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Disaster, Readiness and, Risk Reduction

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Disaster Readiness and, Risk Reduction, Basic Concept of Disaster and, Disaster Risk, Disaster Readiness and Risk Reduction, Basic Concept of Disaster and Disaster Risk, First Edition, 2020, Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the, Philippines. However, prior approval of the government agency or office wherein the work is created shall be, necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a, condition the payment of royalties., Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this, module are owned by their respective copyright holders. Every effort has been exerted to locate and seek, permission to use these materials from their respective copyright owners. The publisher and authors do not, represent nor claim ownership over them., Published by the Department of Education, Secretary: Leonor Magtolis Briones, Undersecretary: Diosdado M. San Antonio, Development Team of the Module, Writer:, Editors:, Reviewers:, Illustrator:, Layout Artist:, Management Team:, , Rodgem A. Barairo , Ginalyn H. Aquino, Josefina M. Fabra , Anne Marielle R. Del Mundo , Vanessa R. Ambas, Dolorosa S. De Castro , Cristeta M. Arcos , Richard Brian L. Tutor, Leumel M. Cadapan, Ronan DC Vergara, Leumel M. Cadapan, Maria Elinor F. Hemedes, Wilfredo E. Cabral, Job S. Zape Jr., Elaine T. Balaogan , Rosemarie D. Torres, Ernesto D. Lindo ,, Dolorosa S. De Castro , Cristeta M. Arcos, , ,, Department of Education – Region IV-A CALABARZON, Office Address: Gate 2, Karangalan Village 1900, Cainta, Rizal, Telefax: 02-8682-5773/8684-4914/8647-7487, E-mail Address: [email protected]/ [email protected]

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Introductory Message, For the facilitator:, Welcome to the Disaster Readiness and Risk Reduction (ADM) Module., This module was collaboratively designed, developed, and reviewed by educators both from public and private, institutions to assist you, the teacher or facilitator, in helping the learners meet the standards set by the K to 12, Curriculum while overcoming their personal, social, and economic constraints in schooling., This learning resource hopes to engage the learners into guided and independent learning activities at their own, pace and time. Furthermore, this also aims to help learners acquire the needed 21st century skills while taking into, consideration their needs and circumstances. Disaster Readiness and Risk Reduction (ADM) Module., As a facilitator, you are expected to orient the learners on how to use this module, encourage and assist them as, they do the tasks, and track their progress while allowing to manage their learnings., For the learner:, Welcome to the Disaster Readiness and Risk Reduction (ADM) Module., The content of the modules are activities that focus in providing concrete understanding and application of scientific, knowledge on Disaster Readiness and Risk Reduction and the solution of practical problems in a physical, environment. It is designed to bridge the gap between theoretical science and daily living, where the learners can, answer the activities at their own pace within the specified time allotment to complete a specific section of selflearning material on a particular content., This module was designed to provide you with fun and meaningful opportunities for guided and independent, learning. You will be enable to process the contents of the learning resource while being an active learner., This module has the following parts and corresponding icons, What I Need to Know, , This will give you an idea of the skills or competencies you are expected to learn in the, module., , What I Know, , This part includes an activity that aims to check what you already know about the lesson, to take. If you get all the answers correct (100%), you may decide to skip this module., , What’s In, , This is a brief drill or review to help you link the current lesson with the previous one., , What’s New, , In this portion, the new lesson will be introduced to you in various ways such as a story,, a song, a poem, a problem opener, an activity or a situation., , What is It, , This section provides a brief discussion of the lesson. This aims to help you discover, and understand new concepts and skills., , What’s More, , This comprises activities for independent practice to solidify your understanding and, skills of the topic. You may check the answers to the exercises using the Answer Key at, the end of the module., , What I Have Learned, , This includes questions or blank sentence/paragraph to be filled in to process what you, learned from the lesson., , What I Can Do, , This section provides an activity which will help you transfer your new knowledge or, skill into real life situations or concerns., , Assessment, , This is a task which aims to evaluate your level of mastery in achieving the learning, competency., , Additional Activities, , In this portion, another activity will be given to you to enrich your knowledge or skill of, the lesson learned. This also tends retention of learned concepts., , Answer Key, , This contains answers to all activities in the module., , At the end of this module you will also find:, References, , This is the list of all sources in developing this module., , 1

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Week, , 1, , What I Need to Know, This module is intended to help you understand the concept of disaster. Disasters, are reality. Perhaps our most potent response to it must be awareness, knowledge,, and understanding of this reality. Hence, this first lesson provides you our dear, learners with a basic but thorough grounding on the concept of disaster and how, and when an event turns into a disaster., The module consists of 1 lesson namely:, , , Basic Concept of Disaster, , After going through this module, you are expected to:, 1. Know and Understand the meaning of disaster., 2. Define Concepts of Disaster., 3. Classify different kinds of disasters that are common; the Philippines has, experience., 4. Cite the disaster risks in a given situation., , Lesson 1 What is Disaster and Disaster Risk?, In this module, the learners will hold an understanding about disaster and develop, a firm grasp of a very crucial factor that has direct bearing on disaster and disaster, risk., This factor is termed as “Disaster Risk. Other references call this “risk,” so “disaster, risk” and “risk” are expressions having the same meaning., , What’s In, , Philippines: A Country Prone to Natural Disasters, , The Philippines has experienced from an inexhaustible number of deadly typhoons,, earthquakes, volcano eruptions, and other natural disasters. This is due to its, location along the Ring of Fire or typhoon belt, a large Pacific Ocean region where, many of Earth’s volcanic eruptions and earthquakes occur., , Learning Task 1: “Count Me In”, Directions: A. Write five (5) disastrous events in the Philippines in the last five years., , What’s New, Learning Task 2: I define it on my own, Directions: In three to five sentences, define the word DISASTER based on your, experiences happened to your life. Write your answers on your answer sheet., , 2

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What is It, IT’S A DISASTER, Disaster is "a sudden, calamitous occurrence that causes great harm, injury,, destruction, and devastation to life and property”. It disrupts the usual course of life,, causing both physical and emotional distress as well as an intense feeling of, helplessness and hopelessness. A preceding definition of disaster stresses that two, elements are affected – life (whether human or animal) and property. The effects vary, – it maybe a minor damage (like broken windows and doors), major damage (like torn, rooftops, collapsed walls), total destruction (like completely destroyed houses and, structures rendering them useless and inhabitable) and the worst of all, death., Disasters are often a result of the combination of: 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., Its impacts may include loss of life, injury, disease and other negative effects on, human physical, mental, and social wellbeing, together with damage to properties,, destruction of assets, loss of services, social and economic disruptions, and, environmental degradation., The damage caused by disaster cannot be measured. It also differs with the kind of, geographical location, climate, earth’s specific characteristics, and level of, vulnerability. These determining factors affect generally the psychological, socio –, economic, political, and ethnical state of the affected area., Risk and Disaster Risk, Risk has various connotations within different disciplines. In general, risk is defined, as “the combination of the probability of an event and its negative consequences”, (UNISDR, 2009). The term risk is thus multidisciplinary and is used in a variety of, contexts. It is usually associated with the degree to which humans cannot cope (lack, of capacity) with a situation (e.g. natural hazard)., The term disaster risk refers to the potential (not actual and realized) disaster losses,, in lives, health status, livelihoods, assets, and services which could occur in a, community or society over some specified future time period., Disaster risk is the product of the possible damage caused by a hazard due to the, vulnerability within a community. It should be noted that the effect of a hazard (of a, particular magnitude) would affect communities differently (Von Kotze, 1999:35)., It can also be determined by the presence of three variables: hazards (natural or, anthropogenic); vulnerability to a hazard; and coping capacity linked to the, reduction, mitigation, and resilience to the vulnerability of a community., , 3

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Classification of Disasters:, Disasters can be divided into 2 large categories:, A. Natural - a natural phenomenon is caused by natural forces, such as, earthquakes, typhoon, volcanic eruptions, hurricanes, fires, tornados, and, extreme temperatures. They can be classified as rapid onset disasters and, those with progressive onset, such as droughts that lead to famine. These, events, usually sudden, can have tremendous effects., B. Man-Made - Disasters caused by man are those in which major direct, causes are identifiable intentional or non-intentional human actions., Subdivided into three categories:, 1. Technological/industrial disasters - Unregulated industrialization and, inadequate safety standards increase the risk for industrial disasters., Example: leaks of hazardous materials; accidental explosions; bridge, or road collapses, or vehicle collisions; Power cuts, 2. Terrorism/Violence - the threat of terrorism has also increased due to the, spread of technologies involving nuclear, biological, and chemical agents, used to develop weapons of mass destruction., Example: bombs or explosions; release of chemical materials; release, of biological agents; release of radioactive agents; multiple, or massive shootings; mutinies, 3. Complex humanitarian emergencies - the term complex emergency is, usually used to describe the humanitarian emergency resulting from an, international or civil war. In such situations, large numbers of people are, displaced from their homes due to the lack of personal safety and the, disruption of basic infrastructure including food distribution, water,, electricity, and sanitation, or communities are left stranded, and, isolated in, their own homes unable to access assistance., Example: conflicts or wars; genocide, “Disasters and their Effects on the Population: Key Concepts,”, Accessed on 02 June 2020, pages 710, https://www.aap.org/en-us/Documents/disasters_dpac_PEDsModule1.pdf ., , What’s More, Learning Task 3 FIX ME!, Directions: Arrange the given jumbled letters to identify the correct terminology., The definition will help you to derive the correct answer. Write your answers on, your answer sheet., JUMBLED LETTERS, 1. RTAIESSD, 2. GRNI FO IEFR, 3. TALAYMIC, 4. AQRHTEKEAU, 5. ICNLOVAC IPREOUTN, , DEFINITION, A sudden calamitous event, bringing great damage,, loss, destruction, and devastation., A path along the Pacific Ocean characterized by active, volcanoes and frequent earthquakes., An event causing great and often sudden damage or, distress., Shaking of earth caused by waves moving on and, below the earth's surface., When lava and gas are discharged from a volcanic, vent., 4

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What I Have Learned, Exit Ticket, Have you learned so much from this module? What are the three things that you, learned today? What are the two things you found interesting?, , What I Can Do, Now that you’ve already learned and understood the lessons focusing on disaster, and disaster risk, it’s time to work to demonstrate your learning. Are you ready?, Sure, you are!, , Learning Activity 5: Am I Ready?, Directions: Read the question with understanding. Answer the given question., Write your answers on your answer sheet., Do you think you are relatively well-prepared when a disaster might affect your, community either natural or man-made as well as to its effects? List down five (5), important things that you need to prepare in order to lessen the possible danger that, you and your family might encounter when a disaster strikes. Explain your answers, briefly., , References, Mahar, Patrick, et.al, “Disasters and their Effects on the Population: Key Concepts,”, Accessed (01 June 2020), https://www.aap.org/enus/Documents/disasters_dpac_PEDsModule1.pdf, “Disasters and their Effects on the Population: Key Concepts,”, Accessed on 02 June 2020,, pp. 7-10, https://www.aap.org/en-us/Documents/disasters_dpac_PEDsModule1.pdf, ., “Defining the Concepts”, Introduction to Disaster Risk Reduction, USAID from the American, people, pp.6-13,, https://www.preventionweb.net/files/26081_kp1concepdisasterrisk1.pdf, “National Disaster Risk Reduction and Management Plan”, (NDRRMP), 2011‐2028,pp. 1432, http://www.ndrrmc.gov.ph/attachments/article/41/NDRRM_Plan_20112028.pdf, Vergano, Dan, “5 Reasons the Philippines Is So Disaster Prone”, National Geographic,, November 11, 2013, https://www.nationalgeographic.com/news/2013/11/131111philippines-dangers-haiyan-yolanda-death-toll-rises/, Guidance Note on Integrating Disaster Risk Reduction in to the CCA and UNDAF, UNDG, p.107, https://shodhganga.inflibnet.ac.in/bitstream/10603/97142/10/10_chapter%202.pdf, Prevention Web Editor, “Disaster Risk”, UNDRR Prevention Web, November 12, 2015,, https://www.preventionweb.net/risk/disaster-risk, , Answer Key, 1. Disaster, , 2. Ring of Fire, , 3. Calamity, , Learning Task 3, 5, , 4. Earthquake 5.Volcanic Eruption

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Disaster Readiness and, Risk Reduction, Risk Factors Underlying, Disasters, Disaster Readiness and Risk Reduction, Risk Factors Underlying Disasters, First Edition, 2020, Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the, Philippines. However, prior approval of the government agency or office wherein the work is created shall be, necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a, condition the payment of royalties., Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this, module are owned by their respective copyright holders. Every effort has been exerted to locate and seek, permission to use these materials from their respective copyright owners. The publisher and authors do not, represent nor claim ownership over them., Published by the Department of Education, Secretary: Leonor Magtolis Briones, Undersecretary: Diosdado M. San Antonio, Development Team of the Module, Writer:, Editors:, Reviewers:, Illustrator:, Layout Artist:, Management Team:, , Rodgem A. Barairo , Ginalyn H. Aquino, Ma. Fe Lorelei E. Amon, , Anne Marielle R. Del Mundo , Vanessa R. Ambas, Dolorosa S. De Castro, Cristeta M. Arcos , Richard Brian L. Tutor, Leumel M. Cadapan, Ronan DC Vergara,, Leumel M. Cadapan, Maria Elinor F. Hemedes, Wilfredo E. Cabral, Job S. Zape Jr., Elaine T. Balaogan , Rosemarie D. Torres, Ernesto D. Lindo, Dolorosa S. De Castrom Cristeta M. Arcos, , Department of Education – Region IV-A CALABARZON, Office Address: Gate 2, Karangalan Village 1900, Cainta, Rizal, Telefax: 02-8682-5773/8684-4914/8647-7487, E-mail Address: [email protected]/ [email protected], , 6

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Week, , 1, , What I Need to Know, This module is intended to help you understand the Risk Factors underlying, disasters. This course focuses on 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., The module consists of 1 lesson, namely:, , , Differentiating Risk Factors Underlying Disasters, , After going through this module, you are expected to:, 1. Recognize and Identify the risk factors underlying disasters., 2. Describe each Risk factors underlying disasters., 3. Utilize the gained knowledge in real life situations to avoid harm and assure, safety., 4. Appreciate the importance of understanding the risk factors underlying, disasters to mitigate the effects of disaster and practice mitigation measures, as early as necessary., , Lesson 2 Differentiating Risk Factors, Underlying Disaster, In this module, the learner will understand that disaster can bring about many, devastating effects. Upon identifying the risk factors underlying disaster, this will, provide ideas to mitigate the effects of disasters that can lead to death, destruction, of infrastructures, loss of livelihoods, and even non-physical events like emotional, and psychological aspects., , What’s In, Learning Task 1: Read the scenario below. Based on your understanding of risk, from the previous module, enumerate or list down the risks that are reflected from, the text. Write your answers on your answer sheet., Gina, an 18-year-old resident of Tacloban City, just got laid off from her job as a, sales clerk in a medium-sized hardware store. She and her siblings could barely, survive each day with their limited resources. Then Typhoon Yolanda struck,, killing her 2 younger sisters. Their home was destroyed by the storm surge. In, her barangay alone, 2000 residents were killed, including her childhood friends, and former playmates., Identified Risks:, 1. _______________________________________, 2. _______________________________________, 3. _______________________________________, 7

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What’s New, Learning Task 2: Identifying Risk Factors, Directions: Read the news article about an earthquake. After you have read the, article, answer the guide questions. Write your answers on your answer sheet., , 6.4-Magnitude Earthquake Shakes Southern Philippines, MANILA • A strong 6.4-magnitude earthquake shook the southern Philippines, yesterday, sending frightened residents fleeing from buildings, officials and, eyewitnesses said., The quake struck off the coast of the southern town of Manay at 3.16pm at a depth, of 14km, the Philippine Institute of Volcanology and Seismology (Phivolcs) said in a, statement., While there were no immediate reports of serious destruction, the institute said it, expects the earthquake to have caused some damage., A lot of people ran from their homes because a lot of items were falling inside,", Phivolcs science researcher John Deximo said., The Philippines lies on the so-called Ring of Fire, a vast Pacific Ocean region where, many earthquakes and volcanic eruptions occur., At least two people were killed and scores injured when a 6.5-magnitude quake, struck the central Philippines in July last year., The most recent major quake to hit the Philippines was in 2013, when a 7.1magnitude quake left more than 220 people dead and destroyed historic churches in, the central islands., France-Presse, Agence, “6.4-Magnitude Earthquake Shakes Southern Philippines”THE STRAIT TIMES ASIA, 09 September 2018,, SGT https://www.straitstimes.com/asia/se-asia/64-magnitude-earthquake-shakes-southern-philippines, , Guide Questions:, 1. What risk/s can you identify from the news article?, 2. What do you think are the factors that affect the disaster risks from the preceding, article?, , What is It, RISK FACTORS, Disaster Risk as defined in the first module, has three important elements such as:, 1. Exposure - the “elements at risk from a natural or man-made hazard event, (Quebral, 2016)., 8

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2. Hazard - a potentially damaging physical event, phenomenon or human, activity that may cause loss of life or injury, property damage, social and economic, disruption or environmental degradation (Food and Agriculture Organization of the, United nation, FAO 2008)., 3. Vulnerability - the condition determined by physical, social, economic and, environmental factors or processes, which increase the susceptibility of a community, to the impact of hazard (Food and Agriculture Organization of the United nation, FAO, 2008)., Reduction of the level of vulnerability and exposure is possible by keeping people and, property as distant as possible from hazards. We cannot prevent natural events from, occurring so we should focus on addressing the reduction of vulnerability and, exposure by identifying the factors which underlie disasters., Risk Factors are processes or conditions, often development-related, that influence, the level of disaster risk by increasing levels of exposure and vulnerability or reducing, capacity., The following are also taken into consideration when risk factors underlying disaster, are involved:, , , Severity of exposure - which measures those who experience disaster firsthand which has the highest risk of developing future mental problems,, followed by those in contact with the victims such as rescue workers and, health care practitioners and the lowest risk are those most distant like those, who have awareness of the disaster only through news., , , , Gender and Family - the female gender suffers more adverse effects. This, worsens when children are present at home. Marital relationships are placed, under strain., , , , Age - adults in the age range of 40-60 are more stressed after disasters but, in general, children exhibit more stress after disasters than adults do., , , , Economic status of country - evidence indicates that severe mental, problems resulting from disasters are more prevalent in developing countries, like the Philippines. Furthermore, it has been observed that natural disasters, tend to have more adverse effects in developing countries than do mancaused disasters in developed countries., Magbool, Irfan, Asian Disaster Preparedness Center, ADPC, 31 December 2012,, https://www.adpc.net/igo/contents/adpcpage.asp?pid=1266&dep=RIG, , Factors which underlie disasters:, 1. Climate Change - can increase disaster risk in a variety of ways – by altering the, frequency and intensity of hazards events, affecting vulnerability to hazards, and, changing exposure patterns. For most people, the expression “climate change” means, the alteration of the world’s climate that we humans are causing such as burning of, fossil fuels, deforestation and other practices that increase the carbon footprint and, concentration of greenhouse gases in the atmosphere. This is in line with the official, definition by the United Nations Framework Convention on Climate Change, (UNFCCC) that climate change is the change that can be attributed “directly or, 9

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indirectly to human activity that alters the composition of the global atmosphere and, which is in addition to natural climate variability observed over comparable time, periods”, International Strategy for Disaster Reduction, “Climate Change and Disaster Risk Reduction”, September 2008, https://www.wmo.int/pages/prog/dra/vcp/documents/7607_Climate-Change-DRR.pdf, , 2. Environmental Degradation - Changes to the environment can influence the, frequency and intensity of hazards, as well as our exposure and vulnerability to these, hazards. For instance, deforestation of slopes often leads to an increase in landslide, hazard and removal of mangroves can increase the damage caused by storm surges, (UNISDR, 2009b). It is both a driver and consequence of disasters, reducing the, capacity of the environment to meet social and ecological needs. Over consumption, of natural resources results in environmental degradation, reducing the effectiveness, of essential ecosystem services, such as the mitigation of floods and landslides. This, leads to increased risk from disasters, and in turn, natural hazards can further, degrade the environment., Prevention Web. Editor, “Environmental Degradation”, Prevention Web. The Knowledge Platform for Disaster Risk, Reduction, 12 November 2015 https://www.preventionweb.net/risk/environmental-degradation, , 3. Globalized Economic Development - It results in an increased polarization, between the rich and poor on a global scale. Currently increasing the exposure of, assets in hazard prone areas, globalized economic development provides an, opportunity to build resilience if effectively managed. By participating in risksensitive development strategies such as investing in protective infrastructure,, environmental management, and upgrading informal settlements, risk can be, reduced. Dominance and increase of wealth in certain regions and cities are expected, to have increased hazard exposure (Gencer, 2013)., Prevention Web. Editor, “Globalized Economic Development”, Prevention Web. The Knowledge Platform, for Disaster Risk Reduction, 12 November 2015, , https://www.preventionweb.net/risk/globalizedeconomic-development, , 4. Poverty and Inequality - Impoverished people are more likely to live in hazardexposed areas and are less able to invest in risk-reducing measures. The lack of, access to insurance and social protection means that people in poverty are often, forced to use their already limited assets to buffer disaster losses, which drives them, into further poverty. Poverty is therefore both a cause and consequence of disaster, risk (Wisner et al., 2004), particularly extensive risk, with drought being the hazard, most closely associated with poverty (Shepard et al., 2013). The impact of disasters, on the poor can, in addition to loss of life, injury and damage, cause a total loss of, livelihoods, displacement, poor health, food insecurity, among other consequences., Vulnerability is not simply about poverty, but extensive research over the past 30, years has revealed that it is generally the poor who tend to suffer worst from disasters, (DFID, 2004; Twigg, 2004; Wisner et al., 2004; UNISDR, 2009b)., Prevention Web. Editor, “Poverty and inequality”, Prevention Web. The Knowledge Platform for Disaster, Risk Reduction, 12 November 2015 https://www.preventionweb.net/risk/poverty-inequality, , 5. Poorly planned and Managed Urban Development - A new wave of urbanization, is unfolding in hazard-exposed countries and with it, new opportunities for resilient, investment emerge. People, poverty, and disaster risk are increasingly concentrated, in cities. The growing rate of urbanization and the increase in population density (in, 10

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cities) can lead to creation of risk, especially when urbanization is rapid, poorly, planned and occurring in a context of widespread poverty. Growing concentrations, of people and economic activities in many cities are seen to overlap with areas of, high-risk exposure., 6. Weak Governance - weak governance zones are investment environments in, which public sector actors are unable or unwilling to assume their roles and, responsibilities in protecting rights, providing basic services and public services., Disaster risk is disproportionately concentrated in lower-income countries with weak, governance (UNISDR, 2015a). Disaster risk governance refers to the specific, arrangements that societies put in place to manage their disaster risk (UNISDR,, 2011a; UNDP, 2013a) within a broader context of risk governance (Renn, 2008 in, UNISDR, 2015a). This reflects how risk is valued against a backdrop of broader social, and economic concerns (Holley et al., 2011)., Prevention Web. Editor, “ ”Prevention Web. The Knowledge Platform for Disaster Risk Reduction. Nov., 12, 2015 https://www.preventionweb.net/risk/weak-governance, , What’s More, Learning Task 3: What is the Risk Factor?, Directions: Analyze the given situation by identifying the correct risk factor. Write, only the letter that corresponds to your answer. To facilitate your task, accomplish, the given table below. Write your answers on your paper., , A. Climate Change, B. Environmental Degradation, C. Globalized Economic, , D. Poverty and Inequality, E. Poorly planned and Managed, Urban Development, F. Weak Governance, , Development, , Situation, , Factor Underlying, Disaster, , Unwillingness to assume their roles and responsibilities, in governing disaster risk department, Rising sea levels, Cities located in low-altitude estuaries such as Marikina, City, Philippines are exposed to sea-level rise and, flooding., Houses are built with lightweight materials, Effects in developing countries, , What I Have Learned, Exit Ticket, Have you learned so much from this module? What are the three things that you, learned today? What are the two things you found interesting?, , What I Can Do, Now that you have already learned and understand the lessons, focusing on risk, factors underlying disasters. It is time to work to demonstrate your learning gains., Are you ready? Sure, you are!, , 11

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Disaster Readiness and, Risk Reduction, Disaster and Its Effects, Disaster Readiness and Risk Reduction, Disasters and Its Effects, First Edition, 2020, Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines., However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of, such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties., Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are, owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials, from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them., Published by the Department of Education, Secretary: Leonor Magtolis Briones, Undersecretary: Diosdado M. San Antonio, Development Team of the Module, Writers:, Editors:, Reviewers:, Illustrator:, Layout Artist:, Management Team:, , Rodgem A. Barairo , Josefina M. Fabra, Cristeta M. Arcos , Anne Marielle R. Del Mundo , Vanessa R. Ambas, Richard Brian L. Tutor, Leumel M. Cadapan , Ronan DC Vergara, Leumel M. Cadapan , Maria Elinor F. Hemedes, Wilfredo E. Cabral, Rosemarie D. Torres , Dolorosa S. De Castro, Job S. Zape Jr., Ernesto D. Lindo ,, Elaine T. Balaogan, Cristeta M. Arcos, , Department of Education – Region IV-A CALABARZON, Office Address: Gate 2, Karangalan Village 1900, Cainta, Rizal, Telefax: 02-8682-5773/8684-4914/8647-7487, E-mail Address: [email protected]/ [email protected], , 13

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Week, , 2, , What I Need to Know, This module was designed and written with you in mind. It is here to help you, master the lesson on Disaster and Its Effects. 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 and the lessons are arranged to follow, the standard sequence of the course., The module consists one lesson, namely:, , , Effects of disasters on one’s life., , After going through this module, you are expected to:, 1., 2., 3., 4., , Identify the effects of disasters to human and to the society., Determine ways to lessen the impact of a disaster., Cite personal values that can help one overcome the effects of disasters., Help the community in reducing the effects of Natural and Human-made, disasters, , Lesson 3 Effect of Disasters on one’s Life, A natural disaster can bring about many devastating effects. Among these are, deaths, destruction of infrastructures, loss of livelihood and services, and other, physical and nonphysical effects., , What’s In, Learning Task 1: Think of five (5) disasters that you had experienced, watched, or, read in the past two years. Then, write how you feel while experiencing, watching, or, reading it. Do this on your answer sheet., Calamity/Disaster, , Your Feeling, , 1., 2., 3., 4., 5., , What’s New, Learning Task 2: Below are some illustrations depicting expressions about COVID, 19 pandemic. Read them silently and try to figure out by answering the questions on, the next page. Do this on your answer sheet., , 14

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What troubling situations reminded you of the scenarios? Share the feelings and, opinions that you had related to the situations as shown in the illustrations., , What is It, A disaster is a damaging event that occurs suddenly and involves loss of life and, property. It can be of two types, natural and man-made., Natural disasters can destroy a whole community in an instant. Examples of natural, disasters are volcanic eruptions, tsunamis, earthquakes, and typhoons which are, destructive to people's lives., Man-made disasters on the other hand are caused by human beings. Some of the, man-made disasters are bomb explosions, terrorism, wars, leakage of poisonous, chemicals, pollutions, industrial accidents, and epidemics. They are identified as, man- made disasters because they happen due to human actions and not by natural, forces., , What is the difference between hazard and disaster?, A hazard is a dangerous situation or event that carries a threat to humans. A disaster, is an event that harms humans and disrupts the operations of society. Hazards can, only be considered disasters once it affected humans. If a disaster happened in an, unpopulated area, it is still a hazard., The Human Effect of Natural Disasters, 1. Displaced Populations, One of the most immediate effects of natural disasters is population, displacement. When countries are ravaged by earthquakes or other powerful, forces of nature, many people need to abandon their homes and seek shelter in, other regions. A large influx of refugees can disrupt accessibility of health care, and education, as well as food supplies and clean water., 2. Health Risks, Aside from the obvious immediate danger that natural disasters present, the, secondary effect can be just as damaging. Severe flooding can result in stagnant, water that allows breeding of waterborne bacteria and malaria-carrying, mosquitoes. Without emergency relief from international aid organizations and, others, death tolls can rise even after the immediate danger has passed., 3. Food Scarcity, The aftermath of natural disasters affects the food supplies. Thousands of people, around the world are hungry because of destroyed crops and loss of agricultural, supplies, whether it happens suddenly in a storm or gradually in a drought. As a, , 15

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result, food prices rise reducing families’ purchasing power and increasing the, risk of severe malnutrition or worse. The impacts of hunger following an, earthquake, typhoon or hurricane can be tremendous, causing lifelong damage, to children’s development., 4. Emotional Aftershocks, Natural disasters can be particularly traumatic for young children. Confronted, with scenes of destruction and the deaths of friends and loved ones, many, children develop post-traumatic stress disorder (PTSD), a serious psychological, condition resulting from extreme trauma. Left untreated, children suffering from, PTSD can be prone to lasting psychological damage and emotional distress., ‘The Devastating Impact on Natural Disasters’, ChildFund, last modified May 30, 2020,, https://www.childfund.org/Content/NewsDetail/2147489272/, , Great damage caused by a disaster can be reduced if everyone will take responsibility, in anticipating its effects. Here are some ways on how to plan ahead of a disaster:, 1., 2., 3., 4., 5., 6., 7., , Check for hazards at home., Identify safe place indoors and outdoors, Educate yourself and family members, Have Disaster kits/supplies on hand., Develop an emergency communication plan., Help your community get ready., Practice the Disaster Preparedness Cycle, , What’s More, Consider yourself to be a friend to the following people. Given their situations and, the fact that they are suffering from the effects of a previous disaster, what tips,, pieces of advice or empowering words can you give them to help them recover? Do, this on your answer sheet., 1. Dale Marc is a 16 years old student. He, together with his family, is currently, staying in a basketball court which serves as the evacuation center for affected, families who lost their homes due to the eruption of Taal Volcano. He decided to stop, schooling and instead find a job to be able to help his parents for their basic needs., I would tell him …., , What I Have Learned, Knowing that a disaster disturbs the usual pattern of life and can cause both, physical and emotional harm among people, how would you ensure that you are, prepared to face the possible effects of ANY disaster that you may encounter in life?, __________________________________________________________________________________, , 16

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What I Can Do, Suppose you have watched a true-to-life story featured on a television. On your, journal, compose a letter addressed to Ate Charing (a TV program host). Your letter, should narrate how the main character/s in the story inspired you with everything, that he/she went through and the process on how he/she survived over the, challenges of the disaster that he/she had experienced. Make sure that emphasis, will be given on the disaster effects to the life of the main character., Your output will be graded according to this rubric., 4, , 3, , 2, , 1, , Story/, Content, , The story, adheres to the, theme/topic, , The story is on, topic but the, substance is, satisfactory., , The story is on, topic and the, substance is, fair., , Chain of, events, , The story is very, well organized,, and scenes, follow a logical, sequence., , Clear, transitions are, used in most, scenes., , Some, transitions are, not clear and, hard to follow., , The story is, neither on topic, nor has, substance., Ideas and scenes, seem to be, randomly, arranged and, improvement is, needed., , Characters, , Readers could, describe the, characters, accurately., , Most readers, would have, clear idea on the, role of the, characters., , The reader, knows a little, about the, characters., , It is difficult to tell, the actual role of, the characters., , ***derived from google/teacherspayteachers.com –, , References, “What is a disaster?”, The International Federation of Red Cross and Red, Crescent,2020,https://www.ifrc.org/en/what-we-do/disaster-management/aboutdisasters/what-is-a-disaster/, “The Devastating Impact of Natural Disasters”, Childfund, February 6,2013,, https://www.childfund.org/Content/NewsDetail/2147489272/, The, , Devastating Impact on Natural Disasters’, ChildFund, last, https://www.childfund.org/Content/NewsDetail/2147489272/, , modified, , May, , 30,, , 2020,, , Mahar, Patrick, et.al.’ “Disasters and their Effects on the Population: Key Concepts“,, https://www.aap.org/en-us/Documents/disasters_dpac_PEDsModule1.pdf, Dooley, Michael, Quotes About Disaster Relief, https://www.quotemaster.org/disaster+relief, Choudhary, Richa, “Important Short Notes on Disaster Management”, Eck School, Eckovation Padhte, Chalo, Badhte Chalo, MAY 29, 2017, https://school.eckovation.com/disaster-managementshort-notes/, Castro, Ryan, “Disaster Risk Reduction and Management”, Slideshare, November 19, 2013,, https://www.slideshare.net/irpex/disaster-risk-reduction-and-management-28415360, “How to Prepare for an Earthquake”, California Academy for Sciences,, https://www.calacademy.org/explore-science/how-to-prepare-for-an-earthquake, , 17

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Disaster Readiness and, Risk Reduction, Disaster from Different, Perspectives, Disaster Readiness and Risk Reduction, Disasters from Different Perspectives, First Edition, 2020, Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines., However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of, such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties., Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are, owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials, from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them., Published by the Department of Education, Secretary: Leonor Magtolis Briones, Undersecretary: Diosdado M. San Antonio, Development Team of the Module, Writers: Rodgem A. Barairo , Josefina M. Fabra, Editors: Ma. Fe Lorelei E. Amon , Anne Marielle R. Del Mundo, Vanessa R. Amba, Reviewers:, Richard Brian L. Tutor, Illustrator:, Leumel M. Cadapan , Ronan DC Vergara, Layout Artist: Leumel M. Cadapan , Maria Elinor F. Hemedes, Management Team:, Wilfredo E. Cabral , Job S. Zape Jr. , Eugenio S. Adrao, Elaine T. Balaogan, Rosemarie D. Torres, Ernesto D. Lindo , Dolorosa S. De Castro , Cristeta M. Arcos, Department of Education – Region IV-A CALABARZON, Office Address: Gate 2, Karangalan Village 1900, Cainta, Rizal, Telefax: 02-8682-5773/8684-4914/8647-7487, E-mail Address: [email protected]/ [email protected], , 18

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Week, , 2, , What I Need to Know, This module was designed and written with you in mind. It is here to help you, master the Disasters from Different Perspectives. 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 and 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 that you are now using., The module consists one lesson, namely:, , , Disasters from different perspectives., , After going through this module, you are expected to:, 1., 2., 3., 4., , Identify the different perspectives on disasters., Explain different disaster perspectives., Formulate helpful methods to face different disasters, Manifest readiness to face possible disasters., , Lesson 4, , Disaster from Different Perspectives, , Disasters come in different forms and intensity. Nobody knows when it will strike, and how will it happen. Therefore, everybody must know how to determine possible, disasters and anticipate possible damages in order to prepare oneself from the, potential harms that it may cause to people and the community., , What’s In, Learning Task 1: Think about the scenario below. Write YES if it is a disaster; NO, if not a disaster. Write your answer on a separate sheet., _____, _____, _____, _____, _____, , 1., 2., 3., 4., 5., , A, A, A, A, A, , landslide in a mountain resort, typhoon traversing a remote and uninhabited island, volcano erupting 15 km away from a city, mudslide towards a hill foot community, strong earthquake in the city proper of Calamba, , What’s New, Learning Task 2: Read the poem below. List down what you feel after understanding, the poem. Do this on your answer sheet., , 19

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Disasters, (JMF), Tragedies come in different forms, Tsunami, landslides, fires, and typhoons, Floods, earthquakes, droughts, and volcanic eruptions, Shipwreck, forest fire, epidemic, pandemic, and even explosions, Imminent hazards are associated with disasters, Threat in health, physical danger, and emotional concerns, Damage to properties, death, and other fears, That the victims see, hear and experience., Countless times, we have watched disasters all around us;, We knew its effects; we understand the horror that it has;, We shed tears for others; we prayed for some; we might had helped a mass,, Trying moments like this, to be a man for others---really is a MUST!, Therefore, disasters must be foreseen and forecasted;, It must be anticipated for everyone to be prepared;, Its effect on human and society must be planned and considered;, To save lives and properties and preserve social order., List down what you have felt after reading and interpreting the poem. Write your, answers on your paper., , What is It, The Different Perspectives of Disaster, 1. Physical perspective, Calamities are phenomena that cause great physical damage in a community, infrastructure, its people and their properties, e.g. houses and environmental, sources of living. These cited effects of a disaster can be easily measured and, the most common., Natural disasters generally affect the physical infrastructural facilities,, agricultural productivity and even lead to loss of life and cause damage to, property. Various factors influence the effects of a disaster on a country among, them are the magnitude of the disaster, the geography of the area affected, and, the recovery efforts directed towards reducing the immediate effects of a disaster., “Effects of a natural Disasters on a Country Essay”, Ivy Panda Free Study Hub, January, 20, 2020, https://ivypanda.com/essays/effects-of-a-natural-disaster-on-a-country/, , Effects of, -, , Physical Disasters, Injuries, Physical disabilities or illness, Sanitation, Damage in infrastructure, , 2. Psychological Perspective, Victims of disasters may suffer from Post Traumatic Stress Disorder (PTSD) and, other serious mental health conditions, which are not being given much attention, , 20

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to by the authorities or even by the victims, themselves. (This may be sensitive, statement), Disasters are mostly unpredictable, which leave the victims in a state of shock., They tend to deny the loss and try to escape from reality. Being in a denial state, makes the victims more vulnerable to stress, anxiety, and other different, maladaptive reactions. Death of a closed one also leaves the victim in a state of, insecurity because the sense of love, attachment and belongingness are deprived., Makwana, Nikunj Disaster and its impact on mental health: A narrative review,, October 31, 2019 https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6857396/, , Psychological effects of a Disaster:, Distress, , Hopelessness, Emotional effects, Cognitive Effects, Physical Effects, Interpersonal effect, Helplessness, , Intrusion/avoidance, Hatred/revenge, Dependence/insecurities, Grief/withdrawn/isolation, Guilt feeling, Lack of trust, , 3. Socio-cultural Perspective, Filipinos are generally known as “matiisin”, resourceful, helpful, optimistic, and, prayerful. These characteristics are manifested in the country’s recent fight, against COVID19.Due to the National Health Emergency, Enhanced Community, Quarantine (ECQ) prevailed in the whole country. A lot of people temporarily lost, their jobs, some people stranded in different regions, repatriated OFWs were held, in different quarantine facilities in Metro Manila, and all people were restricted to, go out of their homes for months. As a result, most Filipino families would rely, on government’s help for them to get by. However, limited resources and aids, from the government make people find possible ways to survive amid the, pandemic., The culture of “malalampasan din natin ‘to..” belief and “ bahala na and Diyos”, syndrome give hope to most Filipino in the midst of a disaster. Such perspective, helps a lot especially those who belong to the marginalized sector to be hopeful, and continue fighting against any challenge at hand. Their belief that a help from, someone or from God would arrive at a time they most needed. It also helps most, people survive a lot of oddities in life., Socio-Cultural Effect of Disasters,  Change in individual roles,  Disruption of social relationships and personal connections, , 4. Economic Perspective, Disasters affect the economic condition of a community because they reduce local, and international trade. It can also partially or totally paralyze a country’s, transportation system, just like what happened in the COVID19 pandemic., , 21

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Implementation of a partial and total shut down of local business operations, result to a lot of people losing means of living., Economic Effects of Disasters, - Loss of life, - Unemployment, - Loss of property, - Loss of household articles, - Loss of crops, - Loss of public infrastructure, , 5. Political Perspective, Natural disasters are commonly thought to be less politically argumentative than, armed conflicts, yet a closer look shows that both the effects of a natural disaster, and the resulting distribution of humanitarian aid are profoundly linked to, politics., Just as vulnerability to disasters is mediated by the political system of a country,, disasters can have major consequences for political stability and political, legitimacy (Hörhager, date?). Since agencies of government have a significant role, to play in directing disaster preparedness, prevention and recovery. Social, systems establish vulnerability to natural disasters and governments are often, considered to be responsible for the disaster effects., , 6. Biological Perspective, The disturbing effects caused by a prevalent kind of disease or virus in an, epidemic or pandemic level is known as biological disaster., (a) Epidemic Level: Biological disaster affects large numbers of people within, a given community or area. Ex: Dengue., (b) Pandemic Level: Biological disaster affects a much large region, sometime, spanning entire continents or the globe, Important topics: Biological Disasters -Causes and Way forward, IAS Planner, Helping, Civil, Service, Aspirants,, http://www.iasplanner.com/civilservices/important-topics/biologicaldisasters-causes-and-way-forward, , Biological disasters can wipe out an entire population at a short span of time., Example of it is the COVID19 pandemic which infected millions in less than a month, and left thousands of deaths in the same duration. Viral respiratory infections can, lead to anything from a mild cough that lasts a few weeks or months to full-blown, persistent wheezing or asthma (Martin, 2020). Since COVID19 is a respiratory, disease, the public is advised by health authorities to do health precaution to prevent, social contamination. Examples are: observing physical distancing, appropriate, washing of the hands, wearing of mask at all times once outside of one’s home, and, boosting one’s immune system., , 22

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COVID19 patients who have strong immune system can likely soon recover from the, disease. Also, those who follow the health precaution strictly have less chance of, being infected. As such, the effects of a biological disaster can be reduced., Effects of Biological Disasters, , Loss of lives, , Public demobilization, , Negative economic effect, , , , , Unemployment, Hunger, , What’s More, Learning Task 3: Watch or Read:, Watch this video from the YouTube, entitled Philippines’ President Threatens to, 'shoot dead' coronavirus lockdown troublemaker or read an article about Public, Health Emergency in the Philippines if you do not have internet access at home. Then, answer the questions that follow., 1. What do you think are the significant needs of the people in the video/article?, 2. Do you agree with the perspective of the President in mitigating the effect/s of the, disaster?, 3. Suppose you have the authority to give suggestion/s to the President in reducing, the impacts of the disaster in the video, what advice will you give him? Justify your, answer., , What I Have Learned, Learning Task 4: Study the case below then answer the question. Do this on your, answer sheet., Tajima is an earthquake victim. She manages to save all his family members from, the wraths of the disaster. Though she is mentally tough, all her resources are, already gone. If you were to rank the following needs of Tajima from the most, important to the least important, how would you arrange the following needs?, Justify your answer., FOOD, COUNSELLING, HOME, , MEDICINE, WORK, GOVERNMENT ASSISTANCE, , What I Can Do, Learning Task 5: Recall the devastation of Super Typhoon Yolanda. List down the, harms it brought to the community and tell how people can cope up from it. Use a, separate sheet of paper in answering this activity., People’s response to the hazard/s, (How do people coped up to the harms, that are shown in the picture?), , Harms of Hazards, , 23

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Disaster Readiness and, Risk Reduction, Vulnerability, Disaster Readiness and Risk Reduction, Vulnerability, First Edition, 2020, Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the, Philippines. However, prior approval of the government agency or office wherein the work is created shall be, necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a, condition the payment of royalties., Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this, module are owned by their respective copyright holders. Every effort has been exerted to locate and seek, permission to use these materials from their respective copyright owners. The publisher and authors do not, represent nor claim ownership over them., Published by the Department of Education, Secretary: Leonor Magtolis Briones, Undersecretary: Diosdado M. San Antonio, Development Team of the Module, Writer:, Editors:, Reviewers:, Illustrator:, , Melencia Rosario D. Coronel, Cristeta M. Arcos , Anne Marielle R. Del Mundo , Vanessa R. Ambas, Dolorosa S. De Castro , Cristeta M. Arcos , Richard Brian L. Tutor, Leumel M. Cadapan , Ronan DC Vergara, , Layout Artist:, Management Team:, , Leumel M. Cadapan, Maria Elinor F. Hemedes, Wilfredo E. Cabra , Job S. Zape Jr. , Elaine T. Balaogan , Rosemarie D. Torres,Ernesto D. Lindo, Dolorosa S. De Castro, Cristeta M. Arcos, , Department of Education – Region IV-A CALABARZON, Office Address: Gate 2, Karangalan Village 1900, Cainta, Rizal, Telefax: 02-8682-5773/8684-4914/8647-7487, E-mail Address: [email protected]/ [email protected], , 25

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Week, , 3, , What I Need to Know, In this module, the learner will be able to explain the meaning of vulnerability., Aside from being able to explain the meaning of vulnerability, the learner will also, be able to apply the different applications and real-life situations. Knowing the, meaning of the word itself will let the learners use their knowledge to handle, situations when vulnerability became the primary considerations of the, community when it comes to exposure, prevention, mitigation, and recovery from, a particular hazard., The module consists one lesson, namely:, , , Explaining Vulnerability., , After going through this module, you are expected to:, 1. Define vulnerability., 2. Determine what makes a community vulnerable or not., 3. Assess events situations delicately to identify vulnerability level and coping, capacity and ability., 4. Manage personal beliefs through knowing the importance of identifying, exposure and vulnerability to disaster., , Lesson 5 Explain the meaning of Vulnerability, Vulnerability is defined as the decreased capacity of an individual or a community to, anticipate, cope, resist, recover from the effect of natural or human-induced hazard., , What’s In, Learning Task 1: Directions: Spot the hazard on the given pictures. Write your, answers on a separate sheet of paper., Figure A, , Figure B, , Left:, , "DSCF0856" by gvlx, licensed under CC BY-NC-SA 2.0;, Right: "Unsafe construction in Macau" by Azchael, licensed under CC BY 2.0, , 26

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1. Examine Figures A and B. Identify all the hazards that you can see., Figure A, , Figure B, , 2. Give at least three (3) potential scenarios from each picture that can occur, due to the presence of hazard?, , What’s New, Learning Task 2: Directions: Read the following steps with understanding. Do, the following steps and write your answers on your answer sheet., 1. Tour around your house including the backyard., 2. As much as possible, make a list of all the hazards that you observed., 3. Using all the hazards that you listed, determine what could be the possible, events that will happen., 4. Who among the family members are prone or susceptible to the listed, hazards?, 5. Identify the reasons why that member of that family is vulnerable., , Hazards, , Possible, events, , Susceptible family, member/s (Exposure), , Reason of, Vulnerability, , What is It, Vulnerability Defined, Vulnerability is a state of being at risk. According to Republic Act 10121 also known, as ‘Philippine Disaster Risk Reduction and Management Act of 2010’, vulnerability, is defined as the characteristics and circumstances of a community, system or, resource that make it susceptible to the damaging effects of a hazard. With all the, identified hazard at home, there is a possibility that some family members might be, susceptible or prone to the accident due to the presence of hazard., Vulnerability is also situation specific. This means that if a specific province is, prone to earthquake, it does not mean that all localities on that province is, vulnerable to it. The vulnerability of different towns or cities or even provinces differ, in the way they prepare for the hazard and the amount and type of resources they, have in order prevent and manage it. To lessen vulnerability means to make the, community prepared and ready for the possible damaging effect of the hazard. This, further means that to make the community less vulnerable, it must be resilient. So,, to develop resiliency at home, you should first identify the hazards and be prepared, all the time for the possible outcome and respond immediately., , 27

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What’s More, Learning Task 3: Directions: Read the story below. Answer the questions that, follow. Write your answers on your answer sheet., Nick and Gary are both students of Looc National High School. Due to the, forecasted typhoon the night before, some waited for the announcement of classes, suspension. Unfortunately, there was no announcement. Nick, an ABM student, decided to go to school bringing his books, notebooks, and laboratory materials. On, the other hand, Gary, a STEM student also decided to go to school bringing not only, his books, notebooks, and laboratory materials but also flashlight, whistle, and some, supplies of food and water. Due to bad weather, the school janitor blocked off the, entrances and exits because the grounds were flooded. So, Nick and Gary were, stranded in a covered court near the school. Both were trying to call their family, but, the signal’s down., 1. Who do you think is more vulnerable? Nick or Gary? Why do you think so?, 2. In the story presented about Nick and Gary, what were the actions taken by, one student that made him less vulnerable to flood? What were the reasons, why the other student became more vulnerable?, , What I Have Learned, Learning Task 4:, 1. If you are going to base your definition of vulnerability on the story given, how, will you define it?, , What I Can Do, Learning Task 5:, Knowing the importance of identifying exposure and vulnerability to, disaster, how will you use your understanding about this? Do this on your paper., , References, Bueza, Michael. “The Role of LGUs, Local Councils during Disasters.” Rappler, December 6, 2014., https://www.rappler.com/newsbreak/44026-role-lgu-local-councils-disaster., Campanero, Nida S, and Veronica N Egargo. “Correlates of Vulnerability: A Quantified Study of, People’s Vulnerability on the Impact of Super Typhoon Yolanda in Guiuan, Eastern Samar,, Philippines.” Imperial Journal of Interdisciplinary Research 3, no. 9 (2017): 416–32., Commission on Audit (COA), nd. Disaster Management practices in the Philippines: An assessment., Philippines: Commission on Audit., “Executive Order No. 335, s. 1941: GOVPH.” Official Gazette of the Republic of the Philippines, April, 1, 1941. http://www.officialgazette.gov.ph/1941/04/01/executive-order-no-335-s-1941/., National Disaster Risk Reduction and Management (NDRRM). 2011. The National Disaster Risk, Reduction and Management Plan (NDRRMP). Philippines: NDRRMP, Department of Interior, and Local Government (DILG)., , 28

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Disaster Readiness and, Risk Reduction, Vulnerability in Disaster, Disaster Readiness and Risk Reduction, Vulnerability in Disaster, First Edition, 2020, Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the, Philippines. However, prior approval of the government agency or office wherein the work is created shall be, necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a, condition the payment of royalties., Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this, module are owned by their respective copyright holders. Every effort has been exerted to locate and seek, permission to use these materials from their respective copyright owners. The publisher and authors do not, represent nor claim ownership over them., Published by the Department of Education, Secretary: Leonor Magtolis Briones, Undersecretary: Diosdado M. San Antonio, Development Team of the Module, Writer:, Editors:, Reviewers:, Illustrator:, Layout Artist:, Management Team:, , Melencia Rosario D. Coronel, Andrea D. Senadoza, Anne Marielle R. Del Mundo, Vanessa R. Ambas, Dolorosa S. De Castro, Cristeta M. Arcos, Richard Brian L. Tutor, Leumel M. Cadapan, Ronan DC Vergara, Leumel M. Cadapan, Maria Elinor F. Hemedes, Wilfredo E. Cabral , Job S. Zape Jr., Elaine T. Balaogan, Rosemarie D. Torres , Ernesto D. Lindo,, Dolorosa S. De Castro, Cristeta M. Arcos, , Department of Education – Region IV-A CALABARZON, Office Address: Gate 2, Karangalan Village 1900, Cainta, Rizal, Telefax: 02-8682-5773/8684-4914/8647-7487, E-mail Address: [email protected]/ [email protected], , 29

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Week, , 3, , What I Need to Know, In this module, the learner will be able to determine why there are sectors of the, society that are more vulnerable and be able to explain the factors that made, these sectors susceptible to risk and hazards. This will further teach the learner, how to turn a very vulnerable sector to a less vulnerable one by managing or, reducing exposure to hazard and risk. Aside from reducing exposure to hazard, and risk, in this module the learner will be able to understand that adaptability, to the disaster is also a major factor in lessening the vulnerability of the sector, since disaster is hardly prevented, The module consists of one lesson, namely:, , , Sectors of society’s vulnerability to Disaster, , After going through this module, you are expected to:, 1. Explain why some sectors are more vulnerable to disaster than others., 2. Describe how different sectors find ways on how to lessen vulnerability of, the community., , Lesson 6 Sector of Society’s Vulnerability to, Disaster, This lesson explains why some sectors are more vulnerable to exposure to hazard, and most likely to suffer greater disaster impact than others. It will also be discussed, how different sectors find ways on how to lessen vulnerability of the community and, how it adapts after the disaster., , What’s In, Learning Task 1: Directions: Observe the situations happening in the Philippines, regarding the COVID-19 Pandemic. What could be the reasons why the number of, cases keeps on increasing and has higher vulnerability transmissible infectious, diseases? Do this on your answer sheet., , What’s New, Learning Task 2: Directions: Recall the exits and entrances of your previous, school. Answer the following questions based on your observation. Write your, answers on your answer sheet., 1. Are there exits allotted for emergency escape plan? How many?, 2. Are the gates working and can be easily opened in case of emergency?, , 30

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3. Do you practice emergency escape thru drills? Are there designated areas, for the students to go to so that the teachers will be able to check if there, are missing students?, 4. Do you think your school is highly capable of making sure of the safety of, their learners? Explain why., , What is It, Level of vulnerability of an area or community can be assessed base on different, factors. These factors can affect one another or can lead to other factors., , Factors affecting vulnerability of one’s community:, 1. Population density near a hazard event.,  Population differs from population density.,  Population refers to the number of individuals inhabiting in a particular, space at the same time. If people are well distributed, there is lesser, effect of disaster.,  Population density refers to the number of individuals living in an area, in relation to the size of an area.,  The primary consideration is not the population size but the population, density., 2. Capacity and efficiency to reduce Disaster Risk.,  Community that is less vulnerable has the capacity to reduce disaster, risk because;, 1. It can provide accessibility and availability of services and facilities, during and after disaster., 2. It has the ability to anticipate, adapt, and respond to possible, disaster., , What’s More, Learning Task 3: Directions: Given the following situations, identify what factor, affects the vulnerability to disaster. Write P if it is due to population density and, write C if it is due to sector’s capacity and efficiency to reduce disaster risk. Write, your answer on a separate sheet of paper., , 1. Tondo community during the total lockdown due to Covid-19 pandemic, wherein the families are forced to stay inside their houses that are too, small for the number of family members., 2. Use of drones to disinfect the community in Pasig City to prevent the, spread of the Covid-19 virus., 3. Insufficient number of rubber boats during super typhoon Yolanda in, Malabon City wherein large number of residents were stranded on the top, of their roof., , 31

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What I Have Learned, Learning Task 4: Explain why certain sectors of society are more vulnerable to, disaster than others. Write your explanation in 1 to 2 sentences on your paper., , What I Can Do, Learning Task 5: Directions: Read the given situation then answer the questions, that follow. Write your answer on a separate sheet of paper., You are the barangay captain of Brgy. Canlubang. Your response team, is deployed, and you have your radio with you. Reports are streaming-in for, assistance and relief goods. Mobile patrols are having a difficult time going, around due to lack of accessible barangay roads. At the same time, the, barangay is heavily populated so there was a shortage of response vehicles to, assist the victims and deliver relief goods to the evacuation area., 1. What do you think are the possible problems being faced by Barangay, Canlubang? Give three (3) possible problems., 2. In this kind of situation, what do you think is the liability of the local, officials? National government?, 3. Suggest three (3) possible solutions based on your identified possible, problems., , Answer Key, What's More, 1. P, 2. C, 3. C, , References, Bueza, Michael. “The Role of LGUs, Local Councils during Disasters.” Rappler, December 6, 2014., https://www.rappler.com/newsbreak/44026-role-lgu-local-councils-disaster., Campanero, Nida S, and Veronica N Egargo. “Correlates of Vulnerability: A Quantified Study of People’s, Vulnerability on the Impact of Super Typhoon Yolanda in Guiuan, Eastern Samar,, Philippines.” Imperial Journal of Interdisciplinary Research 3, no. 9 (2017): 416–32., Commission on Audit (COA), nd. Disaster Management practices in the Philippines: An assessment., Philippines: Commission on Audit., “Executive Order No. 335, s. 1941: GOVPH.” Official Gazette of the Republic of the Philippines, April, 1, 1941. http://www.officialgazette.gov.ph/1941/04/01/executive-order-no-335-s-1941/., National Disaster Risk Reduction and Management (NDRRM). 2011. The National Disaster Risk, Reduction and Management Plan (NDRRMP). Philippines: NDRRMP, Department of Interior and, Local Government (DILG)., Republic Act No. 10121. Philippine Disaster Risk Reduction and Management Act of 2010. Manila,, Philippines:, Congress, of, the, Philippines., http://www.mdrrmc.gov.ph/attachments/article/45/Republic_Act_10121.pdf (accessed May, 20, 2020), , 32

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Disaster Readiness and, Risk Reduction, Vulnerabilities of Different, Elements Exposed to Hazards, Disaster Readiness and Risk Reduction, Vulnerabilities of Different Elements Exposed to Hazards, First Edition, 2020, Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines., However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of, such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties., Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are, owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials, from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them., Published by the Department of Education, Secretary: Leonor Magtolis Briones, Undersecretary: Diosdado M. San Antonio, , Writer:, Editors:, Reviewers:, Illustrator:, Layout Artist:, Management Team, , Development Team of the Module, Melencia Rosario Coronel, Andrea D. Senadoza , Anne Marielle R. Del Mundo , Vanessa R. Ambas, Dolorosa S. De Castro , Cristeta M. Arcos , Richard Brian L. Tutor, Leumel M. Cadapan , Ronan DC Vergara, Leumel M. Cadapan , Maria Elinor F. Hemedes, Wilfredo E. Cabral , Job S. Zape Jr., Elaine T. Balaogan , Rosemarie D. Torres, Ernesto D. Lindo ,, Dolorosa S. De Castro , Cristeta M. Arcos, , Department of Education – Region IV-A CALABARZON, Office Address: Gate 2, Karangalan Village 1900, Cainta, Rizal, Telefax: 02-8682-5773/8684-4914/8647-7487, E-mail Address: [email protected]/ [email protected], , 33

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Week, , 4, , What I Need to Know, In this module, the learner will be able to recognize vulnerabilities of different, elements exposed to hazards and at the same time, determine all those elements., The module consists of 1 lesson, namely:, , , Vulnerabilities of different elements exposed to specific hazards, , After going through this module, you are expected to:, 1. Comprehend the different elements that may be exposed to hazards., 2. Differentiate vulnerabilities of different elements exposed to specific hazards., 3. Explain how different elements can become exposed to hazard making it, more vulnerable., , Lesson 7, , Recognize vulnerabilities of, different elements exposed to specific, hazards, , The learners in this module will realize that recognizing the vulnerabilities of different, elements exposed to hazard will help the community design to formulate strategies, on prevention, mitigation, and immediate response and possible rehabilitations after, a major event., , What’s In, Learning Task 1: Directions: Classify the following words/phrase according to, the given category below. Place the words into their proper column. Do this on your, answer sheet., Agricultural land, Barangay response team, Bridges, Fish pond, Government, Category 1, , Hospital, Marine resources, Railroads, Rainforest, schools, , seashore, social status, subdivision, Telecommunications, Transportation, , Category 2, , Category 3, , If you are going to assign names for each category, what could it be?, , What’s New, Learning Task 2: Directions: Concept map is a visual representation that shows, relationships between concepts. Arrange the following words or phrase into a, concept map. Under the diagram, explain how did you come up with your output, and cite your basis., , 34

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ecosystem, Elements, environmental, , Exposed, Hazard, physical, , response and recovery, Risk, socio-economic, , tangible, , What is It, Vulnerabilities of different elements are determined due to its exposure to, particular and specific hazard., Physical vulnerability includes population density levels, place of a, settlement, the site design, and materials used for infrastructure and housing., When hazardous events occur, normally physical elements are severely, damaged. For example, UP Visayas buildings were totally destroyed during, the super typhoon Yolanda in 2008 leaving the structure totally damaged., Another example is the decreased in population density like what happened, in Baguio during the 1990 earthquake in North Luzon when a lot of people, were injured and died., Social vulnerability happens due to inability of people, organization, and, societies to prevent severe effects from hazards because of the expected, behavior in social interactions, institutions, and system of cultural values., For example, during typhoon the line of communications were cut off when, cell sites shutdown or disruption of transport system due to inability of small, vehicles to pass through the flooded areas or unpassable roads and bridges., With some difficulties in the delivery of services such as relief goods and, medicines, a lot of problems occurred like shortage of food and spread of, infectious diseases. Therefore, when social elements were exposed to hazard,, these may lead to disruption of normal processes and activities in the, community., Level of economic vulnerability is based on the economic status of, individuals, communities, and nations. The poorer the country, the more, vulnerable to disasters because they lack the funds or budgets to build sturdy, structures and put other engineering measures in place which protect them, from being affected by disasters. So, we can say that Philippines is more, vulnerable than Japan. As an example is the Covid-19 pandemic wherein the, most affected are those who belong to low income and informal workers. Social, and economic vulnerability can be combined also known as socioeconomic, vulnerability., Environmental vulnerability is caused by natural resources depletion and, destruction. Organisms like humans, animals, and plants are all dependent, on the environment for survival. Human activities like deforestation, burning, of fossil fuels, and kaingin affect the natural abilities of the environment to, , 35

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protect itself from any natural hazard due to absence of trees which may cause, landslide and flashfloods. Sometimes the effects are irreversible., Quantifying vulnerability is used in estimating how much mitigation and, preparedness measures will be applied. Computation is based on the previous, hazard events and severity of their effects. Vulnerability can be expressed as:, 0 = lowest degree of vulnerability and 1 as the highest degree. Vulnerability, of people is the ratio of casualties or injured to the total population., Vulnerability of buildings is expressed as a repair cost or degree of damage., , What’s More, Learning Task 3: Directions: Classify the following words or phrases whether it is, PHYSICAL, SOCIOECONOMICAL OR ENVIRONMENTAL VULNERABILITY. Write, your answers on your answer sheet., 1. Shutdown of telecommunication tower, 2. Houses built near fault lines, 3. Denudation of forests, 4. Rest houses near Boracay shoreline, 5. Twenty-story building constructed on soil mainly made up of clay, , What I Have Learned, Learning Task 4: Directions: The following are real life situations. Identify 3, elements that are vulnerable in each situation. Write your answers on your paper., 1., , 2., , You are a college student. You are stranded in your college building. They have, blocked off the entrances and exits because the grounds are flooded. You have, been trying to call your family and trying to get news on your house in Tondo,, but the signal’s down. You have only gotten your books, notebooks, and, laboratory materials in your bag and locker. What elements of vulnerability are, present in the situation?, You are inside your apartment in Pateros. The radio reports anticipated flooding,, and you heard the rain pouring, so you prepared water bottle, some clothes,, canned goods, and cash. You placed all your electronic appliances on top of the, cabinets and tables and encased them in plastic covers. You’re ready to go out,, but you don’t know where the evacuation center is., , What I Can Do, Learning Task 5: Directions: Read the given situation below. Then complete the, task that follows. Write your answers on your answer sheet., You have a sari-sari store in Calamba City. According to the news, typhoon, Ondoy will bring heavy rains to almost all parts of Southern Luzon. At first, the rain, seemed normal, but it just won’t stop. There are less customers now. There might, not be any more customers soon with this rain. It might flood in a bit. But if you, , 36

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close the store, you won’t be able to feed your three children. So, you decided not to, close the store. There is news from your neighbors that San Cristobal River is already, overflowing and in a few minutes your store and the rest of the community will be, flooded. Your family was directed by the barangay officials to evacuate to Parian, Elementary school., 1. Identify all the elements exposed to hazard “Typhoon Ondoy” and identify, the category (Physical, socioeconomical or environmental)., Elements exposed to hazard, , Category, , 2. Why is it so important to determine the elements exposed to hazards in, your community?, , References, Bueza, Michael. “The Role of LGUs, Local Councils during Disasters.” Rappler, December 6, 2014., https://www.rappler.com/newsbreak/44026-role-lgu-local-councils-disaster., Campanero, Nida S, and Veronica N Egargo. “Correlates of Vulnerability: A Quantified Study of People’s, Vulnerability on the Impact of Super Typhoon Yolanda in Guiuan, Eastern Samar,, Philippines.” Imperial Journal of Interdisciplinary Research 3, no. 9 (2017): 416–32., Commission on Audit (COA), nd. Disaster Management practices in the Philippines: An assessment., Philippines: Commission on Audit., “Executive Order No. 335, s. 1941: GOVPH.” Official Gazette of the Republic of the Philippines, April 1,, 1941. http://www.officialgazette.gov.ph/1941/04/01/executive-order-no-335-s-1941/., National Disaster Risk Reduction and Management (NDRRM). 2011. The National Disaster Risk, Reduction and Management Plan (NDRRMP). Philippines: NDRRMP, Department of Interior and, Local Government (DILG)., Republic Act No. 10121. Philippine Disaster Risk Reduction and Management Act of 2010. Manila,, Philippines:, Congress, of, the, Philippines., http://www.mdrrmc.gov.ph/attachments/article/45/Republic_Act_10121.pdf (accessed May, 20, 2020), Kellie Hayden, “Teaching Ideas for Brochure-Making With a Rubric”,, Bright Hub Education, June 26, 2010, https://www.brighthubeducation.com/teaching-methods-tips/75435-rubric-for-brochure-project/, , Answer Key, 1., 2., 3., 4., 5., , Socioeconomical, Physical, Environmental, Physical, Physical, , What's More, 37

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Disaster Readiness and, Risk Reduction, Effects of Hazard, Exposure, and Vulnerability to Disaster, Risks, Disaster Readiness and Risk Reduction, Effects of Hazard, Exposure and Vulnerability to Disaster Risk, First Edition, 2020, Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines., However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of, such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties., Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are, owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials, from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them., Published by the Department of Education, Secretary: Leonor Magtolis Briones, Undersecretary: Diosdado M. San Antonio, Development Team of the Module, Writer:, Editors:, Reviewers:, Illustrator:, Layout Artist:, Management Team:, , Melencia Rosario Coronel , Ruby C. Bautista, Josefina M. Fabra , Anne Marielle R. Del Mundo , Vanessa R. Ambas, Dolorosa S. De Castro , Cristeta M. Arcos , Richard Brian L. Tutor, Leumel M. Cadapan , Ronan DC Vergara, Leumel M. Cadapan , Maria Elinor F. Hemedes, Wilfredo E. Cabral, Job S. Zape Jr., Eugenio S. Adrao, Elaine T. Balaogan, Rosemarie D. Torres,, Ernesto D. Lindo, Dolorosa S. De Castro, Cristeta M. Arcos, , Department of Education – Region IV-A CALABARZON, Office Address:, Gate 2 Karangalan Village, Barangay San Isidro, Cainta, Rizal 1800, Telefax:, 02-8682-5773/8684-4914/8647-7487, E-mail Address:, [email protected], , 38

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Week, , 4, , What I Need to Know, This module was designed and written with you in mind. It is here to help you, master the Disaster Readiness and Risk Reduction. 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 divided into three lessons, namely:, , , Hazards, Exposure and Vulnerabilities from actual situation., , After going through this module, you are expected to:, 1. Define and differentiate hazards, exposure, and vulnerabilities, 2. Observe and Explain the difference among hazards, exposure, and, vulnerabilities., , Lesson 8, , Hazards, Exposure, and, Vulnerabilities from actual situations, , What’s In, Learning Task 1: Directions: Below is a picture of an incident in a mining, , community in Itogon, Benguet after the onslaught of the Typhoon Ompong in 2018., Look and analyze the picture. Answer the questions after the image. Do this on, your paper., , Philippine News Agency, “Itogon landslide After Ompong”, September 21,, 2018, accessed May 28, 2020, https://files.pna.gov.ph/souce/2018/09/20/itogon-landslide-afterompong.jpg., , Guide Questions:, 1. What is the hazard shown in the picture?, 2. What area is exposed to hazard?, , 39

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3. What do you think is the cause of this incident?, 4. If the portion of the mountain slides down towards the remaining, residential buildings on the left, what part of the community will be, most affected?, 5. Which part in the presented image will be least likely affected?, , What’s New, Learning Task 2: Directions: Analyze the following situations. Answer the, following questions after the given situations. Do this on your answer sheet., You are a mom. You live in Brgy. Aplaya, which is right next to Laguna de, Bay. You have a 2-storey house, and the ground floor where your sari-sari store is, situated already flooded. You wrapped your baby and went to the second floor, but, the flood is fast rising and you are likely to get trapped. Your husband went to, Barangay Hall, where they prepared boats, but he has not yet come back., 1., Determine the hazards given in the situation and identify the possible, ways to lessen the vulnerability of the exposed elements to hazard? Explain your, answer., , What is It, , Hazard is a harmful condition, substance, human behavior or condition that can, cause loss of life, injury or other health effects, harm to property, loss of livelihood, and services, social and economic disruption or damage to the environment. Any, risk which is imminent is threat., Exposure is the presence of elements at risk or chance of being harmed from a, natural or man-made hazard event. Elements include the individuals, households or, communities, properties, buildings and structures, agricultural commodities,, livelihoods, and public facilities, infrastructures and environmental assets present, in an area that are subject to potential damage or even losses. The more a community, , 40

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is exposed to hazard factors, the higher is the disaster risk or higher chance disaster, occurrence., Vulnerability means the characteristics and circumstances of a community,, system, or asset, that make it susceptible to the damaging effects of a hazard and, inability of a community to prevent, mitigate, prepare for and respond to, hazardous events., Risk implies the probability of possible adverse effects. This results from the, interaction of social and environmental systems, from the combination of physical, danger, and exposed item vulnerabilities., Disaster is a serious disruption to the functioning of a community or society which, causes widespread human, material, economic or environmental losses that exceed, the capacity of the community or society concerned to cope with the use of their own, resources. It results from the mix of hazards, risk conditions and inadequate, capability or measures., Exposure and vulnerability, on the other hand, are distinct. A certain community, can be exposed but it does not mean that it is vulnerable. Buildings and structures, in Japan are exposed to earthquake, but they are not vulnerable since their, architectural and engineering designs are earthquake proof or resistant. However, to, become vulnerable, it must be exposed to hazard first., Physical elements, Buildings: Urban land use,, construction types, building height,, building age, total floor space,, replacement costs., Monuments and cultural heritage, Essential facilities, Emergency shelters, Schools,, Hospitals, Fire Brigades, Police,, Transportation facilities, Roads, railway, metro, public, transportation systems, harbor, facilities, airport facilities., Life lines, Water supply, electricity supply,, gas supply, telecommunications,, mobile telephone network, sewage, system., , Population, Density of population, distribution in, space, distribution in time, age, distribution, gender distribution,, handicapped, income distribution, Socio-economic aspects, Organization of population, governance,, community organization, government, support, socio-economic levels. Cultural, heritage and traditions., Economic activities, Spatial distribution of economic activities,, input-output table, dependency,, redundancy, unemployment, economic, production in various sectors., Environmental elements, Ecosystems, protected areas, natural, parks, environmentally sensitive areas,, forests, wetlands, aquifers, flora, fauna,, biodiversity., , C.J. Van Wester , “General Classification of Elements at Risk”, Caribbean Handbook on Risk Information, Management, C.J. Van Wester http://www.charim.net/methodology/52, , What’s More, Learning Task 3: Tell me! Skilled workers like electricians, welders, technicians, are prone and vulnerable to hazards. How can they avoid the untoward incident?, Write your answer on your answer sheet., , 41

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What I Have Learned, Learning Task 4: WRAP IT UP!, Directions: Wrap up your understanding about the lesson on Vulnerability and, Exposure by writing two sentences on your answer sheet., , What I Can Do, Learning Task 5: Emergency Escape Plan, We are all exposed to fire hazard, so there is a risk if fire occurs anytime. We are less, vulnerable if we are prepared and ready for such incident. Create your house floor, plan or blueprint and check the internet for fire and rescue symbols or make your, own symbols. With the help of your floor plan and emergency symbols, make a fire, escape plan for your family. Share your concept to your parent/ guardian for your, family’s safety. Have your parent or guardian signed into it to prove that you share, it with them., Here is an example of a floorplan., ITEMS TO BE INCLUDED, Windows, Doors, All furniture -labelled, Closet space/ other storages, All outlets, Faucets and sockets, Primary and Secondary escape, path, , References, Ashley Macejka, “Floor Plan Rubric”, Slide Share, Nov. 25, 2014,, https://www.slideshare.net/amacejka/floor-plan-rubric, Bueza, M. 2014, The Role of LGU’s, local councils during disasters, Rappler,, (accessed on May 20, 2020). https://www.rappler.com/newsbreak/44026-role-lgu-localcouncils-disaster, Campanero, N.S. and V.N. Egargo. 2017, Correlates of Vulnerability: A quantified, study of, people’s vulnerability on the impact of super typhoon Yolanda in Guiuan, Eastern Samar, Philippines,, Imperial Journal of Interdisciplinary, Research 3(9): 416-432., C.J. Van Wester , “General Classification of Elements at Risk”, Caribbean, Handbook on Risk Information Management, C.J. Van Wester, http://www.charim.net/methodology/52, Executive Order No. 335. Creating a civilian emergency administration, defining its, powers and, duties and providing for the coordination and control of civilian organizations for the protection of, the civil population in extraordinary and, emergency conditions. Manila, Philippines: Office of the President, (accessed on May 20,, 2020) http://www.officialgazette.gov.ph/1941/04/01/executive-order-no-335-s-1941/, Kellie Hayden, “Teaching Ideas for Brochure-Making with a Rubric”, Bright Hub, Education, June 26, 2010 https://www.brighthubeducation.com/teaching-methods-, , tips/75435-rubric-for-brochure-project/, , Types of Disaster Mitigation”, Public Safety Canada, December 22, 2015,, https://www.publicsafety.gc.ca/cnt/mrgnc-mngmnt/dsstr-prvntn-mtgtn/bt-dsstr-mtgtnen.aspx, , 42

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Disaster Readiness and, Risk Reduction, Hazard and Its Types, Disaster Readiness and Risk Reduction, Hazard and Its Types, First Edition, 2020, Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the, Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for, exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties., Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this, module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use, these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over, them., Published by the Department of Education, Secretary: Leonor Magtolis Briones, Undersecretary: Annalyn Sevilla, Development Team of the Module, Writers:, Editors:, Reviewers:, Illustrator:, Layout Artist:, Management Team:, , Ruby C. Bautista , Angelyn T. Natividad, Aries B. Manalo, Riza Mae S. Sanchez , Ginalyn H. Aquino, Desiree D. Vista, Rex J. Vibal, Leumel M. Cadapan, Dyessa Jane P. Calderon , Leumel M. Cadapan, Wilfredo E. Cabral , Job S. Zape Jr , Elaine T. Balaogan, Rosemarie D. Torres, Ernesto D. Lindo, Dolorosa S. De Castro , Cristeta M. Arcos, , Department of Education. – Region IV-A CALABARZON, Office Address:, Gate 2 Karangalan Village, Barangay San Isidro, Cainta, Rizal 1800, Telefax:, 02-8682-5773/8684-4914/8647-7487, E-mail Address:, [email protected] / [email protected], , 43

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Week, , 5, , What I Need to Know, This module was designed and written with you in mind. It is here to help you, master the Disaster Readiness and Risks Reduction on the topic Hazard and its, Types. It contains different information about hazard and comprises of different, samples. The scope of this module permits it to be used in many different learning, situations specifically in dealing various hazards., The module focused on the concept of hazard and its types., After going through this module, you are expected to:, 1. define and expound hazard and its types;, 2. observe proper precautions signs and symbols in hazard areas; and, 3. appreciate the importance of observing precautionary measures, , Lesson 9 Hazard and Its Types, This lesson introduces various concepts underlying hazard and determine types of, Hazard and its example. In the varied information given below it will help students, understand the major effects of hazards and how to prevent and avoid that to, happen. It will also serve as a warning signal for the students to be aware and extra, cautious., A hazard is any object, situation, or behavior that has the potential to cause injury,, ill health, or damage to property or the environment., As stated in Philippine DRRR law 2010, Hazard is 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., , What’s In, Learning Task 1: Let’s Study and Analyze: Volcano and Parachutist, Let’s Think About This, Directions: Based on the illustration,, answer the following tasks/questions, below. Do this on your answer sheet., 1. Cite hazards present in the illustration., 2. What type of Hazards is shown in the, picture?, 3. Based on the picture what do you think, will happen to the parachutist?, Source: Richard J. King, hazard_risk_cartoon_456.jpg.,, 2012, https://d32ogoqmya1dw8.cloudfront.net/images, , 44

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What’s New, Identifying potential hazards can eliminate or control unintentional injuries,, property damage or even worst, losing one’s life that might happen in the future ., , Learning Task 2: Let’s Know! SPOT THE HAZARD, Directions: Find hazards on the given pictures. Answer the following questions, below. Do this on a separate sheet., A. Hazard at home, , Source: Danger in the kitchen, www.google.com, accessed October 2019,, https://www.twinkl.co.uk/resource/cfe-h-011-dangers-in-the-kitchen-activity-sheet, , 1. List down the 5 different hazards found at home, school and outside., 2. Classify the types of Hazards present on the given picture., 3. Can the effects of hazards be avoided? How?, , What is It, Let’s Learn, After identifying hazards in the previous activity, this part gives information about, the types of Hazard and its example., Hazards can be categorized in different types:, 1. Natural hazards - arise from natural processes in the environment., e.g. earthquakes, tsunami, landslides, volcanic eruptions and floods, 2. Quasi-natural hazards- arise through the interaction of natural processes and, human activities, e.g. pollution or desertification, smog and fog, 45

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3. Technological (or man-made) hazards- These arise directly as a result of, human activities., e.g. accidental release of chemicals, toxic and pesticides to floral and fauna, , Hazards Signs and Symbols, These signs and symbols with corresponding meaning below help people to be extra, cautious, aware and observant in surroundings., Each picture is designed to become recognizable to anyone as a signal word like, “danger” or “warning”., , Technology or Man-Made Hazards Signs and Symbols, Descriptions, , Sign/Symbol, , Flame, , Health Hazard, , Meaning, -, , Flammable, Self-heating, Emits Flammable Gas, Pyrophoric, , -, , Reproductive toxicity, Respiratory sensitizer, Target organ toxicity, Aspiration toxicity, , - Explosives, - Self-reactives, - Organic Peroxides, , Exploding Bomb, , - Fatal or toxic, - Acute toxicity, , Skull and Crossbones, , Quasi-Natural Signs and Symbols, Descriptions, , Sign/Symbol, , Environment, , Meaning, - Aquatic toxicity, , - Air toxicity, , Environment, , Source: Safety Symbols and Their Meanings, February, 1, 2018, https://www.dcmgroup.ca/en/news/safetysymbols-and-their-meanings-2/, , 46

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Natural Hazards Signs and Symbols, , Source: Professional Crime-Writers and Crime-Fighters, 2018,, https://www.sleuthsayers.org/2018/04/and-how-was-your-spring-break.html, , What’s More, Learning Task 3: Arrange Me!, Directions: Choose the right example of types of hazards below. Write it on, the corresponding table. Do this on a separate sheet., Natural Hazards, , Quasi-Natural Hazards, , 47, , Technological Or, Manmade Hazards

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avalanche, oil spill, mining explosions, wild fires or bush fires, transportation accidents, train accident, falling objects, air pollution, global warming, lightning, plants and animals, , volcanic eruptions, biological attacks, polluting ground water, dam failures, storm surge, plane crashes, typhoon, water pollution, desertification, sandstorm, , hurricanes, landslides, droughts, fires, earthquake, tornadoes, floods, acid rain, smog, epidemic in human, , What I Have Learned, Learning Task 4: Complete Me!, Directions: Complete the following sentences by giving the appropriate answer, needed in the blank. Do this on a separate sheet., Hazard, , is, , __________________________., , __________________________., , The, , different, , It, , becomes, , types, , of, , hazard, hazards, , when, are, , __________________________, __________________________, __________________________., We can minimize the effects of hazards through __________________________., , What I Can Do, Learning Task 5: Directions: Read the following statements on each part of the, learning task. Answer the following learning task on a separate sheet., , A. Let’s Pretend!, The Philippines is considered as the third most prone to hazard country in the world,, having more than 20 tropical cyclones in a year, earthquakes, and more than 20, active volcanoes found all over the country. As a disaster advocate, what are the, things that you can contribute to possibly minimize the risks of disaster in your home, and school?, , References, E-book:, K. Hewitt and I. Burton, The Hazardousness of a Place: A Regional Ecology, of Damage Events, University of Toronto, 1971,, https://www.abebooks.com/servelet/BookDetailsPL?bi=22573648538, , 48

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Eric Gislason, Types of Hazards National Association of Safety Professionals, accessed, December 26, 2018, https://naspweb.com/types-of-hazards/, Difference between Natural and Man Made Disaster, accessed June, https://pediaa.com/difference-between-natural-and-man-made-disaster/, , 23,, , 2016,, , Caution, and, Warning:, Natural, disaster,, https://www.shutterstock.com/imagevector/natural-disaster-warning-signs-caution-danger-302759177, Website, Richard J. King, hazard_risk_cartoon_456.jpg., 2012,, https://d32ogoqmya1dw8.cloudfront.net/images, Danger in the kitchen, www.google.com, October 2019,, https://www.twinkl.co.uk/resource/cfe-h-011-dangers-in-the-kitchen-activity-sheet, Slip, Trip and Fall Hazards, www.youtube.com, March 9, 2015,, https://youtu.be/ChQ8aoeHoEQ?t=146, Sun Star Davao, June 2, 2020, https://www.sunstar.com.ph/article/1801175, Safety Symbols and Their Meanings, Retrieved February 1, 2018,, https://www.dcmgroup.ca/en/news/safety-symbols-and-their-meanings-2/, Much Mania, Natural Disaster Warning Signs, Caution, Danger, Hazard Symbol Set, 20032020, https://www.shutterstock.com/image-vector/natural-disaster-warning-signscaution-danger-302759177, Wamsler, Smog warning sign, grungy style, vector illustration, www.google.com,, https://www.123rf.com/photo_37312853_stock-vector-smog-warning-sign-grungystyle-vector-illustration.html, Shubert Ciencia, Cleanup in Barangay La Paz, Nueva Valencia, Guimaras, licensed under, CC BY 2.0, Floods in the Philippines 2009, www.google.com, https://floodlist.com/wpcontent/uploads/2013/04/philippines, , Answer Key, -, , - air pollution, - water, pollution, - acid rain, - global, warming, - desertification, - smog, , - avalanche, - volcanic, eruptions, hurricane, landslides, droughts, storm surge, tornadoes, typhoon, floods, lightning, sandstorm, wild fires, earthquake, , Quasi Natural, Hazards, , Natural, Hazards, , What's More, 49, , - oil spill, - biological, attacks, - mining, explosions, - polluting, ground water, - dam failures, - fires, - transportation, accidents, - falling objects, - epidemic in, human plants, and animals, - plane crashes, , Technological, or Man Made, Hazards

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Disaster Readiness, and Risk Reduction, Hazard: Its Impact,, Identification and, Risk Assessment, Disaster Readiness and Risk Reduction, Hazard: Its Impact, Identification and Risk Assessment, First Edition, 2020, Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the, Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for, exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties., Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this, module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use, these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over, them., Published by the Department of Education, Secretary: Leonor Magtolis Briones, Undersecretary: Diosdado M. San Antonio, Development Team of the Module, Writers:, Editors:, Reviewers:, Illustrator:, Layout Artists:, Management Team:, , Rodgem A. Barairo, Ruby C. Bautista, Aries B. Manalo, Riza Mae S. Sanchez , Josefina M. Fabra, Desiree D. Vista , Rex J. Vibal, Leumel M. Cadapan, Dyesa Jane P. Calderon, Leumel M. Cadapan, Wilfredo E. Cabral , Job S. Zape Jr , Elaine T. Balaogan, Rosemarie D. Torres,, Ernesto D. Lindo , Dolorosa S. De Castro , Cristeta M. Arasco, , Department of Education – Region IV-A CALABARZON, Office Address:, Telefax:, E-mail Address:, , Gate 2 Karangalan Village, Barangay San Isidro, Cainta, Rizal 1800, 02-8682-5773/8684-4914/8647-7487, [email protected] / [email protected], , 50

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Week, , 5, , What I Need to Know, Have you heard of people who lost their job and suffered extreme depression as a, result of an epidemic? What about people who were physically injured in the, workplace while performing their tasks? How do concerned government agencies, address an epidemic like the COVID-19 outbreak? The answers to such questions, will be revealed as you progress in this module., Upon completion of this module, you are expected to:, 1., 2., 3., 4., , explain the impacts of various hazards on different exposed elements;, classify hazard impacts;, perform hazard identification and risk assessment; and, recognize the value of being disaster-resilient, , Lesson, 10, , Hazard: Its Impact, Identification and, Risk Assessment, , In any workplace or environment, safety works best if hazards and its impacts are, identified. Moreover, assessment of risks accompanying hazards must also be done, to ensure safety or at least minimize the impact of hazards, if not totally eradicated., A sound safety management program must be established to avoid injuries and, unpleasant events brought about by hazards and accompanying risks., , What’s In, A hazard is defined is simply a condition or a set of circumstances that present a, potential for harm. So far, you also have learned that hazards are divided into two, broad categories: health hazard (can cause occupational illnesses) and safety hazard, (can cause physical harm or injuries). A hazard can also be classified into six types, which are biological, chemical, physical, safety, ergonomic and psychosocial., On the other hand, risk refers to the potential for loss, damage or destruction a, hazard can cause while vulnerability refers to the characteristics of a community or, system that make it susceptible to the possible damaging effects of a hazard. For, example, a doctor who is handling a patient infected with a virus (hazard) has a high, chance of getting infected (risk) if she has poor immune system and does not wear, personal protective equipment (vulnerability)., , What’s New, Learning Task 1: Arrange the Jumbles, Directions: Arrange the jumbled letters to form the word being described in the, sentences. Write your answers on a separate sheet., , 51

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NEXYITA, FOSTER RIFE, LSIYERPR, ROVOCIRUSNA, UTENMENPMOLY, NOITMIRCISNIDA, , Too much fear and worrying after a loved-one died of, COVID-19, The burning of Amazon in Brazil (2019) leaving many species, dead and homeless, Wet floor that caused this woman to trip, An invisible enemy that is highly contagious, No-work-no-pay scenario brought by a biological hazard, In a world where one culture is not being embraced by, another’s culture, , What is It, What are the Different Impacts of Hazards?, A hazard can bring about many impacts which can come in different types. Facilities, and infrastructures are commonly the target of natural hazards. Specifically, these, impacts can trigger accidents and the release of toxic substances, fires and, explosions, potentially resulting in health effects, environmental pollution and, economic losses., One way to classify hazard impacts is by means of general impact themes namely:, , , , , Danger to life which includes physical and psychological harm and diseases, Denial of access like energy, water, communication and transport access, Damage to the physical environment like buildings and land, , 1. Physical impact, Physical injuries (bone fracture,, wounds, bruises), Destruction and loss of vital, infrastructure like transportation, system, roads, bridges, power lines, and communication lines., Wide, spread, destruction, of, housing and buildings, 2. Psychological impact, Grief and psychological illness, Marital conflict, Depression due to loss of loved, ones and properties, Chronic anxiety, 3. Socio- cultural impact, Displacement of population, Loss of cultural identity, Forced of adoption of new sets of, culture, , Ethnic conflicts, Economic impact, Loss of job due to displacement, Loss of harvest and livestock, Loss of farms, fish cages and other, source of food, Loss of money and other valuables, 5. Environmental impact, Loss of forest due to forest fires, Loss of fresh water due to, salination, Disturbance of biodiversity, Loss of natural rivers, 4., -, , 6. Biological impact, Epidemic to people, flora and, fauna, Chronic and permanent illness, caused by biological agents, - Proliferation of different, viral diseases, , 52

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Identification of Hazards and Risk Assessment, Hazard identification is the process of determining all physical and nonphysical, agents in the workplace or specific environment. Most occupational health and safety, problems are caused by hazards which are not eliminated or managed. In order to, prevent untoward incidents in a workplace or community, elimination or controlling, of hazards is crucial. In some workplaces where hazards cannot be avoided, they, must be monitored., Risk assessment is a way to determine which hazards and risks should prioritized, by taking into consideration the probability and severity of impact., Below are the steps in hazard identification and risk assessment., 1. Identify the hazards. Use the following methods:, 2. Assess the Risk. Once a hazard has been identified, the likelihood and, possible severity of injury or harm will need to be assessed before determining, how best to minimize the risk. High-risk hazards need to be addressed more, urgently than low- risk ones., Table 1. Risk Assessment Scoring Matrix, , Organization, Threshold Priority, , Source: Gulsum Kubra Kaya, Research Gate, Risk Level Matrix, www.researchgate.net/profile/Gulsum, , 3. Make the changes. Once risks are assessed, the next step is to make decision, for some necessary changes. These changes include removing the hazard and, replacing it with something less hazardous, engineering modifications like, installation of exhausts, safety barriers and safety exits, modification of, procedures, etc. Combination of the risk control measures mentioned above, to effectively reduce exposure to hazards can also be done., 4. Checking the changes made. To make sure risk has been minimized, and a, further hazard has not been created, the new safety measures may need to be, carefully tested before work begins again. Risk assessment doesn’t end with, making changes. It is essential that these changes made are monitored and, checked. It must be monitored if the changes done are being followed, consistently and if these changes contribute to the improvement of safety, management in the workplace. This last step has to be done periodically to, accurately assess the effectiveness of the entire process., , 53

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Table 2. Risk assessment and control measures to counter risks, , Source: Gulsum Kubra Kaya, Research Gate, Risk Level Matrix, www.researchgate.net/profile/Gulsum, , What’s More, Learning Task 2: Concept Webbing, Directions: Classify the following hazard impacts. Write PH if the hazard impact is, Physical, PS if it is Psychological, SC if it is Socio-cultural, EN if it is Environmental,, EC if it is Economical and B If it is Biological. Do this on a separate sheet., Insanity, amputated leg, Massive lay-off of workers, COVID-19, , Amazon forest fire, broken spine, Bird’s flu, relocation of people, , overthinking, bankruptcy, cultural wars, volcanic ash, , Learning Task 3: Assessment and Reduction of Risks, , , , , , Remember your previous school., Choose 5 hazards you have spotted in your school., Conduct a risk assessment with proposed changes using the table below., An example is provided for your reference., , Hazard, Not, wearing, of PPE, , Risk, , Probability, , Impact, , Risk, Level, , Changes made to, reduce the risk, , Potential, physical, injuries, , 4, , 5, , 20 High, , Provision of PPE’s to, employees, , What I Have Learned, , 1. A hazard is any agent in a workplace, can be an object or procedure that can, cause potential harm. A risk refers to the potential harm a hazard can cause., , 54

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2. Vulnerability refers to the susceptibility of an element exposed to the risks of, a hazard., 3. Hazard Identification refers to the process of determining all the agents in a, workplace that can cause harm., 4. Risk Assessment takes into account the probability of happening and the, severity of impact of a risk. It is done to determine which risks should be, addressed first or prioritized., 5. The following are the steps in hazard identification and risk assessment:, a. Identify the hazards., b. Assess the risks., c. Make changes., d. Check the changes made., 6. Changes must be made after assessing the risks. The changes made should, be monitored on a regular basis., , What I Can Do, Learning Task 4: Directions: Perform a Hazard Analysis and Risk Assessment of, your house by following the steps you have learned from this module., , , , , , List the hazards and the risks that go with each hazard., Know which risk to prioritize by risk assessment., Propose changes in order to reduce risks., Do this on a separate sheet., , Use the table below., Table 4. Risk assessment from identified hazards in our house, , Hazard, , Location, in the, house, , Risk, , Probabilit, y, , Impact, , Risk, Level, , Changes, made to, reduce, the risk, , References, Department of Environment, B. (n.d.). The Impact of Hazards on People and the Environment, –, igeogers,, http://igeogers.weebly.com/the-impact-of-hazards-on-people-and-theenvironment.ht, Ma. Rosalie Gonzales, Risk Assessment, Powerpoint presentation, Lecheria National High School-ISO, Committee, Calamba City, Laguna, September 10, 2019, E. Krausmann, S. Girgin, and A. Necci (2019), In International Journal of Disaster Risk Reduction (Vol., 40), Natural hazard impacts on industry and critical infrastructure: Natech risk drivers and risk, management performance indicators, https://doi.org/10.1016/j.ijdrr.2019.101163, UNISDR. (2009). United Nations International Strategy for Disaster Reduction Terminology on Disaster, Risk Reduction., G. Wells,(1996). Hazard identification and risk assessment. Hazard Identification and Risk Assessment,, 1–12. https://doi.org/10.1201/9780429280740-13, 11_Mod_3_Participant_Manual.pdf,, https://www.osha.gov/sites/default/files/2018-12/fy11_sh22318—, Gulsum Kubra Kaya, Research Gate, Risk Level Matrix, www.researchgate.net/profile/Gulsum, , 55

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Disaster Readiness, and Risk Reduction, Earthquake Hazards and, Risk Reduction Methods, Disaster Readiness and Risk Reduction, Earthquake Hazards and Risk Reduction Methods, First Edition, 2020, Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines., However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of, such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties., Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are, owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials, from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them., Published by the Department of Education, Secretary: Leonor Magtolis Briones, Undersecretary: Diosdado M. San Antonio, Development Team of the Module, Writers:, Editors:, Reviewers:, Illustrator:, Layout Artists:, Management Team:, , Rodgem A. Barairo, Ruby C. Bautista, Aries B. Manalo, Riza Mae S. Sanchez , Josefina M. Fabra, Desiree D. Vista, Rex J. Vibal, Leumel M. Cadapan, Dyesa Jane P. Calderon, Leumel M. Cadapan, Wilfredo E. Cabral , Job S. Zape Jr, Elaine T. Balaogan, Rosemarie D. Torres, Ernesto D. Lindo ,, Dolorosa S. De Castro , Cristeta M. Arcos, , Department of Education – Region IV-A CALABARZON, Office Address:, Telefax:, E-mail Address:, , Gate 2 Karangalan Village, Barangay San Isidro, Cainta, Rizal 1800, 02-8682-5773/8684-4914/8647-7487, [email protected] / [email protected], , 56

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Week, , 6, , What I Need to Know, If earthquake is regarded as one of the most frightening natural disasters, that is, because seconds of its occurrence can be more destructive than days of a typhoon., Besides, an earthquake comes with very little warning., After going through this module, you are expected to:, 1. identify various potential earthquake hazards and ways to minimize it;, 2. appreciate the value of preparedness and resilience in disastrous situations, , Lesson 11, , Earthquake Hazards, , An earthquake poses a lot of hazards which can contribute to large economic and, human losses, and represents a serious impediment to socioeconomic development,, creation of jobs and availability of funds for poverty reduction initiatives., In this module you will be introduced to the different hazards brought about by an, earthquake. Earthquake hazard and risk assessment is a fundamental tool for, developing risk reduction measures and constitutes the first step to support, decisions and actions to reduce potential losses., , What’s In, Let us refresh the following earthquake concepts:, • An earthquake is the vibration of Earth produced by the rapid release of energy, within the lithosphere., • Earthquakes are caused by slippage along a break in the lithosphere, called a fault., • The energy released by an earthquake travels in all directions from the focus in the, form of seismic waves., • The movement that occurs along faults during earthquakes is a major factor in, changing Earth’s surface., • Forces inside Earth slowly deform the rock that makes up Earth’s crust, causing, rock to bend., • Elastic rebound is the tendency for the deformed rock along a fault to spring back, after an earthquake., • An aftershock is an earthquake that occurs sometime soon after a major, earthquake.,  A seismograph is a device used to record the motion of the ground during an, earthquake., , What’s New, Learning Task 1: Who would not know the story of Popoy and Basha? In the movie,, Popoy, who played the role of an architect, was able to fulfill his stubborn vision of, building calamity and earthquake-proof housing projects., Answer the following questions on your answer sheet., , 57

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1. What do you think is the reason why Popoy thought of building earthquakeproof houses?, 2. What are the possible hazards or dangers that can be caused by an, earthquake?, 3. Based from your previous learnings, what are the materials and structural, features of an earthquake-proof house?, , What is It, What are Earthquake Hazards?, Earthquake Hazards refer to earthquake agents which have the potential to cause, harm to a vulnerable targets which can either be humans, animals or even your, environment., The effects of an earthquake can be classified as primary or secondary.,  Primary effects are permanent features an earthquake can bring out., Examples include fault scarps, surface ruptures, and offsets of natural or, human-constructed objects.,  Secondary effects happen when ground movement results to other types of, destruction. Examples include landslides, tsunami, liquefaction and fire., Below are the four earthquake hazards which are considered as secondary effects of, an earthquake:, , 1. Landslides, Seismic vibration is a common triggering mechanism for landslides. Landslides can, have particularly devastating effects like floods, blocking of rivers, death, and, damage to land and natural resources. Landslides can be prevented by reinforcing, slope material, modifying the pathway for surface and underwater and by putting, piles and retaining walls., , 2. Tsunami, A tsunami is a huge sea wave triggered by a violent displacement of the ocean floor., Underwater earthquakes, volcanic eruptions or landslides can cause tsunami. As it, approaches a shallow coastline, its speed decreased, but the height of the tsunami, increases drastically, bringing so much damage to nearby communities. Tsunamis, can also overwhelm sewage systems, destroy structures and kill people., , 3. Liquefaction, Earthquake motion can turn loosely packed, water-saturated soil to liquid—, "liquefaction.” Liquefied soil becomes less compact and ultimately lose the ability, to support roads, buried pipes, and, of course, houses. It is caused by vibration or, saturation with water which causes the soil to decrease in density. This poses, danger for it lead to unstable structures of buildings due to ground subsidence., , 4. Fires, Earthquakes cause fires. Even moderate ground shaking can break gas and, electrical lines, sever fuel lines, and overturn stoves. To further complicate things,, water pipes rupture, so it would be impossible to extinguish the fire., , 58

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What’s More, Most commonly used methods of reducing earthquake risks are as follows:, 1. Effective recording and interpretation of ground motion, This can be done by effective instrumentation in order to determine the, location, strength and frequency of earthquakes. This assists in providing, alerts and warnings especially to high-risk or vulnerable areas for preparation, and emergency response., 2. Constructing seismic hazard maps, A seismic hazard map shows the potential hazards in a given area. In many, regions in our country, seismic expectancy maps or hazard maps are now, available for planning purposes. It serves as basis for disaster management, information like locations for evacuation and evacuation routes. The, anticipated intensity of ground shaking is represented by a number called the, peak acceleration or the peak velocity., 3. Developing resistant structures, Resistant structures are able to withstand collapse by redistributing forces, caused by seismic waves through shear walls. Developing engineered, structural designs that are able to resist the forces generated by seismic waves, can be achieved either by following building codes based on hazard maps or, by appropriate methods of analysis., , What I Have Learned, 1. Earthquake refers to the sudden shaking or trembling of the ground., 2. Earthquake Hazards can cause either primary or secondary effects., 3. Primary effects are permanent features produced by the earthquake (fault, scarps, surface ruptures, and offsets of natural or human-constructed, objects)., 4. Secondary effects result when ground movement causes other types of damage, (landslides, tsunami, liquefaction and fire)., 5. There are ways to reduce the risks of an earthquake. These are as follows:, a. Accurate recording and interpretation of ground shaking, b. Making seismic hazard maps, c. Building resilient structures, , What I Can Do, Learning Task 2: Read the poem with understanding. Answer the following, questions. Do this on a separate sheet., Filipinos have been through a lot of disasters- typhoon Yolanda, fire, July 1990earthquakes, landslides, covid-19 pandemic. Name it and the Filipinos had been, through it! Read the poem below, and then answer the questions that follow., , 59

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We Filipinos Are Disaster-Resilient, Aren’t We?, By Rodgem A. Barairo, To reduce disaster, is an impossibility, Never ever say,, , Because reality is, We can’t work hand in hand, , We can prepare, We can think of ways, Because truth is, We’re hopeless, down on bended, knees, , Never believe, Our nation can be great again, Because truth is, Filipinos are not resilient, Forget the thought, That we can’t make it, Never ever say, There’s hope after a disaster!, , Never believe, The government and Filipinos are, capable, , This time, read the poem in reverse, that is, from bottom to top., Questions, 1. Do you think you are a resilient person? Why do you say so?, 2. Which manner of reading the poem gives a more realistic characterization of, our nation’s ability to respond to disasters, from-top-to-bottom, or reverse, manner? Justify your answer., 3. As a senior high school student, how can you make yourself disaster-strong, and resilient?, , References, E. Krausmann, S. Girgin, and A. Necci, Natural hazard impacts on industry and critical, infrastructure: Natech risk drivers and risk management performance indicators. In, International Journal of Disaster Risk Reduction (Vol. 40), 2019,, https://doi.org/10.1016/j.ijdrr.2019.101163, Posco Newsroom, What It Takes To Build A Natural Disaster Proof House, Retrieved June 2,, 2020,https://newsroom.posco.com/en/takes-build-natural-disaster-proof-house/, DHel Nazario, Impact-proof desk developed for pre-school students, Manilla Bulletin, April, 28, 2019, S. A. Nelson, Earthquake Vulnerability Reduction for Cities (EVRC-2). Notes, 1, 1–10, 2016,, http://www.tulane.edu/~sanelson/Natural_Disasters/ eqhazards%26r. 1–7., , 60

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Disaster Readiness and, Risk Reduction, Natural Signs of, Impending Tsunami, Disaster Readiness and Risk Reduction, Natural Signs of Impending Tsunami, First Edition, 2020, Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines., However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of, such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties., Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are, owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials, from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them., Published by the Department of Education, Secretary: Leonor Magtolis Briones, Undersecretary: Diosdado M. San Antonio, Development Team of the Module, Writers:, Editors:, Reviewers:, Illustrator:, Layout Artists:, Management Team:, , Maria Henrietta DP. Quilla, Aries B. Manalo, Riza Mae S. Sanchez, Desiree D. Vista, Leumel M. Cadapan, Dyessa Jane P. Calderon, Wilfredo E. Cabral , Job S. Zape Jr , Elaine T. Balaogan, Rosemarie D. Torres, Ernesto D. Lindo,, Dolorosa S. De Castro , Cristeta M. Arcos, , Department of Education – Region IV-A CALABARZON, Office Address:, Telefax:, E-mail Address:, , Gate 2 Karangalan Village, Barangay San Isidro,, Cainta, Rizal 1800, 02-8682-5773/8684-4914/8647-7487, [email protected], , 61

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Week, , 6, , What I Need to Know, This module was designed and written with you in mind. It is here to help you, master the Natural Signs of Impending Tsunami. 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., This module focuses on:, , , Recognizing the natural signs of impending tsunamis., DRR11/12-If-g-18, , After going through this module, you are expected to:, 1. Identify the natural signs of impending tsunami;, 2. Appreciate the topic by locating places for possible evacuation during, tsunamis; and, 3. Create guidelines or warning signs to be aware and prepared for possible, tsunami., , Lesson 12 Natural Signs Impending Tsunami, Different natural events may be experienced by anyone that may cause damage, and/or loss of properties as well as put everyone’s life in danger. One of which is, tsunami. A tsunami is a series of enormous ocean waves caused by earthquakes,, underwater landslides, volcanic eruptions, or asteroids., In this part of the module, you will learn about natural signs of impending tsunami, and what you should do in the event of a tsunami warning., , What’s In, Learning Task 1: What are the different related hazards brought by an, earthquake? Differentiate each and one of them., , What’s New, Learning Task 2, Directions: Give three countries in Southeast Asia which experienced Tsunami as, one of the related hazards brought by an earthquake. If possible, recall the exact, year and place when and where these happened. Do this on your paper., , 62

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What Is It, What are the natural signs of an impending tsunami?, 1. Feel an earthquake. Severe ground shaking from local earthquakes may, cause tsunamis. However, an earthquake may not be felt if the event is far, away., 2. See ocean water disappear from beach, bay, river. Water may recede from, the coast, exposing the ocean floor, reefs and fish before returning as a fastmoving wall of water (tsunami). This is called “drawback.” Drawback can, exceed hundreds of meters exposing normally submerged areas., 3. Hear an unusual roaring sound. Abnormal ocean activity, a wall of water,, and an approaching tsunami can create a loud "roaring" sound similar to, that of a train or jet aircraft., What should you do when a tsunami threatens?, 1. Preparations before a tsunami:, a. If you live near or visit a coastal area, learn about the risk of a, tsunami. Some at-risk communities have maps with evacuation, zones and routes., b. Learn the signs of an impending tsunami., c. Know and practice community evacuation plans and map out your, routes from coming from your house, work, and other areas., d. Create a family emergency plan with all your family members., 2. During the event of a tsunami:, a. Protect yourself first from an earthquake if you are in a tsunami area., Do the Duck, Cover, and Hold. Tsunamis generated in distant, locations will generally give people enough time to move to higher, ground. For locally-generated tsunamis, where you might feel the, ground shake, you may only have a few minutes to move to higher, ground., b. If there is a warning, either from the officials or a natural sign, move, immediately to a safe place as high and as far from the inland as, possible., c. If you are outside the tsunami hazard zone and a warning has been, issued, stay where you are unless officials tell you otherwise., d. If you are in school and a tsunami warning has been issued, follow, the advice of teachers and other school personnel., e. If you are at home and hear there is a tsunami warning, you should, make sure your entire family is aware of the warning. Move in an, orderly, calm and safe manner to the evacuation site or to any safe, place outside your evacuation zone. Always follow the evacuation, instructions of local emergency and law enforcement authorities., f. High, multi-story, reinforced concrete hotels are located in many lowlying coastal areas. The upper floors of these hotels can provide a, safe place to find refuge should there be a tsunami warning and you, , 63

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cannot move quickly inland to higher ground. On the other hand,, homes and small buildings located in low lying coastal areas are not, designed to withstand tsunami impacts. Do not stay in these, structures should there be a tsunami warning., g. Offshore reefs and shallow areas may help break the force of tsunami, waves, but large and dangerous waves can still be threat to coastal, residents in these areas. Stay away from all low-lying coastal areas, when there is a tsunami warning., h. If you are in a boat at sea or in a harbor, do not return to port if, you are at sea and a tsunami warning has been issued for your area., Tsunamis are imperceptible and can cause rapid changes in water, level and unpredictable dangerous currents in harbors and ports., Small boat owners may find it safest to leave their boat at the pier, and physically move to higher ground, particularly in the event of a, locally-generated tsunami. Severe weather conditions (rough seas, outside of the harbor) could present a greater hazard to small boats,, so physically moving yourself to higher ground may be the only, option., i. Contact the harbor authority before returning to port to verify that, conditions in the harbor are safe for navigation and berthing., , What’s More, Learning Task 3: “Tsunami VS Tidal Wave”, Directions: Read the following statements. Write TSUNAMI if the statement is true., Otherwise, write TIDAL WAVE. Write your answers on your paper., 1. I should go to the shore to watch a tsunami., 2. All undersea earthquakes cause tsunami., 3. If I felt a strong earthquake while near the coast, I should wait to hear the, rumbling sound before moving to high ground., 4. If a small tsunami is coming, I should get out of the water and wait until I, hear it is safe to return., 5. If a big tsunami is coming, I should move as far inland as I can or to higher, ground., 6. If I am swimming when a small tsunami comes, I could get dragged out to, sea by the strong rips and currents., 7. A tsunami is most often caused by undersea earthquakes., , What I Have Learned, Learning Task 4, Directions: Fill in the blanks with the correct answer. Do this on your paper., A (1) _______________ is a massive sea wave caused by (2) _______________, (3), _______________, (4) _______________ , and (5) _______________ . Natural warning, signs are often monitored and observed to prevent this sea wave. One of the signs, is a felt shaking of the ground. If you are in a tsunami-prone area while the ground, , 64

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is shaking, protect yourself first by doing the (6) _______________. Immediately go, to (7) _______________ when the shaking stops. Another sign is (8) _______________, which is the receding of the water exposing the normally submerged areas. If this, is observed, immediately run away from the shore. And the last sign to look for is, hearing an unusual (9) _______________ similar to that of a train or jet aircraft. Do, not wait for an (10) _______________ if one of the natural signs of an impending, tsunami is observed., , What I Can Do, Learning Task 6, You are the barangay Captain in your place near coastal area. The news mentioned, your barangay as one of the tsunami prone areas in the country., As a barangay Captain, what guidelines or warning signs will you suggest for your, constituents to be aware and prepared for possible tsunami?, Also, how can you help the people in your barangay in the preparation in time of, a tsunami? What are the ways of promoting the preparation for such phenomena?, Will you be one of the leaders from your location/town to attract other barangays, near you to do the same as what you will be doing in your place in the preparation, of an impending tsunami?, , Answer Key, 1. tsunami, 2 – 5. Possible answers in no, particular order:, earthquakes, underwater, landslides, volcanic, eruptions, or asteroids, 6. Duck, Cover, and Hold, 7. Higher ground, 8. Drawback, 9. Rumbling sound, 10. Official warning, , 1. TIDAL WAVE, 2. TIDAL WAVE, 3. TIDAL WAVE, 4. TSUNAMI, 5. TSUNAMI, 6. TSUNAMI, 7. TSUNAMI, , Learning Task 3, , Learning Task 4, , References, Rimando, R. E. Disaster Readiness and Risk Reduction, First ed., Quezon City: Rex Bookstore. 2015., Quebral, Villamor S. Disaster Readiness and Risk Reduction. Quezon City:, Lorimar Publishing, Inc. 2016., Burton, I. and Kates, R.W. The perception of natural hazards in resource management, Natural Resources Journal, 3.1964. pp. 412-441., What Are the Natural Warning Signs for a Tsunami? American Geosciences Institute, May 5, 2020. Accessed June, 04, 2020. Retrieved at https://www.americangeosciences.org/critical-issues/faq/what-are-naturalwarning-signs-tsunami., Yulianto, Eko, Fauzi Kusmayanto, Nandang Supriyatna, and Mohammad Dirhamsyah. Where the first wave, arrives in minutes: Indonesian lessons on surviving tsunamis near their sources. IOC Brochure 2010 4, (2010): 28, , 65

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Disaster Readiness and, Risk Reduction, Effects of Different, Earthquake Hazards, Disaster Readiness and Risks Reduction, Effects of Different Earthquake Hazards, First Edition, 2020, Republic Act 8293, Section 176 states that: No copyright shall subsist in any work of the Government of the Philippines., However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of, such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties., Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are, owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials, from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them., Published by the Department of Education, Secretary: Leonor Magtolis Briones, Undersecretary: Diosdado M. San Antonio, Development Team of the Module, Writers:, Editors:, Reviewers:, Illustrator:, Layout Artists:, Management Team:, , Angelyn T. Natividad, Ruby C. Bautista, Aries B. Manalo, Riza Mae S. Sanchez , Priscilla D. Domino, Desiree D. Vista, Rex J. Vibal, Leumel M. Cadapan, Dyesa Jane P. Calderon, Leumel M. Cadapan, Wilfredo E. Cabral , Job S. Zape Jr , Elaine T. Balaogan, Rosemarie D. Torres, Ernesto D. Lindo, Dolorosa S. De Castro , Cristeta M. Arcos , Fe M. Ong-ongowan, , Department of Education – Region IV-A CALABARZON, Office Address:, Telefax:, E-mail Address:, , Gate 2 Karangalan Village, Barangay San Isidro, Cainta, Rizal 1800, 02-8682-5773/8684-4914/8647-7487, [email protected]/ [email protected], , 66

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Week, , 6, , What I Need to Know, In this module, the learner will be able to identify earthquake potential hazard and, its effects. Ground shaking, ground rupture, tsunami, liquefaction and earthquake, induced landslide and ground subsidence are the primary effects of earthquake., Learning Competency, Analyze the effects of the different earthquake hazards. (DRR11/12-If-g-19), Objectives:, By the end of the lesson, the students must be able to:, a. identify the possible effects of an earthquake;, b. appreciate the importance of being ready and resilient; and, c. create a plan for an earthquake awareness program in the community., , What’s In, On the previous lesson you learned the different parts of an earthquake and various, potential earthquake hazards. Earthquake is considered as one of geologic hazards., It is a natural phenomenon that can occur in different parts of the world. We are, always warned by the Department of Science and Technology- Philippines Institute, of Volcanology and Seismology (DOST-PHILVOCS) about the possible coming of “The, Big One”, the question is what are the possible effects of an earthquake once it strikes, the country? In this module you will able to identify earthquake potential hazard, and its effects and identify the different earthquake related hazards that can affect, your home and/or community., , Learning Task 1: I remember…, Directions: Recall a previous situation where you have experienced an earthquake., What were you doing during that time? What did you do when you noticed that an, earthquake was happening? Write your answers on your answer sheet., , Learning Task 2: Dangerous Alarm!, Directions: Read the article below. Answer the succeeding questions. Give your, reactions in the situation. Do this on a separate sheet., Justine was a call center agent. He worked in 17th floor of a huge building located in, Makati. Thousands of employees including Justine had an ordinary day doing their, jobs. Suddenly, everything changed, the huge building began to rumble and swing., Alarmed people headed for the exits. Justine had seen on the television that building, started to crack and bridges started to fall. Rivers changed their paths. Mountains, and cliffs caused landslides that covered up the houses and roads. Electricity and, , 67

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communication lines were downed. There was also a report that giant waves were, seen near seashores that caused floods., , What is It, Potential Earthquake Hazards, 1. Ground Shaking, Definitions: disruptive up, down and sideways vibration or movement of the ground, during an earthquake. (DOST-PHIVOLCS,N.d.), Effects: Damage, falling or collapse structure resulted by shaking of grounds., Ground shaking is a hazard created by earthquakes and at the same time it can also, be triggered for other hazard such as liquefaction, landslide and fires., 2. Ground Rupture/ Ground Displacement, Definition: deformation on the ground that marks the intersection of the fault with, the earth’s surface (DOST-PHIVOLCS,n.d.), Ruptures occur along zones of weakness, such as preexisting faults or fractures., Effects: fissuring, displacement of the ground due to movement of the fault., Characteristics of Ground Rupture, a. Length- It depends on the magnitude of an earthquake. Earthquake with 6.5, magnitudes and above will result to larger rupture., b. Width- deformation along the length of ground rupture also largely depend, on the type of faulting, Two type of Ground Ruptures, a. Vertical Displacement- occurs when one side of the ground goes up or, down or both sides move with one side going up and the other going down., b. Horizontal Displacement- happens when there is lateral movement from, side to side; one side goes to left or right or both moves sideways in different, directions., 3. Liquefaction, Definitions: transformation of the behavior of a body of sediments or soil form, to liquid form., (DOST-PHIVOLCS,n.d.)., It is a process caused by water pressure which makes soil more compact. It, decreases the ground’s ability, to support structures., Effect: sinking and/or titling of structure above it; sand boil; fissuring, 4. Tsunami, Definition: series of waves caused by an earthquake under the sea. (DOSTPHIVOLCS,n.d.)., Wave’s height could be greater than 5 meters. It is also known as tidal waves., Effect: flooding, coastal erosion; drowning of people and damage to properties, , 68

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5. Earthquake-induced landslide, Definition: down slope movements of rocks and other debris commonly, triggered by strong shaking. It may include soil, debris, and/ or rocks. (DOSTPHIVOLCS,n.d.)., It may include soil, debris and or rocks., Effect: erosion, burial and blockage of road and rivers, 6. Earthquake-Induced ground subsidence, Definition: It is the sinking or settling of the ground surface due to various, causes, such as extraction of ground water and natural gas, mining and, earthquakes (DOST-PHIVOLCS, n.d.)., Effects: ground subsides; the structures on the surface can tilt or collapse due, to weakened foundation., , What’s More, Learning Task 3: Earthquake Experience, A. For those students with no internet access. Interview any adult in your, household or any one in your neighborhood who has experienced, earthquake or you may have at least 2 newspaper clippings about an, earthquake., B. Have a summary of your interview or research; be guided with the following, questions., Questions, 1. When did this earthquake happen? Date and Time (if possible).What were, the magnitude, intensity and epicenter location (if possible)?, 2. What did you feel during the earthquake?, 3. What did you do during the earthquake?, 4. What did you do after the earthquake?, 5. What are the effects of the earthquake based on your experience?, 6. Why these earthquake events remarkable?, , What I Have Learned, 1. Earthquake has the following potential hazards: Ground shaking, ground, rupture, tsunami, liquefaction and earthquake induced landslide and ground, subsidence, 2. Ground shaking is disruptive up, down and sideways vibration or movement of, the ground during an earthquake., 3. Ground Rupture/ Ground Displacement is a deformation on the ground that, marks the intersection of the fault with the earth’s surface., 4. Liquefaction is losing of soil particles because of water pressure., , 69

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5. Tsunami is series of waves caused commonly by an earthquake under the sea., 6. Earthquake-induced landslide is a down slope movement of rocks and other, debris commonly triggered by strong shaking. It may include soil, debris, and/ or, rocks., 7. Earthquake-Induced ground subsidence is the sinking or settling of the ground, surface., , What I Can Do, Learning Task 6: Let’s Try This: Community Preparation for Earthquakes, A. The National Disaster Risk Reduction and Management Council, , (NDRRMC), always conduct a Nationwide Earthquake Drills. This drill was conducted, simultaneously in schools, establishments, government and non-government, offices. Design a plan about a program in your community which aims to teach, the residents what to do before, during and after an earthquake. Include the, following components:, I. Title of the Program, II. Objectives, III. List of Activities, , References, Basilica Del Sto. Niño [online image].(October 16, 201). Retrieved May 30, 2020,, https://amp.rappler.com/video4142-after-the-quake-shows-damage-in-cebu-city, Stefan W. Cramer, “Earthquake” in the United Church of Christ of the Philippines Disaster, Management, 1991, Quezon City: Witness and Service Desk, UCCP., Earthquake and its Hazard., A Flyer Pdf file, November 2015, Department of Science and, Technology-Philippine Institute of Volcanology and Seismology (DOST-PHILVOLCS), Earthquake and Earthquake Hazards, A Power Point Presentation, Department of Science, and Technology-Philippine Institute of Volcanology and Seismology (DOSTPHILVOLCS)( n.d)..,, Fires started by broken gas lines [online image]. (n.d.) Retrieved May 30, 2020,, fromhttps://images.app.goo.gl/bLZ7DGkXWdbXQsL89, Ground Rupture [online image]. July 09, 2017, Retrieved May 30, 2020,, https://image.app.goo.gl/fb9Qi4nFs1V3Tfmp9, Liquefaction Hazard Map of Metro Manila [map]. (n.d). Philippines Institute of Volcanology, and, Seismology., Retrieved, May, 31,, 2020,, www.philvolcs.dost.gov.ph/liquefactio/liqhaz_mmla_2001.pdf, , Answer Key, Answers in Learning Tasks may vary., , 70

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Disaster Readiness and, Risk Reduction, Interpret Earthquake, Hazard Map, Disaster Readiness and Risk Reduction, Interpret Earthquake Hazard Map, First Edition, 2020, Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines., However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of, such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties., Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are, owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials, from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them., Published by the Department of Education, Secretary: Leonor Magtolis Briones, Undersecretary: Diosdado M. San Antonio, Development Team of the Module, Writers:, Editors:, Reviewers:, Illustrator:, Layout Artists:, Management Team:, , Armand R. Tolentino, Aries B. Manalo, Riza Mae S. Sanchez , Ginalyn H. Aquino, Desiree D. Vista, Rex J. Vibal, Leumel M. Cadapan, Dyesa Jane P. Calderon, Leumel M. Cadapan, Wilfredo E. Cabral , Job S. Zape Jr., Elaine T. Balaogan, Rosemarie D. Torres, Ernesto D. Lindo, Dolorosa S. De Castro , Cristeta M. Arcos , Fe M. Ong-ongowan, , Department of Education – Region IV-A CALABARZON, Office Address:, Telefax:, E-mail Address:, , Gate 2 Karangalan Village, Barangay San Isidro, Cainta, Rizal 1800, 02-8682-5773/8684-4914/8647-7487, [email protected] / [email protected], , 71

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Week, , 7, , What I Need to Know, In this module, the learner will be able to identify different earthquake hazards at, home. This will further teach the learner how to sketch an earthquake map and, be able to interpret it according to its degree of damage in order to make the whole, family safe and free from harm during earthquake. To lessen if not to avoid danger, during disasters, the learner is expected to become a keen observant by knowing, how to identify different earthquake hazards present at home. Aside from having, a skill in identifying earthquake hazards at home, this module will also help the, learner and other family members to propose appropriate actions for disaster, readiness., The module consists one lesson only., , , Lesson 1 – Interpret Different Earthquake Hazard Maps. DRR11/12-If-g-20, , After going through this module, you are expected to:, 1. Identify different earthquake hazards at home., 2. Appreciate a hazard map by creating one within the vicinity, of the house., 3. Interpret an earthquake hazard map at home according to the degree of, damage., , Lesson 14 What is Earthquake Hazard Map?, Hazard Map in this lesson is defined as a purposive material or tool which provides, the necessary information and guide in procurement of peoples understanding,, awareness and mitigation of the risks from natural hazards. It also consists of, predicted risk areas, specified designed locations (facilities and shelters) for, evacuation measures. Also, hazard maps must be easy to use and understand for, immediate evacuation purposes by its users., Note: Hazard maps can be accessible and maybe combined with the disaster, management information of the locale (i.e. evacuation site, evacuation routes etc.), , What’s In, Learning Task 1: Know How?, Directions: Answer the questions below. Write your answers on your paper., 1. How do people assess the earthquake hazards?, 2. Are there clues and considerations in identifying earthquake, hazards?, , What’s New, The table below describes the hazard level associated with each “seismic design, categories” (SDC) in a particular area and the associated levels of shaking. Although, stronger shaking is possible in each SDC, it is less probable than the shaking, described., , 72

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SDC, , Map Color, , Earthquake, Hazard, , White, , Very small, probability of, experiencing, damaging, earthquake effects, , B, , Gray, , Could experience, shaking of, moderate intensity, , C, , Yellow, , DO, , Light Brown, , D1, , Darker Brown, , D2, , Darkest, Brown, , A, , E, , Red, , Could experience, strong shaking, , Could experience, very strong shaking, (the darker the, color,the stronger, the shaking), , Near major active, faults capable of, producing the most, intense shaking, , Potential effects of Shaking, , Moderate shaking-Felt by all,many, frightened. Some heavy furniture, moved; a few instances of fallen, plaster. Damage slight, Strong shaking-Damage negligible, in buildings of good design and, construction; slight to moderate in, well-built ordinary structures;, considerable damage in poorly built, structures., Very strong shaking-Damage slight, in specially designed structures;, considerable damage in ordinary, substantial buildings with partial, collapse. Damage great in poorly, built structures., Strongest shaking-Damage, considerable in specially designed, structures; frame structures, thrown out of plumb., Damage great in substantial, buildings, with partial collapse., Buildings shifted off foundations., Shaking intense enough to, completely destroy buildings., , What is It, Why are Hazard Maps Important?, Hazard maps are very important because it provides us information to help not only, our family members but also other people understand the risks of, natural hazards and to help mitigate disasters. Hazard maps indicate the extent of, expected risk areas at home and community and can be combined with disaster, management information such as evacuation sites, evacuation routes, and so forth., , 73

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Learning Task 2: Go around., Directions: Go around your house. Look for 10 potential hazards that may put you, and your family into danger during earthquake. (example: picture frames hanging on, the wall, ornamental plants on top of a cabinet, etc…) Do this on a separate sheet., , What’s More, Learning Task 3: Directions: On your answer sheet, make a sketch or map, indicating the exact location of those potential hazards you have identified. The map, should be easy to follow and understand. Potential hazards should be colored Red, and labeled properly. Safe areas and paths should be colored blue., , What I Have Learned, You go back to the different earthquake hazards you have identified at home or the, map that you sketched illustrating the different hazards. Then answer the following, questions in two or three sentences., 1. What are the possible impact or damage of those earthquake hazards to you, and your family?, 2. What course of action you are going to take/do to avoid damage to you and, your family?, 3. If a strong earthquake will strike your place, how will you and your family use, the map that you made?, , What I Can Do, Learning Task 4: Directions: Interview your grandparents, parents, or nearest, neighborhood. Ask them about an earthquake they had experienced; when was the, earthquake happened and where is the epicentre of the strongest earthquakes, happened in the Philippines. Try to list down at least five strong earthquakes., No., , When was the earthquake, happened?, , Where was the epicenter of the, earthquake?, , 1., , References, https://www.google.com/search?q=Philippine+earthquake+hazard+map&sxsrf=ALeKk0078, X7PN9EcEqH688AQMdYXbEKiOA:1591069483296&tbm=isch&source=iu&ictx=1&fir=_ECe, Dzlky0iRYM%253A%2, , 74

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Disaster Readiness and, Risk Reduction, Potential Volcano-Related, Hazards, Disaster Readiness and Risk Reduction, Potential Volcano-Related Hazards, First Edition, 2020, Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines., However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of, such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties., Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are, owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials, from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them., Published by the Department of Education, Secretary: Leonor Magtolis Briones, Undersecretary: Diosdado M. San Antonio, , Development Team of the Module, Writers:, Editors:, Reviewers:, Illustrator:, Layout Artists:, Management Team:, , Elmo C. Maagad, Aries B. Manalo , Riza Mae S. Sanchez, Desiree D. Vista, Leumel M. Cadapan, Dyessa Jane P. Calderon, Wilfredo E. Cabral , Job S. Zape Jr , Elaine T. Balaogan, Rosemarie D. Torres, Ernesto D. Lindo, Dolorosa S. De Castro , Cristeta M. Arcos , Fe M. Ong-ongowan, , Department of Education – Region IV-A CALABARZON, Office Address:, Telefax:, E-mail Address:, , Gate 2 Karangalan Village, Barangay San Isidro, Cainta, Rizal 1800, 02-8682-5773/8684-4914/8647-7487, [email protected] / [email protected], , 75

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Week, , 7, , What I Need to Know, This module was designed and written with you in mind. It is here to help you, master the Potential Volcano-Related Hazards. The scope of this module permits, it to be used in many different learning situations., The module explains various volcano-related hazards (DRR11/12-Ih-i-2)., After going through this module, you are expected to:, 1. Explain the most common volcano-related hazards in the Philippines;, 2. Appreciate the knowledge about negative impact of volcano-related hazards;, 3. Recognize the importance of having knowledge on volcano-related hazards., , Lesson 15 Various Volcano-Related Hazards, Philippines is a beautiful island. We have Mayon Volcano and Taal Volcano to, mention some that are fascinating and captivating. Did you know that our country, has active volcanoes that may lead to hazards? If this hazard becomes active, then it, will harm and endanger human lives and property. By knowing the concept of what, volcano can do will give you insight on how to mitigate volcanic hazards., Volcanic hazards are volcanic activities that may harm the subsystem on Earth such, as the biosphere, hydrosphere, atmospheres and even geosphere., , What’s In, Learning Task 1: I remember…, Directions: Recall the events happened about the eruption of Taal Volcano in 2020., What were the hazards encountered by the people within CALABARZON and NCR?, Write your answers on your answer sheet., , What’s New, Leaning Task 2: Directions: In first quarter of 2020, Filipinos particularly in, Region IV-A CALABARZON and other nearby regions experienced the eruption of, Taal Volcano. Share your thoughts on the hazards brought by the eruption. How, these affect humans, animals and environment how you could mitigate the effect of, different volcanic hazards. Do this on your paper., , What is It, Volcanic hazards are observable facts that are arising due to volcanic activity such, as eruption. These have potential threat, for seeable crisis that directly affect to, human beings, animals, properties, infrastructure, tourism, and even political, stability to mention some within a specific period of time., , 76

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Volcanic eruption is one of the dangerous event that may happen because it results, to different hazards such as: Ballistic projectiles, Ash fall, Pyroclastic flows, Lava, flows, Volcanic gases, Debris Avalanche or Volcanic landslide and even Tsunami., Various Volcanic-Related hazards, 1. Ballistic projectile are rock fragments that are ejected from volcano’s mouth, that are comparable to cannonballs. These reach its projectile up to 5, kilometers or 3 miles., Ballistic projectiles endanger life and property by (1) the force of impact of, falling fragments, but this occurs only close to an eruption, (2) loss of, agricultural lands if burial is greater than 10 cm depth, (3) producing, suspensions of fine-grained particles in air and water which clogs filters and, vents of motors, human lungs, industrial machines, and nuclear power, plants, and (4) carrying of noxious gases, acids, salts, and, close to the vent,, heat (volcanology.geol.ucsb.educ)., Negative effect: Endanger life and property, 2. Ash fall or Tephra fall are minute volcanic particles such as pulverized rock,, minerals and silicon which has fine to coarse grain. This is formed during, explosive volcanic eruption when dissolve gages in magma escape violently, into the atmosphere., , Negative effects: Endanger life and property; kills organisms both on, land and in water; causes respiratory tract problem to human beings;, ruins machines in the industries and aircrafts; can damage also roofing, at home, in addition to it break power and communication lines, ash, and, very hot gases. They flow very fast down in volcanic slopes., 3. Pyroclastic Flows contain a highly-density mix of hot lava blocks, pumice,, ash and volcanic gases. They move at very high speed down volcanic, slopes, typical following valleys. It consists of two parts: a lower (basal) flow, of coarse fragments that moves along the ground, and a turbulent cloud of, ash that rises above the basal flow (Quebral 2016)., Negative effects: Pyroclastic flows can destroy anything on its path by, direct impact. It burns sites with hot rocks debris. It burns forest,, farmlands, destroy crops and buildings., 4. Lava flows are streams of molten rocks that are poured or oozed from an, erupting vent (Quebral 2016)., Lava flows rarely threaten human life because it moves slowly. It is, mostly characterized as quite effusion of lava (DRRR, TG, 2017)., Negative effects: It may instigate other types of hazards such as, pyroclastic flow. It damages the properties, agricultural lands, and even, human lives by burying, burning everything in their path., 5. Volcanic gases. Magma contains dissolve gases which provides the driving, force that causes most volcanic eruptions. As magma rises towards the, surface and pressure decreases, gases are released from the liquid portion, of the magma (melt) and continue to travel upward and are eventually, released into the atmosphere (Quebral 2016)., , 77

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Negative effects: These gases are all potentially hazardous to all living, things as well as to agriculture and property., The Carbon dioxide that is held at low-lying areas can be detrimental to, humans and animals. Sulfur dioxide is lethal also to human beings; it, irritates the eyes, skin and can cause respiratory tract infection. In, addition to this, Sulfur oxide , when it reacts with water in the atmosphere,, its product would be acid rain the Hydrogen sulfide in a high concentration, would be toxic too., 6. Debris Avalanche or Volcanic landslide massive collapse of a volcano,, usually triggered by an earthquake or volcanic eruption (DRRR, TG, 2017)., Negative effects: When a huge portion of the side of a volcano collapses, due to slope failure, this results to massive destruction (DRRR, TG, 2017)., 7. Tsunami – sea waves or wave trains that are generated by sudden, displacement of water (could be generated during undersea eruptions, or debris avalanches) (DRRR, TG 2017)., Negative effects: An eruption that occurs near a body of water may, generate tsunamis if the pyroclastic materials enter the body of water, and cause it to be disturbed and displaced forming huge waves (DRRR,, TG 2017)., , What’s More, Learning Task 3:, Directions: Give the characteristics of each potential volcanic hazard on the table., Answer the questions after it. Do this on a separate paper., Potential Volcanic Hazard, , Characteristics, , 1. Ballistic Projectiles, 2. Ash Fall, 3. Pyroclastic Flows, 4. Lava Flow, 5. Volcanic Gases, 6. Debris Avalance or, Volcanic landslide, 7. Tsunami, , What I Have Learned, Learning Task 4: Tell Me, Directions: Write two to three sentences about your learning on various volcanicrelated hazards. Write your answers on your paper., , What I Can Do, Learning Task 5: The Piece of Art, Directions: Create a collage of potential volcano-related hazards in a short bond, paper. Refer to the suggested rubric in scoring the collage., , 78

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Disaster Readiness and, Risk Reduction, Signs of Impending, Volcanic Eruption, Disaster Readiness and Risk Reduction, Signs of Impending Volcanic Eruption, First Edition, 2020, Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines., However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of, such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties., Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are, owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials, from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them., Published by the Department of Education, Secretary: Leonor Magtolis Briones, Undersecretary: Diosdado M. San Antonio, Development Team of the Module, Writers:, Editors:, Reviewers:, Illustrator:, Layout Artists:, Management Team:, , Denmark L. Manzano, Maria Henrietta DP. Quilla, Aries B. Manalo, Riza Mae S. Sanchez, Desiree D. Vista, Leumel M. Cadapan, Dyessa Jane P. Calderon, Wilfredo E. Cabral , Job S. Zape Jr , Elaine T. Balaogan, Rosemarie D. Torres, Ernesto D. Lindo ,, Dolorosa S. De Castro , Cristeta M. Arcos , Fe M. Ong-ongowan, , Department of Education – Region IV-A CALABARZON, Office Address:, Telefax:, E-mail Address:, , Gate 2 Karangalan Village, Barangay San Isidro, Cainta, Rizal 1800, 02-8682-5773/8684-4914/8647-7487, [email protected] / [email protected], , 79

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Week, , 8, , What I Need to Know, This module was designed and written with you in mind. It is here to help you master, the Signs of Impending Volcanic Eruption. The scope of this module permits it to be, used in many different learning situations., The module focuses on:, Recognizing signs of an impending volcanic eruption (DRR11/12 Ih-I-24), After going through this module, you are expected to:, 1. recognize the signs of impending volcanic eruptions;, 2. identify the different parameters used to monitor volcanoes;, 3. create a family emergency preparedness plan against a volcanic eruption; and, , Lesson, 16, , Signs of Impending Volcanic, Eruption, , Volcanic eruption is one of the most dangerous natural events because of the, different hazards that it may bring namely: lahars, lava flows, ash falls, pyroclastic, flows, debris avalanche, and emission of volcanic gases. These hazards may inflict, devastating effects to people, physical structures and to the environment., While volcanoes may give off several warning signs they are about to blow, some are, taken more seriously by volcanologists who alert and advise government officials, regarding when evacuations need to take place., These signs may include very small earthquakes beneath the volcano, slight inflation,, or swelling, of the volcano and increased emission of heat and gas from vents on the, volcano. These early warning signs make it easier for people to prepare and prevent, damages to properties and loss of lives., , What’s In, Learning Task 1: Directions: Recall the discussed volcano-related hazards. What, will you do in the event of an impending volcanic eruption? List down five (5) ways, you should do in case signs of an impending volcanic eruption are observed. Do, this on your paper., , What’s New, Learning Task 2: Directions: Think of things happening in the environment that, deals with SIGNS. Write your ideas on a separate sheet., , 80

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What is It, What are the natural signs of an impending volcanic eruption? The following are, commonly observed signs that a volcano is about to erupt. These precursors may, vary from volcano to volcano., 1., , Increase in the frequency of volcanic quakes with rumbling sounds;, occurrence of volcanic tremors, 2. Increased steaming activity; change in color of steam from white to gray, due to entrained ash, 3. Crater glow due to presence of magma at or near the crater, 4. Ground swells (or inflation), ground tilt and ground fissuring due to magma, intrusion, 5. Localized landslides, rock falls and landslides from the summit area are not, attributed to heavy rains, 6. Noticeable increase in drying up of vegetation around the volcano's upper, slopes, 7. Increase in temperature of hot springs, wells (e.g. Bulusan and Canlaon), and crater lake (e.g. Taal) near the volcano, 8. Noticeable variation in the chemical content of springs, crater lakes within, the vicinity of the volcano, 9. Drying up of springs/wells around the volcano, 10. Development of new thermal areas and/or reactivation of old ones;, appearance of solfataras (craters with sulfur gas), The parameters used to monitor volcanoes are:, 1. Ground, deformation, –, any, surface, changes, on, a, volcano, (subsidence/sinking, tilting, bulging); often use of satellite imaging which, results to less exposure on the ground or safer for volcanologists. However,, interpretation needs field verification sometimes., 2. Seismic Activity – When magma rises up, it breaks rock along the way. Thus,, earthquakes are generated. Monitoring of quakes/tremors is done by using a, seismometer that determines which patterns of seismic waves precede an, eruption., 3. Gases – Monitor types and rate of emission of different gases; Concentrations, of gases are sometimes high enough to create acid rain that kills vegetation, around the volcano; Collection of samples from vents directly with the use of, remote sensing instruments that identify and quantify the present gases, 4. Sensory observations (by people living near volcano),  Visual – intensified presence of steam; drying up of vegetation,, wells/spring/lake; crater glow at the mouth of the volcano,  Auditory – Rumbling sounds are heard.,  Olfactory – observed foul smell (usually rotten egg caused by sulfur), caused by presence of volcanic gases,  Tactile – ground movement/earthquake is felt, , 81

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What’s More, Learning Task 3: Before and After, How many active volcanoes do you think are there on the planet right now? What are, the characteristics and conditions of a volcano you must look for to predict an, eruption? Are there visible changes after the volcano erupted? Do all of these warning, signals appear to work equally well in predicting eruptions?, 1. Draw 2 images of volcano as it looks BEFORE AND AFTER erupting (label the, signs). Describe the details that you will draw. Do this on your paper., 2. Compare the volcano before and after it erupted. What changes happened?, Explain., , What I Have Learned, Learning Task 4: Wrap up your understanding on the signs of an impending, volcanic eruption into three sentences. Do this on your paper., , References, Books, Quebral, Villamor S. Disaster Readiness and Risk Reduction Senior High School (Core Subject). Quezon, City: Lorimar Publishing, Inc. 2016., Rimando, R. E. Disaster Readiness and Risk Reduction. First Edition. Manila: Rex Book Store, Inc., 2016., , Online Sources, Discovery Place Education Studio & SK Films (n.d.), Educator Guide: Volcanoes The fires of creation,, June, 08,, 2020,, retrieved, from, https://www.fleetscience.org/sites/default/files/files/Volcanoes%20Education%20Guide%20%2027-08-2018.pdf, Philippine Institute of Volcanology and Seismology (2010), Mga sensyales aron mahibaw-an nga mobuto, ang, bulkang, kanla-on, [Poster],, retrieved, from, http://www.phivolcs.dost.gov.ph//images/attachments/article/757/EULogo_Poster_KANLAON, _TRANSLATED_Precursor_Cebuano.jpg, Remando, Rolly E. et.al., Disaster Readiness and Risk Reduction, U.S. Geological Survey. (n.d.)., Monitoring, and, studying, volcanoes, faqs,, retrieved, from, http://www.usgs.gov/faq/categories/9818/378, , 82

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Disaster Readiness, and Risk Reduction, Different Volcano Hazard Maps, Disaster Readiness and Risk Reduction, Different Volcano Hazard Maps, First Edition, 2020, Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines., However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of, such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties., Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are, owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials, from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them., Published by the Department of Education, Secretary: Leonor Magtolis Briones, Undersecretary: Diosdado M. San Antonio, Development Team of the Module, Writers:, Editors:, Reviewers:, Illustrator:, Layout Artists:, Management Team:, , Elmo C. Maagad, Aries B. Manalo, Riza Mae S. Sanchez, Desiree D. Vista, Leumel M. Cadapan, Dyessa Jane P. Calderon, Wilfredo E. Cabral , Job S. Zape Jr , Elaine T. Balaogan, Rosemarie D. Torres, Ernesto D. Lindo, Dolorosa S. De Castro , Cristeta M. Arcos , Fe M. Ong-ongowan, , Department of Education – Region IV-A CALABARZON, Office Address:, Telefax:, E-mail Address:, , Gate 2 Karangalan Village, Barangay San Isidro, Cainta, Rizal 1800, 02-8682-5773/8684-4914/8647-7487, [email protected] / [email protected], , 83

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Week, , 8, , What I Need to Know, This module was designed and written with you in mind. It is here to help you master, the Different Volcano Hazard Maps. 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., After going through this module, you are expected to:, 1. Interpret different volcano hazard maps;, 2. Demonstrate how to use the different volcano hazard maps;, 3. Appreciate the importance of knowing the volcano hazard map; and, 4. Manifest readiness in facing volcanic hazards through., , Lesson 17, , Different Volcano Hazard Maps, , In this world where abrupt weather condition occurs, it is important that you know, the characteristics of the place you are living. This lesson will help you identify places, that are prone to volcano hazard around the Philippines and/or communities near, you through different volcano hazard maps., , What’s In, Learning Task 1: The Dangerous One!, Directions: Recall one natural calamity happened in the Philippines. What were the, situations back then. Answer the following questions. Write your answers on your, paper., 1. What are the possible hazards that happened on this volcanic eruption?, 2. Describe each possible hazard in this event., 3. Are there negative effects on this natural phenomenon to human, animals, and, environment? If yes, then explain., 4. How would you mitigate the negative effect of volcanic hazards?, , What’s New, Learning Task 2: Name Them!, , Directions: Identify five (5) different active volcanoes together with its locations in, the Philippines. How is it important to you to be aware of the different locations of, active volcanoes in our country? Write your answers on your paper., , What is It, Seismic hazard is the hazard related with probable earthquakes in a particular, area. The possible hazards caused by an earthquake is normally shown in a, seismic hazard map that shows how likely can a disaster affect the lives of people, living in that area and how can they prepare better for the approaching disaster., , 84

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The volcano authority in the Philippines is the Philippine Institute of Volcanology, and Seismology (Phivolcs). The alert level system used by Phivolcs runs from Alert, Level 0 (lowest) to Alert Level 5 (highest) as shown in the table below., Alert, Level, 0, , Description, No Alert, , 1, , Abnormal, , 2, , Increasing Unrest, , 3, , Increasing Tendency, Towards Eruption, Hazardous Eruption, Imminent, , 4, , 5, , Volcanic Activity, , , , , , , , , , , , Hazardous Eruption, , Quiet, No eruption in the foreseeable future, Low level unrest, No eruption imminent, Moderate unrest, Unrest probably of magmatic origin,, could eventually lead to eruption, Relatively high unrest, Magma is close to the crater., Intense unrest, Hazardous eruption is possible, within days.,  Hazardous eruption ongoing, , What is the difference between an active, erupting, dormant and extinct volcano?, An active volcano is a volcano that has had at least one eruption during the past, 10,000 years. An active volcano might be erupting or dormant., An erupting volcano is an active volcano that is having an eruption., A dormant volcano is an active volcano that is not erupting, but supposed to erupt, again., An extinct volcano has not had an eruption for at least 10,000 years and is not, expected to erupt again in a comparable time scale of the future., Source:, “What is the difference between an active, erupting, dormant and extinct volcano?”, Volcano, Discovery, https://www.volcanodiscovery.com/volcanoes/faq/active_erupting.html, , This volcanic hazard map basically shows the ballistic projectile or the rocks that, an erupting volcano may throw into the air. Looking into the legend of the map the, areas in pink, specifically the towns of Balete, San Roque and Talisay, are the, places that will mostly be affected by this hazard. It is therefore very important that, people in these areas be notified and warned about the disaster that may happen, to them in case of volcanic eruption., This hazard map indicates the susceptibility of the those colored areas to ground, infolding, fast outward moving and raging, dilute clouds of gas and ash that are, discharged from an erupting volcano. Those areas must be warned from heavy ash, fall and pyroclastic materials that are harmful to the health of people especially, those with respiratory problems., , 85

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What’s More, Learning Task 3: The Danger Zone, Directions: Study carefully the, map where Taal Volcano is, located. Answer the questions, below on your paper., Source:, https://upload.wikimedia.org/wikipedia/, commons/thumb/1/1a/Taal_Volcano_Da, nger_Zone.svg/1200pxTaal_Volcano_Danger_Zone.svg.png, , 1. Based on the map above, list down the places in Batangas province which, belong to the 15 km radius danger zone?, 2. What are the places which belong to both 7 & 10 Km. danger zones?, 3. Among the provinces present on the map, which is most affected?, , What I Have Learned, Learning Task 4: Directions: With your understanding with the interpretation of, different volcano hazard maps, what are your generalizations about this? How, can you apply this in your daily living?, , What I Can Do, Learning Task 5: Show Me the Way, Directions: Draw an emergency hazard map for your community where you can, evacuate during natural calamity such as volcanic eruption. Do this on a short bond, paper., , References, Lagmay, Alfredo M., “The Importance of Hazard Maps in Averting Disasters”, National Operational, Assessment of Hazard, March 4, 20016, retrieved from https://center.noah.up.edu.ph/theimportance-of-hazard-maps-in-averting-disasters/, “Mapping Philippine Vulnerability to Environmental Disasters”, Center for Environmental Geomatics Manila Observatory, 2005, retrieved from http://vm.observatory.ph/geophys_maps.html, “Mayon Volcano Lava flow Hazard”, Active Volcanoes, Department of Science and Technology-PHIVOCS,, 2018, retrieved from https://www2.phivolcs.dost.gov.ph/index.php/22-hazard-maps/280volcano-hazard-maps, “What is the difference between an active, erupting, dormant and extinct volcano?, Volcano Discovery,, retrieved from https://www.volcanodiscovery.com/volcanoes/faq/active_erupting.html, Volcano, Alert, levels:, Philippines,, The, Volcanism, Vlog,, December,, 2007,, https://volcanism.wordpress.com/about/volcano-alert-levels-philippines/, , 86