Cor 010 Sas 1 9

PHINMA Education
Syllabus
PEN Code: COR 010 Credit: 3 units

PEN Subject Title: DISASTER READINESS AND RISK REDUCTION Prerequisite: None
A. Subject Description:
This course deals with the application of scientific knowledge and the solution of practical problems
in a physical environment. It is designed to bridge the gap between theoretical science and daily living.
B. Objectives:
At the end of the course, you should be able to:
1. Develop a family emergency preparedness plan on what to do before, during, and after the
occurrence of events that cause hazards;
2. Relate various types of hazards with a specific area for one’s preparedness;
3. The learners develop proficiency in executing emergency response plans through safety drills;
4. Relate the concept of disaster with daily life;
5. Develop a community emergency preparedness plan and community disaster preparedness plan to
minimize vulnerability and disaster risk in the community and avoid or limit adverse impacts of
hazards; and,
6. Demonstrate understanding of Policies of DRRM -The Philippine DRRM Law RA 10121 and its
Implementing Rules and Regulations Information and resources from the Government (Projects and
Programs).
A. Subject Outline and Time Allotment:

Module LESSON MAIN TOPIC OBJECTIVES
#
Subject Orientation Overview of subject and relevance of the
course, requirements, and grading.
Gathering of student data, creating group
chats, and setting house rules. Distribution
of materials.
1 LESSON Introduction to Disaster Readiness and

1 Risk Reduction (Nature of Disaster) The learners conduct hazard hunts of
2 Explaining the Concept of Disaster Risk exposed elements and propose
3 Disaster and Disaster Risk corresponding corrective actions for one’s
preparedness
4 LESSON Identifying the Factors Comprising the Explain why certain sectors of society are
2 Risk Triangle more vulnerable to disaster than others
5 Recognizing the Types of
Vulnerabilities
6 LESSON Considering the Disaster Management Understand the differences of the cycle of
3 Cycle disaster management
7 LESSON Preparing a Disaster Supplies Kit Identify useful items needed in preparing
8 4 1st Performance Task: Supply Kit for a disaster and recognize its importance.
9 LESSON Classifying Hazards and its Effects Define and classify hazards and its effects
5
10 FIRST ACHIEVEMENT TEST Paper and Pencil Test
11 LESSON Recognizing the natural Signs of an Recognize the natural signs of an
6 Impending Tsunami impending tsunami
1
12 LESSON Identifying Various Potential
7 Earthquake Hazards and its Effects Interpret different earthquake hazard maps
13 Applying Precautionary and Safety
Measures Before, During, and After an
Earthquake
14 2nd Performance Task: Diorama
15 LESSON Analyzing the causes of Geological Develop a family emergency preparedness
8 Hazards (Earthquake and landslides) plan to guide them on what to do before,
16 Analyzing the causes of Geological during, and after a volcanic eruption.
Hazards (Earthquake and Volcanic
Eruption)
17 Analyzing the causes of Geological
Hazards (Volcanic Eruption, Sinkhole
and Tsunami)
18 LESSON Applying Mitigation Strategies to Determine strategies to prevent the loss of
9 Prevent Loss of Lives and Properties lives and properties.
19 Long Examination Paper and Pencil Test
20 LESSON Distinguishing the Different Hydro-
10 Meteorological Hazards Develop a family emergency preparedness
21 Determining the effects of Potential plan to guide them on what to do before,
hydro-meteorological hazards during, and after the occurrence of events
22 Applying Appropriate Measures on what that cause hydro-meteorological hazards.
to Do Before or During a Flood Hazard .
23 LESSON Analyzing the Different Classification of Develop a family emergency preparedness
11 fires and using fires extinguishers plan to guide them on what to do before,
24 Types of fire Extinguishers and during, and after a fire incident.
Extinguishing Fires
25 3rd Performance Tasks
26 LESSON Concept of Disaster Risk Reduction Discuss the key concepts, principles, and
12 and Management elements of DRR and recognize the
importance of DRR on one’s life
27 LESSON What to expect between the State and Explain DRR-related laws and policies;
13 the citizens Avail of existing DRR-related services
programs and projects; and abides by
public policies on DRRM.
28 SECOND ACHIEVEMENT TEST
B. Textbook: None [The portfolio will serve as “textbook”.]
C. Other References:
a) http://www.crew.org/earthquake-information/earthquake-hazards
b) http://www.tulane.edu/~sanelson/Natural_Disasters/eqhazards&risks.htm
c) http://www.un-spider.org/risks-and-disasters/disaster-risk-management
d) Disaster Risk Reduction Resource Manual (DepEd)
e) RA 10121
D. Grading System:
The Final Grade is computed as follows:
FG= ( Q1 + Q2 ) / 2
Where:
FG refers to the Final Grade
2
Q1 refers to 1 st Quarter Grade
Q2 refers to 2 nd Quarter Grade
Quarter Grade:
Written Works- 35% + Performance Task- 40% + Quarterly Assessment- 25%
E. Contact Information
Instructor:
Email address:
Consultation hours:
Approved:
ROMELYN B. PACLIBAR
Principal, Senior High School Department
PHINMA University of Iloilo
3
COR 010: Disaster Readiness and Risk Reduction
Module #1
Name: Class number:

Section: Schedule: Date:
Lesson title: Introduction to Disaster Readiness and Risk Reduction Materials:

Lesson Objectives: At the end of this module, I should be able to: SAS
1. Define disaster and its classifications; and,
2. Explain the sensory experiences during a disaster. References:
Disaster Readiness and Risk
Reduction Manual for Senior High
School
https://en.wikipedia.org/wiki/Disast
er
Productivity Tip: To help you remember the concept of disaster, practice explaining to friend examples of the
disasters based on their classifications. After explaining, review this module if your examples are aligned
with the explanations in the Content Notes.
A. LESSON PREVIEW/REVIEW
1) Introduction (2 mins)
Hello! I will be your friend in today’s activity. Let us start this

second semester with a bang by reading the syllabus and the grading
system for this course. In this module, you will be exposed to the
different types of disasters. But before you will start exploring this
module, may I know how far had you understood disaster by answering
the few questions under Lesson Preview Activity.
Instruction: Fill in the missing letters to identify each type of natural hazard/disaster.
__A H A E __ H DE S OR TS A I
This document is the property of PHINMA EDUCATION

1
Module #1
Name: Class number:

V C I ER T N ND I
2. Activity 1: What I Know Chart, part 1 (3 mins)

Do you know anything about disasters and their classifications? Try answering the questions below by writing
your ideas under the first column What I Know. It’s okay if you write keywords or phrases that you think are
related to the questions.
What I Know Questions: What I Learned (Activity 4)
1. What I know about disaster?
2. What are the two classifications

of disasters?
3. What is the difference between
human-made and natural
disaster?
B. MAIN LESSON
1) Activity 2: Content Notes (13 mins)
Disasters have always been a result of human interaction with nature, technology and other living
entities. Sometimes unpredictable and sudden, sometimes slow and lingering, various types of
disasters continually affect the way in which we live our daily lives.
DISASTER – is a serious disruption occurring over a short or long period that causes widespread
human, material, economic or environmental loss which exceeds the ability of the affectedcommunity
or society to cope using its resources.
CLASIFICATION OF DISASTERS
1. Natural Disaster - natural phenomenon that may cause loss of life, injury or other health impacts,
property damage, loss of livelihoods and services, environmental damage, etc.

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2. Human-made Disasters – are the consequences of technological or human hazards.
Classification Examples of Profile

Disasters
Flood An overflow of water that submerges land that is usually dry.
Tsunami A large ocean wave that is caused by sudden motion on the
ocean floor.
Drought A natural disaster of below-average precipitation in a given
Natural region, resulting in prolonged shortages in the water supply,
Disasters whether atmospheric, surface water or ground water.
Landslide A range of ground movement, such as rock falls, deep failure of
slopes and shallow debris flows.
Volcanic Eruption The release of hot magma, volcanic ash and/or gases from a
Volcano
Fire (Urban) Even with strict building fire codes, people still perish needlessly
in fires
Hazardous material The escape of solids, liquids, or gases that can harm people,
spills other living organisms, property or the environment, from their
Human-made
intended controlled environment such as a container.
Disasters
Nuclear and radiation An event involving significant release of radioactivity to the
accidents environment and which leads to major undesirable consequences
to people, the environment, or the facility
2) Activity 3: Skill-building Activities (18 mins + 2 mins checking)

Let’s practice! After completing each exercise, you may refer to the Key to Corrections for feedback.
Try to complete each exercise before looking at the feedback.
Exercise 1: How well do you understand disasters? Try the exercise below and see if you can explain
the different examples of disasters based on its classification. Cite at least three (3) natural hazards
that struck Philippines and choose at least one and explain on how it affected the country.
1.
2.
3.

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Name: Class number:

Exercise 2: Write five (5) examples of disasters based on their classifications.
Classification of Disaster
Natural Disasters Human-made Disasters
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
Exercise 3: Reflect on your experiences.

Read and analyze the questions below and write your answer in the box.
1. What are your experiences about a disaster?
2. What is the first response that you did to avoid injuries?
3) Activity 4: What I Know Chart, part 2 (2 mins)

It’s time to answer the questions in the What I Know chart in Activity 1. Log in your answers in the table
on Activity 1.

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Name: Class number:

4) Activity 5: Check for Understanding (5 mins)
Instruction: Read and analyze the questions carefully and select the best answer for each of the following
questions. Encircle the correct answer.
1. It is a natural disaster of below-average precipitation in a given region, resulting in prolonged shortages in

the water supply, whether atmospheric, surface water or ground water.
a. Earthquake c. Tornado
b. Drought d. Tsunami
2. Is a large ocean wave that is caused by sudden motion on the ocean floor. This sudden motion could be an
earthquake, a powerful volcanic eruption, or an underwater landslide.
3. Movements within the Earth’s crust cause stress to build up at points of weakness and rocks to deform.
4. Forms when changes in wind speed and direction create a horizontal spinning effect within a storm cell.
b. Flood d. Tsunami
5. Is an overflow of water that submerges land that is usually dry?
b. Flood d. Tsunami
C. LESSON WRAP-UP
1) Activity 6: Thinking about Learning (5 mins)
A. Work Tracker
You are done with this session! Let’s track your progress. Shade the session number you just
completed.
B. Think about your Learning

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Module #1
Name: Class number:

Did you have challenges learning the concepts in this module? If none, which parts of the module
helped you learn the concepts?
.
Some question/s I want to ask my teacher about this module is/are:
FAQs
1. What is the most powerful earthquake ever recorded on Earth?
The Valdivia Earthquake (also known as the Great Chilean Earthquake) in 1960 is to date the most
powerful earthquake ever recorded on Earth. It was rated 9.5 on the Moment Magnitude Scale and
generated a tsunami that caused damage over 9,000 miles away.
2. What is the strongest typhoon in the Philippines?
Typhoon Haiyan, known in the Philippines as Super Typhoon Yolanda, was one of the most
powerful tropical cyclones ever recorded. On making landfall, Haiyan devastated portions of Southeast
Asia, particularly the Philippines. It is one of the deadliest Philippine typhoons on record, killing at least
6,300 people in that country alone. In terms of JTWC-estimated 1-minute sustained winds, Haiyan tied
with Meranti for being the strongest land-falling tropical cyclone on record.
KEY TO CORRECTIONS
Answers to Lesson Preview/Review

1. E A R T H Q U A K E
2. T H U N D E R S T O R M
3. T S U N A M I
4. V O L C A N I C E R U P T I O N
5. L A N D S L I D E
Answers to Activity 5 (Check for Understanding)

1. B
2. D
3. A
4. C
5. B

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Module #2
Name: Class number:

Lesson title: Explaining the Differences of Disaster, Hazard and Materials:

Emergency SAS
Lesson Objectives: At the end of this module, I should be able to:
1. Differentiate disaster, emergency and hazard; and, References:
2. Identify the impacts of disasters Disaster Readiness and Risk
School
er
Productivity Tip: To help you remember the concept of disaster, practice explaining to friend examples of the
disasters based on their classifications. After explaining, review this module if your examples are aligned
with the explanations in the Content Notes.
You have done a great job in your module 1, congratulations! I guess everyone is excited about today’s
activity. Now you will be exposed to the concept of disaster and disaster risk. But before that who among
you here could still remember the title of our lesson yesterday?
WORD BANK
VOLCANIC ERUPTION TSUNAMI EARTHQUAKE

TORNADO LANSLIDE FLOOD
THUNDERSTORM DROUGHT CYCLONE
IDENTIFICATION. Identify the type of natural hazard/disaster and write your answer on the space provided. You
can refer to the word bank.
1. Is a natural disaster of below-average precipitation in a given region, resulting in
prolonged shortages in the water supply, whether atmospheric, surface water or ground water.
2. Is an overflow of water that submerges land that is usually dry.
3. Is a large ocean wave that is caused by sudden motion on the ocean floor. This
sudden motion could be an earthquake, a powerful volcanic eruption, or an underwater landslide
4. Movements within the Earth’s crust cause stress to build up at points of weakness and
rocks to deform.
5. Forms when changes in wind speed and direction create a horizontal spinning effect
within a storm cell.

1
Module #2
Name: Class number:

What disaster is?

Do you know anything about disasters and their classifications? Try answering the questions below by
writing your ideas under the first column What I Know. It’s okay if you write keywords or phrases thatyou
think are related to the questions.

1. What I know about disaster?
2. What are the two classifications

of disasters?
human-made and natural
disaster?
B. MAIN LESSON
An Emergency is a situation that poses an immediate risk to health, life, property, or the environment. Most emergencies
require urgent intervention to prevent a worsening of the situation, although in some situations, mitigation may not be
possibleand agencies may only be able to offer palliative care for the aftermath.
TYPES OF EMERGENCIES
TYPES DEFINITION EXAMPLES
DANGERS OF LIFE This can range from emergencies Outbreaks of diseases such
affecting a single person, such as the as coronavirus, cholera, Ebola,
entire range of medical emergencies. and malaria.
DANGERS TO ENVIRONMENT Affect the natural environment and Examples would include forest
creatures living within it. Not all fires and marine oil spills.
agencies consider this a genuine
emergency, but it can have far-
reaching effects on animals and the
long term condition of the land.

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Name: Class number:

DIFFERENCES BETWEEN HAZARD AND DISASTER

HAZARD DISASTER
 A dangerous situation needing to be heeded  A dangerous situation that has become out of
because it can lead to a disaster. control and is a disaster.
 A threat that can be managed by observing  An international danger and threat to humanity that
warning signs and keeping in harmony with the needs intervention to bring the situation under
environment. control
 Hazards are known to have specific warnings  Disasters are the outcomes of hazards when
usually man-made to prevent disastrous events. warning signs were ignored.
 Hazard can lead to disaster  A disaster is the result of a hazard but at the same
time is also a hazardous event
 Hazards are not used to describe everyday  Disasters, although in literal terms are more severe
mishaps. They are specific occurrences and than hazards are used to describe events that are
danger areas with appropriate warning signs. not literally of a disastrous nature but rather an
idiomatic use of the word.

Exercise 1: How well do you understand disasters? Try the exercise below and see if you can identify
five (5) impacts of disasters.
1. .
2. .
3. .
4. .
5. .
Exercise 2: Write three (3) examples of hazards, disasters and emergency.
HAZARDS DISASTERS EMERGENCIES

1. 1. 1.
2. 2. 2.
3. 3. 3.
4. 4. 4.
5. 5. 5.

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Exercise 3: Instruction: Discuss what will be your opinion regarding this question below. Write in 2-3
sentences of your answer on your activity sheets
Did Typhoon Yolanda, the tropical cyclone that struck the Philippines last 2013, resulted in a
disaster? Why or why not? Explain briefly..
Exercise 4: Give three examples of natural hazards that may result in a disaster and how they may
affectpeoples’ lives and works.
1)
2)
3)

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Name: Class number:


on Activity 1.
Direction: Write True if the statement is correct and False if otherwise.
1. Typhoon Haiyan is one of the deadliest natural disasters ever to hit the Philippines.
2. Disasters can be mitigated.
3. The Philippines rarely experience disasters.
4. Disasters always occur when hazards exist.
5. Disasters cannot be handled by the Philippines without assistance from other countries.
6. Disaster risk reduction is the concept and practice of increasing disaster risks through systematic
efforts.
7. Illegal logging can worsen the impact of disasters.
8. Mining can reduce the risks of disasters.
9. Risk management includes hazard mapping and vulnerability analysis.
10. Terrorism cannot result in a disaster.
C. LESSON WRAP-UP
A. Work Tracker
completed.

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Module #2
Name: Class number:

.
FAQs
1. Which areas are considered as disaster risk hotspots?
Southeast Asia, Central America, Oceania and the Southern Sahel are consistently disaster risk
hotspots. In the WRI, these regions consistently face higher disaster risk due to their high
vulnerability and high exposure to natural hazards such as earthquakes, storms, floods,
droughts and to sea level rise. Exposure in several of these countries is particularly high due to
the high number of people living in low-elevation coastal zones. The WRR found that people in
these regions also have a lower ability to cope with the negative impacts of natural hazards
because of governance issues, corruption and inadequate health care systems. At the same
time, they also have a harder time adapting to changing environmental and socioeconomic
conditions.
2. What is the deadliest disaster in the world?

The 1931 China floods, or the 1931 Yangtze–Huai River floods, were a series of floods that
occurred from June to August 1931 in the Republic of China, hitting major cities such
as Wuhan, Nanking and beyond, which eventually culminated into a dike breach along Lake
Gaoyou on August 25, 1931. Fatality estimates vary widely. A field survey by University of
Nanking led by John Lossing Buck immediately after the flood found "150,000 people
had drowned, and that this number represented less than a quarter of all fatalities during the first
100 days of the flood." The official report found 140,000 drowned and claims that "2 million
people died during the flood, having drowned or died from lack of food".

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Module #2
Name: Class number:

KEY TO CORRECTIONS
Answers to Lesson Preview

1. DROUGHT
2. FLOOD
3. TSUNAMI
4. EARTHQUAKE
5. TORNADO
Answers to Activity 5 (Check for Understanding)

1. TRUE 6. FALSE
2. TRUE 7. TRUE
3. FALSE 8. FALSE
4. FALSE 9. TRUE
5. FALSE 10. TRUE

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Module #3
Name: Class number:

Lesson title: Disaster and the Disaster Risk Reduction Materials:

1. Understand the importance of DRR
2. Recognize the essential components in determining risks References:
School
er
Productivity Tip: After finishing this module, list down important concepts and terms that you remember. Do
this for about 5 minutes. Compare your list to the module materials after and see what you got right or if you
missed something.
Good day! Welcome to Day 3 of the Disaster Readiness and Risk Reduction subject! Are you ready for another
amazing adventure? I’m sure you are. So, what are you waiting for? Have your pen ready and let the
adventure begins. Our topic for today is all about the importance of Disaster Risk Reduction The first task of
this adventurous activity is to look back at the previous topics to measure how well did you learn or remember.
Do not worry if you do not know the answer to each question. This just means that you have little or no prior
knowledge about the lesson. What was the title of our topic last meeting?
Identify the pictures below whether a Disaster, Hazard or an Emergency?
__ __

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Module #3
Name: Class number:


writing your ideas under the first column What I Know. It’s okay if you write key words or phrases that
you think are related to the questions.

1. What I know about Disaster
Risk Reduction?
2. How to reduce Disaster Risk?
B. MAIN LESSON
Disasters are sometimes considered external shocks, but disaster risk results from the complex interaction
between development processes that generate conditions of exposure, vulnerability and hazard.
What is disaster risk?
Disaster risk is therefore considered as the combination of the severity and frequency
of a hazard, the numbers of people and assets exposed to the hazard, and their
vulnerability to damage (UNISDR, 2015a). Intensive risk is disaster risk associated with
low-probability, high-impact events, whereas extensive risk is associated with high-
probability, low-impact events. The losses and impacts that characterized disasters
usually have much to do with the exposure and vulnerability of people and places as they do with the severity
of the hazard event (UNISDR, 2013).
Essential Components in Determining Risk

1. Hazard occurrence probability - is the likelihood of
experiencing a natural hazard at a given location or
region.
2. Elements at risk (exposure) - identify the people or
school buildings or other elements which would be
affected by the hazard if it occurs.
3. Vulnerability of the elements at risk - How affected
the school buildings or school children or other
elements would be if they were to experience some
levels of hazard impact?

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Disaster Risk Reduction is reducing exposure to hazards, lessening vulnerability of people and property, wise
management of land and the environment, and improving preparedness for adverse events are all examples of
disaster risk reduction.
Disaster Risk Reduction (DRR)
The concept and It aims to reduce the

practice of reducing Aims to strengthen damage caused by
. disaster risks through the resilience of natural hazards like
persons, earthquakes, floods,
systematic efforts to
communities and droughts and
analyze and manage societies. cyclones, through an
the causes of ethic of prevention
disasters.

Exercise 1: Read and analyze the questions below. Write your answers on the space provided.
1. What are the main hazards that your community or society is exposed to? (Give 3 examples)
A. .
B. .
C. .
2. What disasters have your community or society had to cope with?

A. .
B. .
C. .

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Exercise 2: Explain the axiom “Disasters are like thieves in the night when people are unprepared.”
Exercise 3: Read the story below and answer the guided questions.
THE MIRACLE OF KAMAISHI
Teachers’ efforts likely saved the lives of

more than 3,000 students in Kamaishi,
Japan, when it was hit by a massive
tsunami in 2011. Immediately after the
magnitude 9.0 earthquake struck, the
students of Kamaishi East Junior High
School ran out of the school to higher
ground. Their quick response prompted
the children and teachers of the
neighbouring Unosumai Elementary
School to follow, and consequently drew
in many local residents. As they
continued to run, older students
supported the younger children, and
together they reached a safe location, while behind them the mega-tsunami swallowed their schools and the
town. More than 1,000 lives in the city were lost due to the disaster, but only five of them were school-age
children, and they weren’t at school when the quake hit. The schools were that well prepared because a
specialist evaluated the area as flood risk and the specialist worried about the level of preparedness in the
region, given the historical likelihood of a major disaster. The specialist worked hand-in-hand with teachers to
prepare the students for such a disaster. Together, they came up with various classroom plans and activities
for the children to learn about tsunamis and the importance of evacuation. One important step was teaching
the students to take the responsibility in an evacuation and to be the first to evacuate. Others would follow. In
the end, the evacuating schools saved the lives of many others who followed their example to safety. (Read
the whole story at http://mnj.gov-online.go.jp/kamaishi.html)

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Guided Questions:
1. How did the students who learned DRR responded to the hazard?
2. What are the natural hazards that struck Japan?
3. Did the Kamaishi East Junior High School practice DRR?

on Activity 1.

Direction: Write TRUE if the statement is correct and FALSE if otherwise. Write your answer on the space
provided.
1. Risk is a serious disruption of the functioning of a community or a society which

exceeds the ability of the affected community or society to cope using its own
resources.
2. Disaster Risk Reduction Is the concept and practice of reducing disaster risks
through systematic efforts to analyze and reduce the causal factors of disasters.
3. Disaster Risk Defined as the combination of the probability of an event and its
negative consequences.
4. Disaster risk refers to the potential (not actual or realized) disaster loses, in lives,
health status, livelihoods, assets and services, which could occur in a particular
community over some specified future time period.
5. Vulnerability of the elements at risk is one of the Essential Components in
Determining Risk.

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C. LESSON WRAP-UP
A. Work Tracker
completed.
.
FAQs
1. What is the largest eruption in history?
The deadliest eruption in recorded history was the 1815 explosion of Mount Tabora in Indonesia. The
blast was one of the most powerful ever documented and created a caldera—essentially a crater—4
miles across and more than 3,600 feet deep. A superheated plume of hot ash and gas shot 28 miles
into the sky, producing numerous pyroclastic flows when it collapsed.
2. How tornadoes are forecasted
Meteorologists at the U.S. National Weather Service use Doppler radar, satellites, weather balloons,
and computer modeling to watch the skies for severe storms and tornadic activity.

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Doppler radars record wind speeds and identify areas of rotation within thunderstorms. Since Doppler
radar has been in use, the warning time for tornadoes has grown from fewer than five minutes in the
1980s to an average of 13 minutes by the late 2000s. When weather conditions are conducive for
tornado formation, the National Weather Service issues a tornado watch. When a tornado has been
sighted or indicated on radar, a tornado warning is issued.
Some scientists, meteorology buffs, and adrenaline junkies hit the road during tornado season to
chase storms. Researchers race to place sensors in tornadoes' paths. The sensors measure data
such as wind speed, barometric pressure, humidity, and temperature. The challenge for researchers
is being in the right place at the right time. Every morning they study weather conditions and head for
the area that seems most likely to spawn a twister. They drive through severe storms, dodge
lightning, face flash floods, and get pounded by hail—sometimes for years—before ever spotting a
tornado.
All at considerable risk, in 2013, National Geographic Explorer Tim Samaras and his team were
killed while trying to study a tornado in Oklahoma.
KEY TO CORRECTIONS

A. Disaster
B. Hazard
C. Emergency
Answers to Skill-Building Activities

Exercise 1 (Answers may vary)
1. What are the main hazards that your community or society is exposed to? (Give 3 examples)
A. Cyclones
B. Typhoons
C. Thunderstorms
D. Landslides
E. Earthquake, etc.
2. What disasters have your community or society had to cope with?
A. Loss of lives
B. Damage to property
C. Loss of livelihood, etc.

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Module #3
Name: Class number:

Answers to Check for Understanding
1. FALSE
2. TRUE
3. FALSE
4. TRUE
5. TRUE

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Module #4
Name: Class number:

Lesson title: Identifying the Factors Comprising the Risk Materials:

Triangle SAS
Lesson Objectives: At the end of this module, I should be able to: References:
1. Determine the difference and relationship between Disaster Readiness and Risk
vulnerability, exposure, hazard and risk; and, Reduction Manual for Senior High
2. Provide the dimension of vulnerability, exposure, School
and risk. https://en.wikipedia.org/wiki/Disast
er
Productivity Tip: Create a five-item quiz about this topic. Take the quiz two days after finishing the module.
This will help you check what you remember! If you pass the quiz in this module, reward yourself with a
simple treat!
Good day! You are up to another today. There are a lot of activities prepared for you. Sounds exciting, right?
Ready yourself and clear your mind because today we will tackle about the factors comprising the risk triangle,
such as vulnerability, exposure, hazard and risk. Let’s start this adventure in Three, Two, One. Okay! You are
now entering your first challenge and that is to answer the previous lesson to test your understanding of the
topic last time.
1. What is Disaster Risk Reduction (DRR)?


1. What I know about risk?

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Name: Class number:

2. What is vulnerability?
3. What is a risk triangle?
B. MAIN LESSON
In the risk triangle below, the larger, yellow

area portrays each of the variables as being
equal while in the smaller, green space the
total risk has been mitigated by having both
exposure and vulnerability. The reduction of
any one of the three factors to zero
consequently would eliminate the risk.
Risk - is the probability of harmful consequences or expected loss of lives, people injured, livelihoods,
disruption of economic activities, and damages to the environment as a result of interactions between natural
or human-induced hazards and vulnerable/capable conditions.
Factors of risk Elements at risk includes;
 vulnerability  People
 hazard  Building
 exposure  Businesses
 Infrastructures
 Agriculture and environment
RISK TRIANGLE DEFINITION OF TERMS EXAMPLES
Hazard An event or occurrence that has the  tsunami
potential for causing injury to life,  floods
property and environment; although, at  cyclone
times, hazard has been ascribed the  earthquake
same meaning as risk, currently it is  landslides
widely accepted that it is a component of  volcanic eruption
risk and not risk itself  terrorism
 epidemic

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Exposure Refers to the “elements at risk” from a  By living in a floodplain but having
natural or man-made hazard event; it is a sufficient means to modify building
necessary, but not sufficient, determinant structure and behaviour to mitigate
of risk. potential loss.
It is possible to be exposed but not
vulnerable.
Vulnerability Comprises conditions determined by  poor design and construction of
physical, social, economic, and buildings,
environmental factors or processes,  inadequate protection of assets,
which increase the susceptibility of a  lack of public information and
community, school, or certain area in a awareness,
locality to the impact of hazards. To be  limited official recognition of risks
vulnerable to a hazard, it is necessary to and preparedness measures, and
also be exposed  disregard for wise environmental
management

Exercise 1: Direction: Identify which element of the risk triangle does each item in the word-bank belong
and write them under the designated element.
tornado poor building construction children

students drought lack of drainage system
squatters typhoon global warming
thunderstorms minorities deforestation
waste mismanagement lack of Early Warning System elderly
VULNERABILITY EXPOSURE HAZARD

Example: Example: Example:
poor building construction children tornado

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Exercise 2: Write True if the statement is true and write False if the statement is false. TRUE or FALSE
1. Vulnerability refers to the 'elements at risk' from a natural or man-made hazard

event; it is a necessary, but not sufficient, determinant of risk.
2. Hazard is an event or occurrence that has the potential for causing injury to life,
property and environment.
3. Risk comprises conditions determined by physical, social, economic, and
environmental factors or processes, which increase the susceptibility of a
community, school, or certain area in a locality to the impact of hazards.
4. Poor design and construction of buildings is an example of hazard.
5. Disregard for wise environmental management is an example of vulnerability.
Exercise 3: Reflect on your experiences. Read and analyze the questions below and write your answer in
the box.
1. What are your experiences about a disaster?
2. What is the first response that you did to avoid injuries?

4
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Exercise 4: Crossword Puzzle
Across
2. graphical representation of the
factors of risk
4. hazard involving violent shaking of
earth
5. a hazard characterized by an
overflow of water
6. necessary but not sufficient
determinant of risk
Down
1. to be vulnerable to a , it is
necessary to also be exposed
3. refers to the susceptibility of a
community to the impacts of hazard

on Activity 1.
A. Instruction: Identify the terms as described in each sentence. Write your answer on the space provided
before each number.
1. It is the result of the combination of hazards, vulnerability and exposure.
2. It refers to natural or man-made event that has the potential to cause harm or loss.
3. It refers to the inventory of elements in an area in which hazard events may occur.
4. It refers to the propensity of exposed elements such as human beings, their livelihoods, and
assets to suffer adverse effects when impacted by hazard events
5. The removal of any of the factors of risks will the risk.

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B. Instruction: Illustrate the risk triangle comprising the three factors and give three examples for each factor.
1.
2.
RISK
EXPOS URE
People
3.
C. LESSON WRAP-UP
A. Work Tracker
completed.
.

6
Module #4
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FAQs
1. Which countries experience the most tornadoes?
The United States sees the most tornadoes in the world, with an average of more than 1,000 tornadoes
each year. Canada is second, with around 100 per year, and all other countries combined experience
another 100 to 200 tornadoes annually.
2. What is the costliest natural disaster in the century?
In 2011, Tohoku, Japan, experienced a magnitude 9 earthquake, followed by a tsunami and hundreds
of aftershocks. The disaster resulted in extensive damages, including to infrastructure, agricultural land
and housing: “The number of houses considered to have been totally destroyed or half destroyed were
128,530 and 240,332, respectively,” according to an analysis of the damages. The earthquake also led
to the Fukushima Daiichi nuclear disaster, exposing power plant workers, disaster responders and the
general public to radiation: “The appearance of increased levels of radiation [were identified] in some
local food and water supplies,” after the nuclear disaster.
KEY TO CORRECTIONS
Answers on Skill Building Activity
Exercise 1
VULNERABILITY EXPOSURE HAZARD
poor building construction children Drought
lack of drainage system students Typhoon
deforestation squatters Global warming
waste mismanagement minorities Tornado
lack of Early Warning System elderly Thunderstorms
Exercise 2:
1. FALSE
2. TRUE
3. FALSE
4. FALSE
5. TRUE

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Exercise 4:
Across
2. risk triangle
4 earthquake
5. flood
6. exposure
Down
1. hazard
3. vulnerability
Answers on Check for Understanding

1. risk
2. hazard
3. exposure
4. vulnerability
5. eliminate
HAZARD VULNERABILITY
flood poor building construction
earthquake RISK lack of public information
typhoon natural resource degradation
EXPOSURE
people
buildings
infrastructures

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Lesson title: Recognizing the Types of Vulnerabilities Materials:

1. Explain why certain sectors of society are more vulnerable to
disaster than others; and, References:
2. Analyze why certain structures are more vulnerable to Disaster Readiness and Risk
specific hazards than others. Reduction Manual for Senior High
School
er
Productivity Tip: Remove items from your desk or study area that may distract you such as your phone or
work away from the television.
Good day my dear students! What a brand-new day to start a topic with lots of adventures to conquer. Sound
exciting, right? Today you will encounter why certain sectors become vulnerable to disaster and specific
hazards. Are you ready to learn and have some fun? Well then, let’s start the activity by answering your review
of the previous lesson. Game? Do it now. Good
1. What is a Risk Triangle?
2. Give five (5) examples of natural hazard.

a)
b)
c)
d)
e)

1
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Name: Class number:


Do you know anything about disasters and their classifications? Try answering the questions below by writing
your ideas under the first column What I Know. It’s okay if you write keywords or phrases that you think are
related to the questions.
1. What I know about
vulnerability?
2. What are the types of

vulnerability?
B. MAIN LESSON
Vulnerability - describes the characteristics and circumstances of a community, system, or asset that make it
susceptible to the damaging effects of a hazard.
Types of vulnerability Definition Examples

1. Physical  May be determined by aspects such as Wooden homes are less
Vulnerability population density levels, remoteness of a likely to collapse in an
settlement, the site, design and materials earthquake, but are
used for critical infrastructure and for more vulnerable to fire.
housing.
2. Social Vulnerability  Refers to the inability of people to withstand When flooding occurs
adverse impacts to hazards due to some citizens, such as
characteristics inherent in social children, elderly and
interactions, institutions, etc. people with disabilities,
 It includes aspects related to levels of may be unable to
literacy and education, the existence of protect themselves or
peace and security, access to basic human evacuate if necessary.
rights, systems of good governance etc.
3. Economic  The poor are usually more vulnerable to Poorer families may live
Vulnerability disasters because they lack the resources in squatter settlements
to build sturdy structures and put other because they cannot
engineering measures in place to protect afford to live in safer
themselves from being negatively impacted (more expensive) areas.
by disasters.

2
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4.Environmental Natural resource depletion and resource quality of farm land is

Vulnerability degradation are key aspects of environmental deteriorating and
vulnerability. forested lands are
shrinking, development
of mangrove swamps
into aquaculture ponds,
salt beds, and other
agricultural activities

Exercise 1: Identify the type of vulnerability of the conditions/ circumstances given. Write your
answer on the blanks provided before each number.
1. Deforestation
2. Uncontrolled dumping of garbage in coastal areas
3. Pregnant women
4. Poor construction of buildings
5. Lack of public awareness
Exercise 2: Read and analyze the question below. Write your answer In the box.
1. How can mangrove planting help in minimizing/ eliminating vulnerability from floods particularly
in coastal areas?
2. What role do forests play in reducing vulnerability to natural disasters? What is the effect of
deforestation and illegal logging?

3
Module #5
Name: Class number:

Exercise 3: Find and encircle the following words in the puzzle.
Word Search Puzzle

W C V H N X Q Z D D U N Y U L
K G O F U U C X Z O Y T B U L
O S L M W K G E E E I Z D Z X 1. CHILDREN
R I N R M I V C G L F Q O K G 2. COMMUNITY
G E T X A U T N I N P C G S H 3. ECONOMIC
T L T C S S N B E L H O J N N 4. ENVIRONMENT
P N C T E J A I A K Y I P E B 5. FOREST
6. MANGROVE
R R H R A R A W T E S X G R I
7. PHYSICAL
M A O P E U P Z C Y I Q K D J 8. SOCIAL
O F T N X Q Q O S O C I A L P 9. SQUATTER
L W L B R D N S A E A Y Y I A 10. VULNERABILITY
U U G L M O E H G Y L U P H D
V D X G M E V O R G N A M C N
E N V I R O N M E N T E M O P
G N C B R I R V T G V T F M H

on Activity 1.

Direction: Identify what is being asked.
1. It refers to the susceptibility of social groups to the impacts of hazards, as

well as their resiliency, or ability to adequately recover from them.
2. It is dependent upon the economic status of individuals, communities and
nations.
3. It is determined by aspect of remoteness of a settlement.
4. It describes the characteristics of a community, system or asset that make it
susceptible to the damaging effects of a hazard.
5. It is concerned with natural resource depletion and resource degradation.

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C. LESSON WRAP-UP
A. Work Tracker
completed.
.
FAQs
1. What are the poorer countries that are more vulnerable to natural hazards?
Earlier this year, Cyclone Idai devastated Mozambique, Malawi, and Zimbabwe by leaving more than
1,000 people dead, thousands more missing, and damages in the billions. These storms were among
the recent reminders of how natural disasters can cause severe and catastrophic damage. Natural
disasters destroy lives and property and have large and lasting effects on economies by reducing
production and increasing debt burdens. They also tend to disproportionately affect the poor, who have
a limited ability to cope with the impact.
2. What was the worst flood in history?

As of now, the 1931 Chinese flood of the Yangzi and Huai rivers was the worst, killing somewhere
between a million and 4 million people. Following a drought, the floodwaters took over an area about
the size of England. Dangerous floods affected other waterways throughout the country, too. There
was an intense outbreak of illnesses, overcrowding, and a lack of food following the flood. Though the
numbers are disputed, with the contemporary Chinese government saying that the death toll was
more likely around 2 million, it’s still considered the worst flood in history.

5
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KEY TO CORRECTIONS
Answers to Lesson Preview (Possible Answers)

1. Epidemic
2. Tsunami
3. Floods
4. Cyclone
5. Earthquake
6. Landslides
7. Volcanic eruption
8. Terrorism
Answers to Skill-Building Activities
Exercise 1:
1. environmental
2. environmental
3. social
4. physical
5. social

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Exercise 3:
Word Search Puzzle

+ C + + + + + + + + + + Y + +
+ + O + + + + + + + + T + + +
+ + + M + + + + + + I + + + +
R + + + M + + + + L + + + + +
+ E + + + U T + I + P + + + +
+ + T + + S N B + + H + + N +
+ + + T E + A I + + Y + + E +
+ + + R A R + + T E S + + R +
+ + O + E U + + C Y I + + D +
+ F + N + + Q O S O C I A L +
+ + L + + + N S + + A + + I +
+ U + + + O + + + + L + + H +
V + + + M E V O R G N A M C +
E N V I R O N M E N T + + + +
+ + C + + + + + + + + + + + +
1. social vulnerability
2. economic vulnerability
3. physical vulnerability
4. vulnerability
5. environmental vulnerability

7
Module #6
Name: Class number:

Lesson title: Considering the Disaster Management Cycle Materials:

SAS
1. Define the phases of disaster management; and, References:
2. Understand the differences of the cycle of disaster Disaster Readiness and Risk
management. Reduction Manual for Senior High
School
er
Productivity Tip: After finishing this module, list down important concepts and terms that you remember. Do
this for about 5 minutes. Compare your list to the module materials after and see what you got right or if you
missed something.
Welcome to Day 4 of the Disaster Readiness and Risk Reduction subject! Let’s begin activating your prior
knowledge in this lesson by answering the pre-test below. Do not worry if you do not know the answer to each
question. This just means that you have little or no prior knowledge about the lesson
1. What is Disaster Risk Reduction (DRR)?
2. What are the essential components of determining risks?

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1. What I know about disaster
management?
2. What is the importance of

Disaster management?

Crisis management and Risk
management?
B. MAIN LESSON
Disaster management is the discipline of

dealingwith and avoiding risks. It is a discipline
that involves preparing, supporting, and
rebuilding society when natural or human-made
disastersoccur.
Risk management is the process of identifying,

assessing and controlling threats to an
organization's capital and earnings.
Crisis management is the process by which an

organization deals with a disruptive and
unexpected event that threatens to harm the
organization or its stakeholders.

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DISASTER MANAGEMENT CYCLE

MITIGATION  Efforts attempt to prevent hazards from developing into disasters altogether, or
to reduce the effects of disasters when they occur.
 Focuses on long-term measures for reducing or eliminating risk.
 Personal mitigation is mainly about knowing and avoiding unnecessary risks.
PREPAREDNESS  Emergency managers develop plans of action for when the disaster strikes.
 Personal preparedness is targeted on preparing activities to be taken when a
disaster occurs, i.e., planning
RESPONSE  Includes the mobilization of the necessary emergency services and first
responders in the disaster area.
 This is likely to include a first wave of core emergency services, such as fire-
fighters, police and ambulance crews.
 They may be supported by a number of secondary emergency services.
SURVIVAL LAW OF 3s
1. Air ----------------------- 3 minutes without air The response phase of an emergency may
2. Water ------------------- 3 days without water commence with a search and rescue phase.
3. Food---------------------3 weeks without food However,in all cases, the focus will be on fulfilling the
basic needs of the affected population on a
humanitarian basis.

Exercise 1: Match each item in Column A with its description in Column B. Write the letter of your
answer in the blank provided.
Column A Column B
1. Air a. developing plans of action
2. Mitigation b. most important for survival
3. Preparedness c. you can survive for three weeks without this
4. Food d. restoration of affected area
5. Recovery e. attempt to prevent hazards from becoming
disasters

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Exercise 2: Identify which phase does each action/item from the word bank belongs and write them
under the designated category.
MITIGATION PREPAREDNESS RESPONSE RECOVERY
WORD BANK
Evacuation avoiding unnecessary risks earthquake drill
evacuation plan search and rescue operations deployment of fire fighters
Reconstruction storing emergency supplies kit construction of shelters
re-employment ambulance crew assistance establish warning devices
eliminating risks assessment of possible risks first aid training

4
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Exercise 3: As a student, how are you going to prepare for a disaster? Answer briefly.

on Activity 1.
Direction: Identify the terms described in each number. Write your answers on the space provided before
each number.
1.This phase focuses on fulfilling the basic needs of the affected population.
2. It is the continuous process by which all individuals, groups, and communities
manage hazards in an effort to avoid disasters.
3. This phase is aimed at preventing a disaster from occurring.
4. It phase aimed at developing plans of action for when the disaster strikes.
5. It is a discipline that involves preparing, supporting, and rebuilding society when
natural or human-made disasters occur.
C. LESSON WRAP-UP
A. Work Tracker
completed.

5
Module #6
Name: Class number:

.
FAQs
KEY TO CORRECTIONS
1. Disaster Risk Reduction is the concept and practice of reducing disaster risks through systematic
efforts to analyze and manage the causes of disasters. It aims to reduce the damage caused by natural
hazards like earthquakes, floods, droughts, and cyclones, through an ethic of prevention.
2. The essential components in the determination of risks are:

a) Hazard occurrence probability
b) Elements at risk
c) Vulnerability of the elements at risk
Answers to Skill-Building Activity
Exercise 1:
1. B
2. E
3. A
4. C
5. D

6
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Exercise 2:
MITIGATION PREPAREDNESS RESPONSE RECOVERY
 assessment of  evacuation plan  Evacuation  reconstruction
possible risks  storing emergency  search and rescue  re-employment
 eliminating risks supplies kit operations
 avoiding  construction of  deployment of fire
unnecessary risks shelters fighters
 establish warning  ambulance crew
devices assistance
 earthquake drill
 first aid training
Answer to Check for Understanding
1. Response
2. Crisis management
3. Mitigation
4. Preparedness
5. Disaster Management

7
Module #7
Name: Class number:

Lesson title: Preparing a Disaster Supplies Kit Materials:

SAS
1. Identify useful items needed in preparing for a disaster; and, References:
2. Recognize the importance of preparing a disaster supply kit. Disaster Readiness and Risk
School
er
Productivity Tip: Remove items from your desk or study area that may distract you such as your phone or
work away from the television.
You have done a great job in your previous modules, congratulations! Now you will be familiarized with the
disaster supplies kit and recognize its importance. Try to see the big picture of this module before exploring it.
Answer the following questions below to the best of your knowledge.
1. What are the phases of disaster management?
2. Enumerate the survival law of 3s.

1.
2.
3.

1
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Name: Class number:



Disaster management kit?

Disaster management?
B. MAIN LESSON
During a disaster, you may have to evacuate quickly. You

might not have time to gather all the supplies you need.
That is why it is important to make a disaster supplies kit.
Remember to pack enough food, water, and supplies to last
for three days for each person in your family. Place the
supplies into a duffel bag or a backpack.
Below is the list of some items you may need to have in your kit;
1. Bottled Water - It is important to have enough water to provide for one gallon per person, per
day after a major earthquake to last at least 3 days and ideally for 2 weeks. Water should be
replaced every year.
2. Canned Goods and Can Opener - canned fruits and vegetables retain water that can
supplement the bottled supply; some cans have a metal tab available for opening, most do not,
and require the use of a can opener.
3. Contact List - A list of emergency contacts including an out-of-town contact that can be
reached in case local phone lines are busy. The numbers should be kept in a waterproof
container or cell-phones.
4. Copies of Important Documents- records should be kept in a secure, waterproof container in
case anything happens to the originals or they become unreachable.

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5. Dried Snack Foods - Food items such as energy bars and dried fruit are less perishable than
other foods.
6. Emergency Cash - Power may be disrupted in large regions, making people unable to
withdraw cash or use credit cards to purchase needed goods.
7. First Aid Kit - Small tools, alcohol swabs, and medicines will allow you to handle minor injuries
immediately in the likely case that outside help takes time to arrive.
8. Flashlight - Crank-powered or shake-powered flashlights are ideal to set aside for use during
emergencies when the power is out and batteries are unavailable or drained.
9. Medicines - Medicines vital to any member of the household stored together with the rest of the
emergency kit for emergency use.
10. Radio - Crank-powered radios are also preferable to battery-operated radios because they can
function continuously without extra supplies.
11. Batteries- Extra batteries are important for the radio or flashlight when its battery ran out of
power.
12. Toiletries - Items that aid in maintaining hygiene are important to have after any devastating
disaster not only for personal reasons, but also for people to avoid falling ill due to unsanitary
practices.
13. Whistle - Emergency rescuers are trained to be alert to whistles and knocking coming from
people who are trapped in rubble. Using a whistle instead of yelling also helps conserve energy.
14. Clothes and blankets - jackets, coats, long pants, long sleeve shirts, sleeping bags and
blankets.
A disaster supplies kit is important to emergency preparedness. It is meant to ensure you and your
. family members will have all of the necessary items for basic survival. To ensure you are always
prepared for an emergency, it is also crucial to check on your disaster supplies kit approximately
every six months to ensure medications are not outdated and food items are not expired. While it is
impossible to prevent a disaster or an emergency from taking place, you can take steps to ensure
you are as prepared as possible to cope with them when they do occur.

3
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Name: Class number:


Exercise 1: Complete the puzzle. Clues are provided below the puzzle.
Crossword Puzzle
Across Down
3. supplies kit is important 1. for minor injuries
4. should have extra batteries 5. important for radio
5. keeps you warm at night 7. one gallon per person, per day
6. used to signal for help 8. for canned goods
9. babies will need this
10. maintains hygiene

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Exercise 2: Identify the name of the following items below.
1. 2.
3. 4. 5.
Exercise 3: Direction: Answer briefly and legibly.
1. If you had to leave your house in a hurry because of an emergency, what are some important items
you should take with you? Why?

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2. What is the importance of preparing disaster supplies kit at home?
Exercise 4: Direction: Answer briefly and legibly.
1. How will you know the news for weather updates and official instructions during the occurrence of
hazards or disasters?
2. You need a 3-day supply of canned foods. List some foods you might put in your supplies kit.
a)
b)
c)
d)
e)
f)
g)
h)
i)
j)

6
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on Activity 1.
1. Yelling is the proper way to call for help during a search and rescue operation.
2. You need to have at least a 2-day supply of food and water when there is a need to evacuate.
3. A disaster supplies kit is seldom important to emergency preparedness.
4. You need to check your disaster supplies kit every six months.
5. During evacuation, it is better to bring apples and oranges instead of canned fruit cocktails.
C. LESSON WRAP-UP
A. Work Tracker
completed.
.

7
Module #7
Name: Class number:

FAQs
1. When did emergency/survival kits discovered?

Robert Wood Johnson, the founder of Johnson & Johnson, first came up with the idea of a first aid kit in
1888 during a conversation with a chief railroad surgeon about the difficulties he faced with giving quick
medical attention to injured railroad workers.
Johnson & Johnson began making the first commercial first aid kits in 1888, people were on their own
when it came to gathering and maintaining the right supplies to use in treating injuries and in knowing
how to help someone in case of an injury.
2. How did medical pouches discover?
In 1913 the U.S. Army developed a medical belt to be used on the battlefield. The belt had ten pockets
which contained a tourniquet, adhesive plaster, safety pins, iodine, gauze, field dressing, bandages,
ammonia, pins and diagnosis tags. A canteen hanger and ax carrier were also a part of the belt, along
with various other accessories.
But during WWI, it became evident that the medical belt design was not effective. It did not withstand
the trials of war. Both the packaging and the contents were considered utterly useless in the field, and
the medical belt wasno longer used by the U.S. military.
By World War II, medical corpsmen wore just two medical pouches at the waist, which wouldn’t
interfere with mobility – a lesson learned by the failure of the medical belt. Johnson & Johnson
continued evolving the first aid kit for widespread use by every individual and industry.
KEY TO CORRECTIONS
Answers on Lesson Preview

1. The phases of disaster management are:
a) Mitigation
b) Preparedness
c) Response
d) Recovery
2. The survival law of 3s are:
a) Air -3 minutes without air
b) Water - 3 days without water
c) Food - 3 weeks without food

8
Module #7
Name: Class number:

Answers on Skill Building Activities
Exercise 1:
Across
3. (disaster)
4. (radio)
5. (blanket)
6. (whistle)
8. (can opener)
9. (diaper)
10. (toiletries)
Down
1. for minor injuries (firstaidkit)
2.
5. important for radio (batteries)
7. one gallon per person, per day (water)
Exercise 2:
1. CAN OPENER
2. RADIO
3. FIRST AID KIT
4. WHISTLE
5. TOILETRIES
1. False
2. False
3. False
4. True
5. False

9
Module #8
Name: Class number:

FIRST PERFORMANCE TASK Materials:

Worksheets
Learning Targets: At the end of this module, I should be able to:
1. Identify useful items needed in preparing for a disaster; and,
2. Recognize the importance of preparing a disaster supply kit. References:
School
Productivity Tip: Act it out! Try doing a demonstration of the all the supplies that you just learned. You can try
to take a video of yourself and watch it later on to review if you did the process correctly.
Instructions:
1. Prepare a disaster supply kit containing all of the 15 items listed on the pre-printed notes of their day 6 activity
sheets. The students may opt to add materials/things which they think are necessary for a disaster supply kit.
2. Their disaster supply kit may be put in a bag or plastic container, whichever is favorable for them.
3. Instruct them to write their name, section, and the materials in the disaster supply kit on a short bond paper.
Materials written on the bond paper should be specific (e.g., medicines: name of the medicine and for what)
4. They will present their disaster supply kit in front of the class by having a 1–2-minute video presentation.
5. Please see the rubric attached for the grading.
RUBRIC:
1 2 3 4 5 Score
Content/ Lacks 4 or Lacks 3 Lacks 2 Lacks 1 All 15
Materials more materials materials listed materials material listed materials listed
listed for a for a disaster listed for a for a disaster for a disaster
disaster supply supply kit is disaster supply kit is supply kit is
kit is there. there. supply kit is there. there.
there.
Quality Four or more Three of the Two of the One of the All of the
of of the materials are materials are materials are materials are
not
materials materials are not working or not working or working or is working or are
not working or are not in good are not in not in good in good
are not in good condition. good condition. condition.

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Name: Class number:

condition. condition.
Organiza Materials Materials are Most of the Some of the Materials are
-tion inside the not organized materials are materials are organized well
bag/container properly. not organized organized in a manner
are in a mess. properly. properly. that it will be
easily acquired
when needed.
Presenta Presentation is Presentation is Presentation is Presentation is Presentation is
-tion not well not so well a little well well thought of well thought of
thought of and thought of and thought of and but is not so and orderly
is not orderly is not so is a somewhat orderly appealing.
appealing. orderly orderly appealing.
appealing. appealing.
TOTAL
Guided Questions:
1. What do you think are the most important materials during a disaster? (Give 3 examples)
a)
b)
c)
2. Why do you think they are the most important materials during a disaster? (Based on your answers on
the first item)
3. What is the importance of preparing these supply kit?

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Name: Class number:

Lesson title: Classifying Hazards and its Effects Materials:

SAS
Lesson Objectives: At the end of this module, I should be able to
1. Define the meaning of hazard; and, References:
2. Determine the classifications of hazards and it effects Disaster Readiness and Risk
School
er
Productivity Tip: After finishing this module, explain quickly what you’ve learned to your parents / friend / pet.
Check your module materials again if your explanation is accurate.
Welcome to Disaster Readiness and Risk Reduction! In this module, we are going to learn the classifications
and the effects of a hazard. To find out, begin by reading the learning targets. Learning targets will serve as
yourguide and goal in studying this lesson.
1. As a student, what is the importance of survival kit?
2. Enumerate the materials that you need in your supply kit before the flood and explain why do
you need those?

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Name: Class number:



Geologic hazards and
Atmospheric Hazards?
2. What do you think is the worst

effect of hazards?
B. MAIN LESSON
CLASSIFICATIONS OF HAZARD
DEFINITION EXAMPLES
Geologic Hazards an extreme natural event in the crust of Earthquakes, Volcanic Eruptions
the earth that pose a threat to life and Tsunami, Landslides, etc.
property
Hydro-meteorological caused by extreme meteorological and Typhoon, Thunderstorm,
Hazards climate events Flashflood, Flood, storm surge,
El Niño, La Niña, etc.
Atmospheric Hazards include things that can interfere with the Tropical Cyclones, Tornadoes,
body’s ability to transport and utilize Droughts, etc.
oxygen, or that have negative toxicological
effects on the human body
Catastrophic Hazards events that could cause widespread loss of volcanic eruptions, disease
life, or significant environmental harm, epidemics, and droughts
resulting also in major reputational or
financial damage
Rapid onset Hazards occur quickly and with little warning earthquakes, flash floods,
landslides, thunderstorms and
wildfires
Slow onset Hazards occur slowly and may take years to develop like drought, insect infestations,
and disease epidemics

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EFFECTS OF HAZARD
1. Primary Effects - occur as a result of the process itself. For example, ground shaking
during an earthquake, thunders during thunderstorm, and high sea waves during
tsunami.
2. Secondary Effects - occur only because a primary effect has caused them. For
example, fires ignited as a result of earthquakes, disruption of electrical power and
water service as a result of an earthquake, flood, or flooding caused by a landslide into
a lake or river and tsunami because of earthquake.
3. Tertiary Effects - are long-term effects that are set off as a result of a primary event.
These include loss of habitat caused by a flood, permanent changes in the position of
river channel caused by flood, crop failure caused by a volcanic eruption etc.

Exercise 1: Read and analyze the question below. Write your answer on the space provided.
1. Which among the classified hazards have you encountered? What are the secondary and
tertiary effects of the hazards in your community or family?
2. Do you consider COVID-19 as a hazard? Yes, or no? Explain your answer?

3
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Name: Class number:

Exercise 2: Draw one primary effect of a natural hazard.
Exercise 3: Give one (1) example in every effect of hazard based on the given item below.
EFFECTS OF HAZARDS
HAZARD PRIMARY EFFECTS SECONDARY EFFECTS TERTIARY EFFECTS
1. Earthquake
2. Flashflood

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on Activity 1.
1.Tertiary Effects are long-term effects that are set off as a result of a primary event.
2. Slow onset hazards like drought, insect infestations, and disease epidemics take years to develop
3. Primary Effects occur only because a secondary effect has caused them.
4. Geological hazards- which have devastating consequences to huge numbers of people such as
volcanic eruptions, disease epidemics, and droughts.
5. Natural Hazards can be divided into several different categories: like geological,
atmospherically hazardsand etc.
6. Example of a tertiary effect is ground shaking during an earthquake, thunders during thunderstorm,
and high sea waves during tsunami
7 Rapid onset hazards- such as volcanic eruptions, earthquakes, flash floods, which develop with little
warning and strike rapidly.
8.Slow onset hazards- such as volcanic eruptions, earthquakes, flash floods, which develop with little
warning and strike rapidly
9. Example of an atmospheric hazard is a form of tropical depressions and low-pressure areas.
10. Storm surge is an example of a geologic hazard.
II. Enumerate the effects of Hazard
1)
2)
3)
C. LESSON WRAP-UP
A. Work Tracker
completed.

5
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Name: Class number:

.
FAQs
1. What was the deadliest natural hazard in the Philippines?
The 1881 Haiphong typhoon was a typhoon that struck Haiphong, in Dai Nam (now Vietnam),
and the northern part of the Captaincy General of the Philippines (now the Philippines) on
October 8, 1881. Formed east of Southern Luzon on September 27, 1881. The typhoon killed
about 3,000 people in northern Vietnam, and 20,000 people in the Philippines, making it the
deadliest typhoon to hit the country.
Haiphong, being a low-lying port town, was devastated both physically and economically. Its
geography only worsened the damage. With the high waves and winds, rice fields were flooded,
buildings were decimated (and, as a result, people either were drowned or left stranded), trees
were ripped up, etc. By the time the typhoon passed, most of the town was wiped out. Then,
due to the inability to operate as a port town, Haiphong's economy also took impact.The storm
killed an estimated 20,000 people in the Philippines, making it the deadliest storm in the history
of the country.
2. What country has experienced the most natural hazard?
It’s no secret that the United States has experienced its share of natural disasters. But World
Atlas lists the US as one of the nations that suffer from the most natural disasters in the world.
The landscape is vast and varied, meaning that a wide range of natural disasters can occur.
Tornadoes and hurricanes have been known to tear through the country, with some of the most
infamous of recent years being Hurricane Katrina and Hurricane Sandy.

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The United States is also prone to blizzards in areas with cooler climates and flooding in regions
affected by hurricanes or tropical weather. There have also historically been devastating forest
fires that have taken lives and destroyed homes and property. In 1900, a deadly cyclone struck
Galveston, Texas, which is believed to have caused between 6,000 and 12,000 fatalities.
Large tsunamis have also occurred in the United States, as have mudslides and typhoons.
KEY TO CORRECTIONS
I. TRUE OR FALSE
1. TRUE
2. TRUE
3. FALSE
4. FALSE
5. TRUE
6. FLASE
7. TRUE
8. FALSE
9. TRUE
10. FALSE
II. ENURAMERATION
1. PRIMARY HAZARD
2. SECONDARY HAZARD
3. TERTIARY HAZARD

7

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PHINMA Education

PEN Code: COR 010 Credit: 3 units

A. Subject Outline and Time Allotment:

1 LESSON Introduction to Disaster Readiness and

28 SECOND ACHIEVEMENT TEST

B. Textbook: None [The portfolio will serve as “textbook”.]

Name: Class number:

Lesson title: Introduction to Disaster Readiness and Risk Reduction Materials:

Hello! I will be your friend in today’s activity. Let us start this

This document is the property of PHINMA EDUCATION

Name: Class number:

2. Activity 1: What I Know Chart, part 1 (3 mins)

2. What are the two classifications

This document is the property of PHINMA EDUCATION

Name: Class number:

2. Human-made Disasters – are the consequences of technological or human hazards.

Classification Examples of Profile

2) Activity 3: Skill-building Activities (18 mins + 2 mins checking)

This document is the property of PHINMA EDUCATION

Name: Class number:

Exercise 2: Write five (5) examples of disasters based on their classifications.

Exercise 3: Reflect on your experiences.

1. What are your experiences about a disaster?

2. What is the first response that you did to avoid injuries?

3) Activity 4: What I Know Chart, part 2 (2 mins)

This document is the property of PHINMA EDUCATION

Name: Class number:

4) Activity 5: Check for Understanding (5 mins)

1. It is a natural disaster of below-average precipitation in a given region, resulting in prolonged shortages in

B. Think about your Learning

This document is the property of PHINMA EDUCATION

Name: Class number:

2. What is the strongest typhoon in the Philippines?

Answers to Lesson Preview/Review

Answers to Activity 5 (Check for Understanding)

This document is the property of PHINMA EDUCATION

Name: Class number:

Lesson title: Explaining the Differences of Disaster, Hazard and Materials:

VOLCANIC ERUPTION TSUNAMI EARTHQUAKE

This document is the property of PHINMA EDUCATION

Name: Class number:

What disaster is?

2) Activity 1: What I Know Chart, part 1 (3 mins)

What I Know Questions: What I Learned (Activity 4)

2. What are the two classifications

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Name: Class number:

DIFFERENCES BETWEEN HAZARD AND DISASTER

2) Activity 3: Skill-building Activities (18 mins + 2 mins checking)

Exercise 2: Write three (3) examples of hazards, disasters and emergency.

HAZARDS DISASTERS EMERGENCIES

This document is the property of PHINMA EDUCATION

Name: Class number:

This document is the property of PHINMA EDUCATION

Name: Class number:

3) Activity 4: What I Know Chart, part 2 (2 mins)

4) Activity 5: Check for Understanding (5 mins)

Direction: Write True if the statement is correct and False if otherwise.

B. Think about your Learning

This document is the property of PHINMA EDUCATION

Name: Class number:

2. What is the deadliest disaster in the world?