriate and is generally Information is Organization
for age selected. appropriate for presented in an and/or
Shows high age selected. unorganized information is
quality. Shows quality fashion and confusing.
work. may be hard
to
understand.
Creativity Appealing Appealing Some areas of Lacking in

design design visual interest visual interest
Artwork is Demonstrates and appeal. and appeal
colorful and some variety in Some attempt

interesting & presentation, to include
neatly done. including use of artwork/color.
Variety adds artwork. Text is easily
interest Work is neatly legible.
Text is high presented.
quality Text is clear
and easy to
read.
Source: “Booklet Rubric”, RCampus iRubric, accessed June 7, 2020,
https://www.rcampus.com/rubricshowc.cfm?sp=yes&code=VX85C39&
Assessment
Directions: Choose the letter of the best answer.

1. This determines how easily a fuel will burn.
A. color of fuel
B. mass of fuel
C. melting point
D. moisture content
2. Fuels may be found in three states of matter. What are these?

A. oil, wood, paper
B. solid, liquid, gas
C. paper, gasoline, vapors
D. vapors, hydrocarbons, plastic
3. Which of the following is NOT an element of the fire triangle?
A. fuel
B. heat
C. hydrogen
D. oxygen
4.Which of the following statements is TRUE about the elements of the fire triangle?
A. Whenever these three ingredients are present there will be fire.
B. There is no exact mixture of the three ingredients to produce fire.
C. Fire can be prevented or extinguished by removing any one of the
ingredients.
D. All of the given options.
5.The following are human-induced causes of fire, which of these is NOT a product
of human error?
A. gas leaks
B. faulty electrical wirings
C. low condition motor vehicles
D. unattended ignition sources
6. Amor rolled over the floor in order to put off the fire that caught her clothes.
Which principle explains this?
A. fuel is removed in such case
B. temperature is increased by her action
C. Rolling over the floor reduces the amount of oxygen that will support fire.
D. Rolling over the floor lowers the temperature through an extinguishing
agent.
7.Joey is frying tocino when he decides to watch his favorite TV series “Ang
Probinsyano”. When he comes back to check, the pan is already on fire. What must
he do?
A. pray
B. call the fire station
C. Try to cover the frying pan with wet towel.
D. Throw water to the fire or fan the fire as much as he could.
8.In cooking adobo, Morris lighted the firewood using matchsticks and kerosene.
He made sure that the fire will not die by fanning it. In this case, which serves as
the fuel?
A. adobo
B. lighting matchsticks
C. firewood and kerosene
D. fanning to provide wind
9.From question item 8, which serves as the ignition?
A. adobo
B. lighting matchsticks
C. firewood and kerosene
D. fanning to provide wind
10.How does fanning help to support continuous combustion in
question item 8?
A. adding fuel
B. providing oxygen
C. lowering temperature
D. increasing temperature
11. It is the lowest temperature to which a substance must be heated to release
vapors that can cause a substance to burn when exposed to a flame or ignition
source?
A. accelerant
B. fire
C. fire triangle
D. flash point
12. Substances such as paint thinner, gasoline and alcohol which can speed up the
burning process are called
A. accelerants
B. explosives
C. extinguisher
D. flash point
13. The significance of the fire triangle lies in the fact that
A. At least two elements can start a fire.
B. Fire can be extinguished by accelerants.
C. If you add hydrogen, you can generate nuclear power.
D. If you take away one of the elements, you can put out fire.
14. Sand can be added to fire in order to extinguish the latter by
A. removal of fuel
B. removal of heat
C. removal of oxygen
D. inhibiting extinguishing agents
15. The element of the fire triangle often eliminated in wildfires:
A. fuel
B. heat
C. oxidation
D. extinguishing agent
“What Made The Lovely Flames Die?”

“ Smoke Gets In Your Eyes” is a song by The Platters released on November
1958.
Direction: Write your interpretation of the song with emphasis on lines
which are printed in bold and italicized. Try to relate these lines as to how
fire can be extinguished when one element of the fire triangle is lost.
Smoke Gets In Your Eyes
They asked me how I knew My true love was true
I of course replied, something here inside Cannot be denied
They said someday you'll find All who love are blind
When your heart's on fire, you must realize Smoke gets in your eyes
So I chaffed them and I gaily laughed To think they could doubt my love
Yet today my love has flown away
I am without my love (Without my love)
Now laughing friends deride Tears I cannot hide, hide

So I smile and say, when a lovely flame dies Smoke gets in your
eyes
About
The Great
Pretender (1993)
Release Date
1.D 6.B 11.D 1.B 6.A
2.C 7.C 12.A 2.F 7.K
3.C 8.A 13.D 3.C 8.I
4.C 9.B 14.B 4.E 9.L
5.D 10.D 15.B 5.J 10.G
Answer Key
SENIOR HIGH SCHOOL
Disaster Readiness
and Risk Reduction
Lesson 17: Analyze the
different causes of fire
Observe precautionary
measures and proper
procedures in addressing
a fire incident .
What I Need to Know
master the topic about analyze the different causes of fire, observe precautionary
measures and proper procedures in addressing a fire incident. The language used
recognizes the diverse vocabulary level of students. The lessons are arranged to follow
the standard sequence of the course, but the order in which you read them can be
changed to correspond with the textbook you are now using.

1.Analyze the different causes of fire; (DRR11/12-IIe-f-38)
2.Observe precautionary measures and proper procedures in
addressing a fire incident. (DRR11/12-IIe-f-39)
What I Know

1. Which of the following is considered as a fire hazard?
A. rocks B. house C. utensil D. LPG
2. The following statement is about precautionary measures and proper procedure in
addressing, except one.
A. Do not run if your clothes catch fire.
B. Run as fast as you can if your clothes are burning.
C. If there is a fire inside your house and you are trapped, keep on
yelling for help.
D. If fire incident happened inside your house open your room’s
door immediately.
3. Which of the following statements is/are incorrect, when fire takes place
inside your house.
A. When you are trapped inside your room, try to seal the entire hole
with a cloth or towel to prevent smoke from coming in.
B. Drop to the ground and roll, covering your face when fire catches
clothes.
C. Hide inside the comfort room and stay calm.
D. Crawl to the exit with a wet piece of cloth covering your nose and
mouth.
4. The following is the Class K classification of fire Hazard. Which of the
following group is not?
A. cooking fuels
B. vegetables fats
C. fibers
D. oils
5. What is the precautionary measure we need to observe when using a toxic
chemicals inside the house?
A. Carefully read the ingredient list of any product or chemical you
use.
B. Be aware of the hazardous materials you come in contact with.
C. Follow safe procedures when you handle hazardous material
D. Purchase the proper personal protective equipment like gloves or
goggles.
6. Which of the following does not cause fire?
a. Faulty electrical wiring c. cooking stove
b. LPG leaks d. neglected electrical devices
7. Which chemical is highly flammable when exposed to high heat?
a. Ammonia c. Sodium Chloride
b. Hydrogen Peroxide d. Iodine
8. A score of 4 in the NFPA Classification system means that the material is
a. Very flammable
b. Ignites under normal temperature condition
c. Ignites with moderate heating
d. Ignites when preheated
a. Very flammable
a. Very flammable
Lesson Analyze the different causes of fire

17 Observe precautionary measures and
proper procedures in addressing a fire
incident.
In this lesson you will be able to understand that fire incidents can
be caused by natural phenomena or man-made incidents. Natural
phenomena such as lightning that strikes any combustible material and
even volcanic activities could cause fire. While man-made causes of fire
are those products of human errors or machine failures.
What’s In
I. Direction: Study the figure 1 below and answer the following questions.
1. Cooking causes almost half of all home

fires. Leaving food unattended while
cooking is by far the biggest factor, and
frying is the most dangerous cooking
method. Residential fire rates can more
than double. It is the highest
percentage.
2. Smoking is 5% top cause of house fire.
Most of those killed were in the bedroom,
living room, and den when mattresses,
bedding, upholstered furniture, and/or
trash caught fire from either a tobacco ht
product or lighter. =
3. Improper use of equipment can be
dangerous. Most home uses electric
heater and others is 15% of top cause of
house fire.
4. 4.18% Faulty wiring, outdated appliances,
and malfunctioning lighting equipment
can all play a part in electrical fires.
5. Candles were responsible for 9,300 home
fires, causing million in property. About a
third of these fires started in the bedroom,
and half of them were simply because something was left too close to the flame and
caught fire. It is 3% top cause of fire.
6.
II. Directions: After studying the figure 1, Write TRUE if the statement is correct
and write FALSE of the statement incorrect. Use the blank provided
for your answer.
_________1. Out dated appliances and malfunctioning equipment can cause fire.
_________2. The major cause of house fire is smoking.
_________3. Improper use of electrical equipment inside your house can cause
fire.
_________4. There are different causes of fire we should be aware.
_________5. Using candle during blackout can be dangerous.
What Is It
Causes of Fire:
Fire incidents are commonly due to human error and negligence. Here are
some reported incidents that show how destructive fire is.
Fire Safety is Everyone’s Concern

1. Majority of fire incidents occur in family 4. LPG explosions due to poorly
dwellings and mostly caused by electrical maintained tanks and hoses also
short circuits and connections. In the first caused 98 fire accidents in the
quarter of 2013, 23% of fire incidents are homes in 2012.
of this nature.
2. Unattended cooking is among the most 5. Lighted cigarette butts caused
frequent caused of fire. It climbed up to 271 fire incidents in the first
533 fires in 2012 destroying hard earned quarter of 2013.
investments.
3. In 2012, open flames due to unattended 6. Lighted matches and lighters
torch (gasera) and lighted candles caused consumed several homes resulting
455 fire accidents destroying several to 124 fire incidents in the first
homes all over the country. quarter of 2013.m
There are 5 fire classes:
I. Class A (Light materials) – Fuels are ordinary combustibles such as wood,

paper, plastic, or anything that leaves ash.
II. Class B (Flammable) – Fuels are flammable or combustible liquids like
petroleum. Oil, gasoline, paint, and flammable gasses such as propane and
butane. Cooking oils and grease are NOT part of class B fires.
III. Class C (Energized Electrical Equipment) – Fuels are energized electrical
fires like motors, transformers, and appliances. Once the power or source of
electricity is removed, the fire becomes one of the other classes of fire.
IV. Class D (Combustible Materials) - Fuels are combustible metals like
Potassium, Sodium, Aluminum, Titanium, and Magnesium.
V. Class K (Cooking Fuels and Oils) – Fuels are cooking oils, grease such as
animal fat and vegetable fats. The fire triangle or combustion triangle is a
simple model for understanding the necessary ingredients for most fires.
What’s More
I. Directions: Answer the following questions.

1. What is the possible fire hazard that can cause fire inside your house?
Explain your answer. ________________________________________________.
2. What precautionary measures and proper procedures will you do to
Address a fire incident in your own house?
_____________________________________________________________________.
II. Directions: Classify the following materials below. Write each word inside the
appropriate column where they belong.
Ink Oil LPG Wood Tools

Paint Paper Zinc Candle Sodium
Leaves Solvent Frying Plugged Kerosene
Class A Class B Class C Class D Class k

Light Flammable Energized Combustible Cooking
Materials Electrical Materials Fuels and
Equipment Oils
What I Have Learned
Direction: Fill in the blanks with the correct responses.

1.What are the common causes of fire?
_____________________________________________________________________
______________________________________________________________________
2.List down the 5 classes of fire and give example for each.
______________________________________________________________________________
________________________________________________________________
What I Can Do
Bahay Mo Ba To?
Direction: Study the structure of your house and answer the following
questions.
1. Do you think your house is fire resistant or not? Yes or No?

Explain your answer.
2. What are the things you would add to improve fire safety in your
house?
3. What are the things that you need to reduce/remove to make it
free from fire hazard?
4. If there is a part of your house that needs restructuring, what

would it be? Explain your answer.
Assessment
Choose the letter of the best answer. Write the chosen letter on a separate sheet of
paper.
1. The following events are human error induced fire EXCEPT .

a. leaking LPG tank
b. electrical overload
c. grassfire due to drought
d. burning candle near curtains
2. Determine which event is due to machine error.
I. Electrical overload III. Smoking in the bedroom
II. Leaking LPG tank IV. Unattended burning griller
a. I and II c. III and IV
b. I and III d. II and IV
3. High rise buildings are built in with lightning rod, a metal wherein its tip is
found on top of the building while its bottom part is embedded into the ground.
What is the main purpose of the rod?
a. to avoid lightning
b. to prevent electrical overload
c. to lessen the lightning that would strike the building
d. to prevent fire due to lightning when it hits the building
4. Determine which event is due to human error.
I. Electrical overload III. Smoking in the bedroom
II. Leaking LPG tank IV. Unattended burning griller
a. I and II c. III and IV
b. I and III d. II and IV
5. What part is the most vulnerable to fire hazard?
a. kitchen
b. bedroom
c. dining area
d. comfort room
6. Among the given man-made causes of fire, which of these is NOT a product of
human error?
a. gas leaks
b. faulty electrical wirings
c. low condition motor vehicles
d. Unattended ignition sources
7. Which of the following may NOT be a cause of fire?
a. amount of heat
b. animal activities
c. change of whether condition
d. natural phenomena
8. It is the main reason why kitchen fire is the most common type of fire at
home.
a. stoves are dangerous
b. cooking is left unattended
c. children tend to knock things over
d. smoke alarms are not installed in kitchen
9. The following can cause fire incidents due to spontaneous combustion EXCEPT
a. greased clothes left in the garage
b. burning of dried leaves in the garden
c. dried hay stacked together in the barn
d. stacked grasses undergo bacterial fermentation
10. Which of the following is not a cause of wildfire or grassfire?
a. improper disposal of lit cigarettes
b. use of electronic chainsaw in cutting trees
c. letting the animals graze in the dried grasses
d. pyroclastic materials from the volcanoes getting in contact with a nipa hut
11. Cigarettes can cause fire when .
a. it radiates heat
b. it is being rubbed together
c. it is carelessly thrown away
d. it undergoes spontaneous combustion
12. The following are improper handling of electric cords EXCEPT .
a. should be immersed in water while plugged in
b. should be hang up by the cord when not in use
c. should be covered with towels or blankets all the time
d. should be thrown away when the cord is cracked, frayed or discolored
13. Spontaneous combustion can occur when .
a. grease is use for cooking
b. portable heaters tip over on a carpet
c. candles are used without a glass cover
d. oil soaked rags are left clumped together
14. The following can be the most common causes of
household fires EXCEPT .
a. candles
b. faulty wiring
c. stacks of hay
d. curious children
15. Where is the safest place to store matches at home?
a. in the playroom
b. on the coffee table
c. in a locked cabinet
d. in the drawer near the stove.
They always say that “your best friend could be sometimes your best
enemy,” the same is true with fire. Fire is considerably a best friend of human
race but once fire is not controlled, it could be one of our worst enemies.
Disaster is a product of carelessness, so you take great responsibility when
dealing with fire as you take care of your best friend and all your loved ones.
How can you deal with fire as you take care of your best friend or love ones?
Complete the table.
I can deal with fire just like how I take care of my friend or
love ones by
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Because
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
1.C 6.D 11.C 1.D 6.C
2.A 7.B 12.D 2.B 7.A
3.D 8.B 13.D 3.D 8.A
4.C 9.B 14.D 4.C 9.B
5.A 10.C 15.C 5.A 10.C
Answer Key
SENIOR HIGH SCHOOL
Disaster Readiness
and Risk Reduction
Lesson 18: Concept,
Principles and Relevance
of DRRR
What I Need to Know
master the topic about the key concepts, principles and elements of DRRR and the
recognize the importance of DRRR on one’s life. The scope of this module permits it
to be
used in many different learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course, but the order in which you read them can be changed to
correspond with the textbook you are now using.
1. Discuss the key concepts, principles and elements of DRRR;

(DRRR11/12-IIg-h-42)
2. Recognize the importance of DRR on one’s life. (DRR11/12-IIg-h- 43)
What I Know
Directions: Circle the letter of the correct answer.

1. Which of the following concepts of disaster risk is comprised of various physical,
social, economic, political and environmental factors that affect the ability of
communities to respond to events?
A. Risk C. Capacity
B. Disaster D. Vulnerability
2. Where does the concept of “building back better” belong among the components of
DRR?
A. Mitigation C. Recovery
B. Preparedness D. Response
3. Where do natural phenomena like typhoons or earthquakes belong among the
concepts of DRR?
A. Risk C. Disaster
B. Hazard D. Vulnerability
4. Which of the following refers to the ability to face and manage adverse conditions
using available resources and skills?
A. Risk C. Capacity
B. Hazard D. Vulnerability
5. How can you describe the mortality risk in low-income countries for the same
number of people exposed to tropical cyclones?
A. higher than high-income countries
B. dependent on the population of children
C. the same as in high-income countries
D. lower than risks in high-income countries
6. Which of the following is true?
a. The more vulnerable the population is the less the disaster’s impact will be
b. The more vulnerable the population is the worst the disaster’s impact will be
c. The less vulnerable the population is the worst the disaster’s impact will be
d. Vulnerability of the population and disaster’s impact has no relationship
7. Soft intervention in DRR includes
a. Protecting houses
b. Educating the population
c. Reinforcing bridges
d. Protecting buildings
8. The Philippines is prone to the following natural disasters except for
a. Tropical cyclones
b. Hail
c. Earthquakes
d. Volcanic Eruptions
9. It is the probability of harmful consequences as a result of the interaction
between
natural or man-made hazards and vulnerable conditions.
a. Hazard
b. Disaster
c. Risk
d. Calamity
10. It pertains to conditions determined by physical, social, economic, and
environmental processes which increase the susceptibility of a community, school,
or certain area in a locality to the impact of hazards.
a. Physical Factors
b. Risk
c. Vulnerability
d. Hazards
Lesson Concept, Principles and Relevance of

18 DRRR
In this module, the learners will hold an understanding about the concepts,
principles and elements of disaster risk reduction. The term disaster
risk therefore refers to the potential (not actual) disaster losses, in lives,
health status, livelihoods, assets and services, which could occur in a
particular community or society over some specified future time period.
Watch: https://youtu.be/4w-fQo1vUSE
What’s In
Directions: Arrange the jumbled letters below that correspond to each of the five
(5) key concepts of disaster risk. Please, refer to the definition beside
each key concept to help you in deriving the correct terminology.
Key Concepts
Jumbled
of Disaster Definition
Letters
Risk
It refers to a serious disruption of the functioning

of a community or a society involving widespread
RSATEISD
human, material, economic or environmental
losses and impacts.
It refers to the potential disaster losses, in lives,

health status, livelihoods, assets and services,
SIKR
which could occur in a particular community or
society over some specified future time period.
It arises from a variety of geological,

meteorological, hydrological, oceanic, biological,
DRZAHA
and technological sources, sometimes acting in
combination.
It refers to the characteristics and circumstances

VNIULRIA
of a community, system or asset that make it
ELTBY
susceptible to the damaging effects of a hazard.
It includes infrastructures, institutions, societal

coping abilities, as well as human knowledge,
CTAPCAIY
skills and collective attributes such as social
relationships, leadership and management.
What Is It
Disaster risk reduction (DRR) is a term used for reducing and preventing
disaster risks through analysis and management of the causal factors of disasters. It is
founded on the principle that while hazards are inevitable, their adverse effects like lost
lives and/or destruction of property are not. According to United Nations International
Strategy for Disaster Reduction (UN-ISDR), DRR is about choices as it involves the
concept and practice of reducing disaster risks through systematic efforts to analyze
and reduce the causal factors of disasters. UN-ISDR also believes that DRR is everyone’s
business as it involves every part of society, every part of the government, and every part
of the professional and private sector."The more governments, UN agencies,
organizations, businesses and civil society understand risk and vulnerability, the better
equipped they will be to mitigate disasters when they strike and save more lives" -- Ban
Ki-Moon, United Nations Secretary-General.
Note: The following discussion about the key concepts, principles and
components was taken from Teaching Guide for Senior High School in DISASTER
READINESS AND RISK REDUCTION from The Commission on Higher Education in
collaboration with the Philippine Normal University.
The Five (5) Key Concepts of Disaster Risk
1. Disaster is a serious disruption of the functioning of a community or a society

involving widespread human, material, economic or environmental losses and
impacts, which exceeds the ability of the affected community or society to cope using
its own resources. They are often described as a result of the combination of several
things: the exposure to a hazard; the conditions of vulnerability that are present; and
insufficient capacity or measures to reduce or cope with the potential negative
consequences. Disaster impacts may include loss of life, injury, disease and other
negative effects on human, physical, mental and social well-being, together with
damage to property, destruction of assets, loss of services, social and economic
disruption and environmental degradation.
2. Risk refers to the potential (not actual) disaster losses, in lives, health status,
livelihoods, assets and services, which could occur in a particular community or
society over some specified future time period.
3. Hazard is defined as 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”. Hazards can be single, sequential or combined in their origin and effects.
Each hazard is characterized by its location, intensity, probability and likely
frequency. The hazards of concern to disaster risk reduction are hazards that arise
from a variety of geological, meteorological, hydrological, oceanic, biological, and
technological sources, sometimes acting in combination.
4. Vulnerability is defined as the characteristics and circumstances of a community,
system or asset that make it susceptible to the damaging effects of a hazard.
Vulnerability is a set of prevailing or consequential conditions arising from various
physical, social, economic and environmental factors which increase the
susceptibility of a community to the impact of hazards. Vulnerability also comprises
various physical, social, economic, political and environmental factors that affect the
ability of communities to respond to events.
5. Capacity is defined as the combination of all the strengths, attributes and resources
available within a community, society or organization that can be used to achieve
agreed goals. Capacity may include infrastructure and physical means, institutions,
societal coping abilities, as well as human knowledge, skills and collective attributes
such as social relationships, leadership and management.
What’s More
Directions: Hazards will always be present; therefore, disaster reduction strategies

primarily include vulnerability and risk assessment. Listed below are some
factors that can affect the vulnerability of a community. Complete the table
below by explaining how exactly these factors can affect the vulnerability of
the community. You can give examples or scenarios to further prove your
claim.
Factors Affecting
the Vulnerability of Effects of the Factors to the
the Community
Vulnerability of Community
Political Factors
Economic Factors
Physical Factors
Social Factors
Environmental
Factors
What I Have Learned
___________________________________________________________
___________________________________________________________
3.____________________________________________________________
________________________________
________________________________
What I Can Do
Directions: Complete the concept map below by filling in the missing

terminologies or information regarding the Key Components of
Disaster Risk Reduction and Management.
Figure 2. Disaster Risk Reduction and Management and its Key Components
Assessment
I. Directions: Match column A with the correct answer on column B by

writing the letter of the correct answer on the space provided.
A B
a. It refers to the potential disaster losses, in lives,
health status, livelihoods, assets and services, which
_____ 1. Disaster
could occur in a particular community or society over
some specified future time period.
b. It refers to the characteristics and circumstances of a
_____ 2. Risk community, system or asset that make it susceptible
to the damaging effects of a hazard.
c. It includes infrastructures, institutions, societal
coping abilities, as well as human knowledge, skills
_____ 3. Hazard
and collective attributes such as social relationships,
leadership and management.
d. It arises from a variety of geological, meteorological,
_____ 4. Vulnerability hydrological, oceanic, biological, and technological
sources, sometimes acting in combination.
e. It refers to a serious disruption of the functioning of a
community or a society involving widespread human,
_____ 5. Capacity
material, economic or environmental losses and
impacts.
II. Directions: Multiple Choice. Choose the letter of the best answer.
Write the chosen letter on a separate sheet of paper.
1. Which of the following is not part of the negative consequences of a disaster?
a. Disease
b. Drought
c. Economic growth
d. Loss of life
2. Which of the following is NOT part of pre event elements of disaster risk
reduction?
a. Adaptation
b. Mitigation
c. Prevention
d. Recovery
3. All of the following show effect of practice of reducing disaster risk reduction
EXCEPT .
a. destruction of assets
b. improved preparedness for adverse events
c. lessening of vulnerability of people and assets
d. effective management of land and the environment
4. Which of the following refers to concept and practice of reducing disaster risk
through analysis and management of the casual factors of disaster?
a. Disaster
b. Disaster impacts
c. Disaster risk reduction
d. Disaster prevention and mitigation
5. Which of the following is NOT TRUE about DRRM?
a. It builds a resilient community.
b. It lessens the impact of disaster
c. It saves lives and property measures.
d. It is developed to increase the disaster risk.
6. Which of the following Republic Act (RA) provides a comprehensive, all- hazard,
multi-sectoral, inter-agency, and community-based approach to disaster risk
management?
a. RA 10121 c. RA 20121
b. RA 11012 d. RA 20220
7. Which of the following is the main objective in creating DRRM?
a. building a resilient community
b. increasing the risk of disaster
c. proposing law and policies to prevent disaster
d. increasing the number of community ready for disaster
8. It is a pre-event disaster risk element which lessens or limits the adverse impacts
of hazards and related disasters.
a. adaptation
b. mitigation
c. preparedness
d. prevention
9. Which of the following is an important practice that is being implemented not
only in schools but also in community for awareness and to save lives and
properties?
a. drills
b. Seminars
c. Training
d. Workshops
10. Which of the following are the two post event elements of disaster risk
reduction?
a. adaptation and response
b. mitigation and recovery
c. preparedness and prevention
d. Recovery and response
Activity 6:” Community Based”
Direction: Think of your present community status/situation. Then list

down and discuss briefly 5 possible disasters/hazards that can harm
the people, infrastructures, and other living organisms.
1.
2.
3.
4.
5.
___________________________________________________________________
1.E 6.C 11.A 1.D 6.B
2.A 7.D 12.A 2.C 7.B
3.D 8.A 13.B 3.C 8.B
4.B 9.C 14.A 4.C 9.C
5.C 10.D 15.D 5.C 10.C
Answer Key
SENIOR HIGH SCHOOL
Disaster Readiness
and Risk Reduction
Lesson 19:
What I Need to Know
The lessons are arranged to follow the standard sequence of the

course. But the order in which you read them can be changed to
correspond with the textbook you are now using. After going through
this lesson, you are expected to:
• Discuss different community-based practices for managing disaster
risk to specific hazards. (DRR11/12-IIg-h-44)
• Develop a community preparedness plan. (DRR11/12-IIg-h-45)
What I Know
Directions: Choose the letter of the best answer.
______1. Which of the following is not considered in disaster

preparedness?
A. Analyzing the hazard
B. Evaluating the hazard
C. Identifying the hazard
D. Telling the hazard to your friends
______2. In planning for a disaster, which of the following is
considered most?
A. Simple scenario
B. Worst case scenario
C. Manageable scenario
D. All of the above
_______3. Which of the following is a goal of community
preparedness plan?
A. To ready an organization for an influx of activity
B. To lessen the impact of disasters on vulnerable populations
C. To design a coordinated plan that reduces the waste of
resources, time, and efforts.
D. All of the above
________4. The following are essentials in disaster preparedness
except:
A. Family emergency plan
B. Appliances like television and refrigerator
C. Important documents placed in water proof containers
D. Updated contact numbers of family members and emergency
hot lines
______5.In preparing a family emergency plan, who among
the family members should be included in the planning?
A. Only the parents will do the planning.
B. Parents and relatives are included in the planning.
C. All members of the family are included it he planning.
D. The parents and the eldest child are included in the
planning.
________6. Which of the following is not considered in disaster
preparedness?
________7. In planning for a disaster, which of the following is considered
most?
A. Simple scenario
D. All of the above
________8. Which of the following is a goal of community preparedness plan?
A. To ready an organization for an influx of activity
B. To lessen the impact of disasters on vulnerable populations
C. To design a coordinated plan that reduces the waste of
resources, time, and efforts.
D. All of the above
_________9. The following are essentials in disaster preparedness
except:
D. Updated contact numbers of family members and emergency
hot lines
________10. In preparing a family emergency plan, who
among the family members should be included
in the planning?
C. All members of the family are included it he planning.
D. The parents and the eldest child are included in the
planning.
Community-Based Disaster Risk

Lesson Reduction and Management for
19 Preparedness Community
Preparedness
Plan
Community preparedness is the ability of a community to prepare for,
withstand, and recover from public health incidents in both the short and
long term; coordinate training and provide guidance to
support community involvement with preparedness efforts.
This will give the members of every community the proper training, proper
education and resources in preparation for any type of disaster. This is the reason
why in every barangay, they have a well-trained disaster response team who are
capable in giving training to their constituents. They are trained in identifying and
analyzing the adverse effect of any hazard in their community. Source: Capability 1.
Community Prepared Plan. Retrieved from https://www.cdc.gov/cpr/readiness/00_docs/capability1.pdf.
On the other hand, planning is an important aspect to community
disaster preparedness. In planning, continuous analyzing and anticipating
any type of disaster is very essential. In order to achieve what is expected in
the plan, proper conduct of training, drills and exercises must be well
implemented in the community.
Source: Community Preparedness Toolkit. Ready.Gov.2019. Retrieved from
https://www.ready.gov/community-preparedness-toolkit.
What’s In
Activity: Let’s Match Make!

Directions: Read each definition in Column A comprehensive and
match your answer/s in column B. Write your answer into a sheet of
paper.
COLUMN A COLUMN B
1.) These are the steps to avoid the adverse

impact of hazards. A. Capacities
These activities contain Capacity Building,
Community Based Disaster Risk Management B. Mitigation
(CBDRM) etc.
2.) It refers to the characteristics and C. Reconstruction
circumstances of a community, system or asset
that make it susceptible to the damaging effects of D. CBDRM
a hazard
3.) The probability that negative E. Hazard
consequences may arise when hazards interact
with vulnerable areas, people, property and F. Prevention
environment.
4.) The resources and skills that people G. Risk
possess, can develop, mobilize and access, which
allow them to have more control over shaping their H. Vulnerability
own future and coping with disaster risks.
5.) All actions taken to minimize the extent of a
disaster or potential disaster are called
mitigation measures. These actions include Physical
or structural measures, Non-structural interventions and
steps to Environmental upgradation.
6.) It is permanent measures to repair or
replace damaged dwellings and infrastructure and
to set the economy back on course, is categorized
as Reconstruction.
7.) It pertains to the idea of processing
the active engagement in identifying, analyzing,
treatment, monitoring and evaluation of disaster
risk to ease vulnerabilities and enhancing the
capacities of at- risk communities.
What’s New
Directions: Below are jumbled letters presenting the components of

Disaster Risk and Reduction Management (DRRM) together with its
description. Arrange the jumbled letters to identify different components
of DRRM. Write your answer on the space provided after jumbled letters.
1. The outright avoidance of adverse impacts of hazards and related
disasters.
ENOPNRVTIE
2. The limitation of the adverse impacts of hazards and related disasters
AGITTIIMON
3. The adjustment in natural or human systems in response to actual or expected
climatic stimuli or their effects, which moderates harm or exploits beneficial
opportunities.
DATOAIPANT
4. The knowledge and capacities developed by governments, professional response
and recovery organizations, communities, and individuals to effectively
anticipate, respond to, and recover from, the impacts of likely, imminent, or current
hazard events or conditions.
ERESPPSDNERA
5.The provision of emergency services and public assistance during or immediately
after a disaster to save lives, reduce health impacts, ensure public safety and meet
the basic subsistence needs of the people affected.
RNESEPOS
What Is It
The National Disaster Risk Reduction and Management Plan aims

to provide policies, plans and programs to deal with disasters in the
Philippines. The Framework envisions a country of “safer, adaptive and
disaster resilient Filipino communities toward sustainable development.”
Four (4) themes in disaster risk reduction management framework
1.Disaster prevention and mitigation

2.Disaster preparedness
3.Disaster response
4. Disaster rehabilitation and recovery
The concepts of the thematic areas are not mutually exclusive, their
concepts and activities involved overlap, with no clear distinction over
time.
1.They mutually reinforce each other - Activities under each of the areas
may affect each other.
2.They do not, should not and cannot stand alone - Equal attention
should be given to all areas.
3.They have no clear starting or ending points - Activities can be under
several priority areas.
The outcomes of the activities could be focused on a specific area but
should be considered as a part of the whole plan. The table below lists
the activities involved and illustrates the overlap between the
different thematic areas.
Table 1. Activities involved in different thematic areas.
Why is a disaster plan important?
The goal of disaster preparedness is to lessen the impact of disasters on

vulnerable populations, to ready an organization for an influx of activity,
and to design a coordinated plan that reduces the waste of resources, time,
and efforts.
Through a community preparedness plan, people in the community is

informed and trained on how to prepare for a disaster and emergencies to
avoid panic and to lessen the impact of such disaster.
Source: Ferry, Annelise. “The Importance of Being Prepared Before a Disaster Strikes.” Medium.
October 19, 2017. Retrieved https://medium.com/galaxy-digital/ the-importance-of-being-prepared-
before-a-disaster-strikes-75c55b69267.
Below are examples of emergency/disaster preparedness.
Source: Weatherph.Org. 2020. Retrieved https://weatherph.org/wp-

content/uploads/2018/09/Disaster- Preparedness.jpg.
Source: People360.Com.Ph. 2016. Retrieved https://people360.com.ph/wp-

content/uploads/2016/06/quake- prevent2.jpg.
In preparing for an emergency plan, you need to include the updated
contact numbers of you family member, hotline of the barangay,
municipality or city, PNP and Bureau of Fire Protection, hospitals and
other hotline numbers that can help you during emergency cases. There
must also an emergency kit at home like the “GO BAG” and “First Aid kit”.
Put the important documents of the family inside waterproof containers.
There must also be clear family evacuation plan indicating the exact place
where the family will meet if cellphone signals are not available. Most
importantly, you must join emergency drills like the quarterly national
simultaneous earthquake drills and others.
The National Disaster Risk Reduction and Management Plan 2011-2028

(NDRRMP) sets down the expected outcomes, outputs, key activities,
indicators, lead agencies, implementing partners and time lines under
each of the four distinct yet mutually reinforcing thematic areas. The goals of
each thematic area lead to the attainment of the country’s overall DRRM
vision as shown below.
DISASTER PREVENTION AND MITIGATION
DEPARTMENT OF SCIENCE AND
TECHNOLOGY (DOST)
GOAL: Avoid hazard and mitigate their potential impacts by reducing

vulnerabilities and exposure, and enhancing capacities of communities.
Objectives:
1. Reduce vulnerabilities and exposure of communities to health
hazards.
2.Enhance capacities of communities to reduce their
own risks and cope with the impacts of all hazards.
DISASTER PREPAREDNESS
DEPARTMENT OF THE INTERIOR AND LOCAL
GOVERNMENT (DILG)
GOAL: Establish and strengthen capacities of communities to

anticipate, cope and recover from the negative impacts of emergency
occurrences
and disasters.
Objectives:
1. Increase level of awareness of the community to
threats and impacts of all hazards.
2. Equip the community with necessary skills to cope
with the negative impacts of disaster.
3. Increase the capacity of a community.
4. Develop and implement disaster preparedness policies and
plans.
5. Strengthen partnership among all key stakeholders.
DISASTER RESPONSE
DEPARTMENT OF SOCIAL WELFARE AND
DEVELOPMENT (DSWD)
GOAL: Provide life preservation and meet the basic subsistence

needs of affected population based on acceptable standards
during or immediately after a disaster.
Objectives:
1. Decrease the number of preventable deaths and injuries.
2. Provide basic subsistence needs of affected population.
3. Immediately restore basic social services.
DISASTER REHABILITATION AND RECOVERY NATIONAL ECONOMIC

AND DEVELOPMENT AUTHORITY (NEDA)
GOAL: Restore and improve facilities, livelihood and living conditions and
organization capacities of affected communities, and reduce disaster
risk in accordance with the “build back better” principle.
Objectives:
1. Restore people’s means of livelihood and continuity of
economic activities.
2. Restore shelter and other installation.
3. Reconstruct infrastructure and other public utilities.
4. Assist in the physical and psychological rehabilitation of
persons who suffered from the effects of disaster
.
Source: “National Disaster Risk Reduction and Management Plan (NDRRMP)2011-2028.” 2012.
Retrieved http://www.ndrrmc.gov.ph
/attachments/article/41/NDRRM_Plan_2011-2028.pdf.
What’s More
Directions: Read the following practices/projects in different community

below. Write from which country it is originated. Write your answer in
the spaces provided on before each number. Choose from the choices
inside the box.
Iran Philippines Grenada
1. A teaching guide intended for Grade 3 to 5 learners on

disaster preparedness was developed here.
2. This country sought to educate children and youngsters
on disaster preparedness at all school levels on a national scale, in
both urban and rural areas.
3. This country has an involvement in developing and
implementing a comprehensive program that addresses all
groups in society.
4. This country implements a project called “Child-Oriented
Participatory Risk Assessment and Planning” (COPRAP).
5. Disaster planning for children through development of tools
that help children identify their own needs, vulnerabilities, and
capacities was promoted in this country.
What I Have Learned
Fill in! Say it Out!

Instruction: Complete each statement below about the
“Community Preparedness plan” as discussed.
1. I learned that co m munity preparedness plan i s very

important b ecaus e
_______________________________________________________________________________
_______________________________________________________________________________
_________________________________________________
2. I further learned that family emergency plan plays a crucial role
in the_________because________________________________.
What I Can Do
Directions: From the different projects listed above, choose some

practices from other community that we may adapt to improve our
community-based disaster management and briefly explain how it may
help us when a disaster occurs.
Answers should be handwritten and place it on a long bond paper. Rubric
for scoring your answer is provided below.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
CRITERIA POINT
___________ S
Structure: Organization, flow of thought, transitions, format 5
Grammar/mechanics: Sentence structure, punctuation/ 5
mechanics
Language: Use of vocabulary, tone 5
Content/information: Clarity of purpose, critical and original 10
thought, use of examples
Total: 25
Assessment
I. Directions: Identify which thematic area a particular activity falls

under. Choose the letter of the best answer and write it in the
space provided before each number.
___ 1. Risk and hazard maps.

2. Strengthen rescue operations.
____________________________3. Design and construction of resilient
school buildings.
4. More efficient insurance system.
5. Increase community capacities.
A. Disaster Rehabilitation and Recovery

B. Disaster Prevention and Mitigation
C. Disaster Preparedness
D. Disaster Response
E. All of the above
II. Directions: Choose the letter of the best answer.

_______1. Which government agency has the goal of providing life
preservation and meeting the basic subsistence needs of affected population
based on acceptable standards during or immediately after a disaster?
A. Department of Science and Technology
B. National Economic Development Authority
C. Department of Interior and Local Government
D. Department of Social Welfare and Development
_______2. Which of the following is the lead agency in disaster
rehabilitation and recovery?
______3. In preparing a family emergency plan, which among the
family members is included in the planning?
C. All members of the family is included it he planning.
D. The parents and the eldest child are included in the planning.
______4. Which of the following is the lead agency in disaster
prevention and mitigation?
______5. Which of the following is not considered in disaster
preparedness?
______6. Which government agency has the goal of restoring and improving
facilities, livelihood and living conditions and organization capacities of
affected communities, and reducing disaster risk in accordance with
the “build back better” principle?
______7. The following are essential in disaster preparedness EXCEPT
D. Updated contact numbers of family members and emergency hot
lines
_______8. In planning for a disaster, which of the following
is considered the most?
A. Simple scenario
D. All of the above
______9. The following are tasks of the Department of Interior and
Local Government EXCEPT
A. Increase the capacity of a community.
B. Reconstruct infrastructure and other public utilities.
C. Increase level of awareness of the community to threats and
impacts of all hazard.
D. Equip the community with necessary skills to cope with the
negative impacts of a disaster.
______10. Which of the following is the lead agency in a disaster
preparedness?
Activity 1:
Go to your barangay and copy the emergency hotline

which will be used during emergency.
Activity 2:
Write a short paragraph stating your safety plans during these
pandemic months. You may adapt this title “My Safety Plans
during This Covid-19 Days.”
I.1.B II.1.D 6.B 1.D 6.C
2.A 2.B 7.B 2.B 7.A
3.C 3.C 8.B 3.D 8.C
4.A 4.A 9.B 4.B 9.B
5.B 5.D 10.C 5.C 10.B
Answer Key
References
• Bagtasa, Gerry, John Dale B. Dianala, Karizz Anne L.
Morante, Ma. Mylene M. Villegas, and Mark Albert H. Zarco.
Teaching Guide for Senior High School Disaster Readiness and Risk
Reduction. Quezon City, Philippines: Commission on Higher
Education,ss 2016.
• UNDRR (2019). Disaster Risk Reduction in the Philippines: Status
Report 2019.
• “What Is Disaster Risk Reduction?” Accessed July 22, 2020.
https://eird.org/esp/acerca- eird/liderazgo/perfil/what-is-drr.html.
• “The importance of DRR Education: Empowering Communities
to Mitigate Natural Hazard.” Accessed July 22, 2020.
https://tinyurl.com/yxrvnl8q
• “Building Resilience: The Importance of Disaster Risk
Reduction.” Accessed July 22, 2020.
https://www.undp.org/content/undp/en/home/ourperspective/ourp
erspectivearticles/201 2/08/15/building-resilience-the-importance-
of-disaster-risk-reduction.html
• Caneda, Mike Louie. https://carmelaochea.wordpress.com/. July
9, 2019.
• https://carmelaochea.wordpress.com/2018/01/24/imp
ending-signs-of-landslides- and-sinkholes/ (accessed October
15, 2020).
• Commission on Higher Education; Philippine Normal
University. Teaching Guide for Senior High School: Disaster
Readiness and Risk Reduction. Quezon City:
• Commission on Higher Education, 2016.
• De Guzman, Francis Rob, and Denise Ann-Marie R.
Suarez. Disaster Readiness and Risk Reduction. Quezon
City: Vibal Group, Inc., 2016.
• Huan Wu, Maoyi Huang, Qiuhong Tang, Dalia B.
Kirschbaum, Philip Ward, "Hydrometeorological Hazards:
Monitoring, Forecasting, Risk Assessment, and
Socioeconomic Responses", Advances in Meteorology, vol. 2016, Article
ID 2367939, 3 pages, 2016. https://doi.org/10.1155/2016/2367939
For inquiries or feedback, please write or call:
Department of Education – SDO Valenzuela
Office Address: Pio Valenzuela Street, Marulas, Valenzuela City
Telefax: (02) 8292-4340
Email Address: sdovalenzuela@deped.gov.ph

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DRR Q2 Module 2 - Final

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Disaster Readiness

and Risk Reduction

Published by the Department of Education

Development Team of the Module

Content Editors: Bernardo S. Sevilla,

Language Validator: Kristy R. Bocado,

Reviewer: Maria Lea Q. Prondo, Ed.D. -Education Program Supervisor

Printed in the Philippines by ________________________

At the end of this lesson, you are expected to:

1. Discuss the different geological hazards; (DRR11/12-IIa-b-27)

Directions: Encircle the letter of the correct answer.

Lesson Landslide and Sinkhole

Geologic hazards are unpredictable but their occurrence can be

Whenever two or three signs are evident in a particular place, people

Prevention is still better than cure in situations of impending disasters.

Directions: Using pencil or any coloring materials, highlight the words

Landslide Debris Rotational Flows

Landslide and Sinkholes

Directions: Read and answer the question below.

What I Have Learned

There are different warning signs of an impending landslide which are;

WARNING SIGNS OF AN IMPENDING SINKHOLE

Directions: Complete the following sentence

Directions: Encircle the letter of the correct answer.

4. Which of the following is NOT a sign of a possible landslide?

6.Which of the following conditions is exceptional to sinkholes?

Instructions: Prepare your own Family Emergency Plan in case

MY FAMILY EMERGENCY PLAN

Featherston, R. (2014). "Oso Mudslide [Image 3 of 4]".

Klimets, Danny (2009) Tension Cracks.

Lisa (2013) Crooked Forest 2. Photograph.

Washington State Department of Natural Resources. (2011).

At the end of this lesson, you are expected to:

1. Interpret Geological Map; (DRR11/12-IIa-b-30)

Directions: Encircle the letter of the correct answer.

1. Which of the following is NOT considered as feature of a

4. This is represented on a geologic map by a much thicker line than that

9.Which of the following indicates that the whole region is unstable?

13. Which of the following precedes a debris flow?

The Philippines ranks among the world’s most disaster-prone countries. It is

Direction: Analyze the illustration and answer the following questions

This is a before and after illustration of a debris avalanche of Mount

1.What happened to the

3. What geologic hazard could

Directions: Given the map, answer the following questions briefly

What is geological interpretation?

It is the compilation and synthesis of all the available geological information

What are geological maps used for?

Geological maps represent the distribution of different types of rock and

Colors and Letters

__________1. There are active faults around the Philippine archipelago.

What I Have Learned

D. Over, low angle reverse fault

D.REVERSE FAULT,DIPPING 60 DEGREE IN DIRECTION OF

Outcrops Faults Folds Contact Dipping Beds

The Search is Over

15.B 10.D 5.C 5.D 5.A

The Search is Over

1.Understand the basics of emergency preparedness planning.

Apply mitigation strategies to prevent loss of lives and properties.

Directions: Determine whether the following statement is more on Prevention or

Directions: Given the following situations, identify the appropriate

Mitigation and Its Impact in Disaster Management