DRRR Las

12
DISASTER READINESS AND

RISK REDUCTION
QUARTER 3
LEARNING ACTIVITY SHEET

Week 1 to Week 4
Sample Table of Contents
Page
Compentency Code
number
Explain the meaning of disaster DRR 11/12-Ia-b-1 1–7
Differentiate the risk factors underlying disasters DRR 11/12-Ia-b-2 8 – 15
Describe the effects of disasters on one’s life DRR 11/12-Ia-b-3 16 – 26
Analyze disaster from the diffferent perspective;
physical, psychological, socio-cultural, economic,
political and biological DRR 11/12-Ia-b-6 27 – 35
Explain the meaning of vulnerability DRR 11/12-Ic-8 36 – 43
Explain why certain sectors of society are more
vulnerable to disaster than others DRR 11/12-Ic-d-7 44 – 53
Recognize vulnerabilities of different elements
exposed to specific hazards DRR 11/12-Id-12 54 – 61
Differentiate among hazards, exposure, and
vulnerabilities and explain the relationship of the
three disaster risk DRR 11/12-Id-13 62 – 72
Republic of the Philippines
Department of Education
COPYRIGHT PAGE
Learning Activity Sheet in DRRR
(Grade 12)
Copyright © 2020
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Development Team Writers

: MARIELLE S. SIBBALUCA, MA. SUZANNE B. PICO, LIEZEL CAUILAN,
JAY LAPAS ANDRES
Content Editor : CHARINA MADDARANG- SDO SANTIAGO CITY, ARTHUR DATUL- SDO
ISABELA , JOVY DESEMRADA- SDO TUGUEGARAO CITY
Focal Persons : GERRY C. GOZE, PhD., Division Learning Area Supervisor

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ESTER T. GRAMAJE, Regional Learning Area Supervisor
RIZALINO G. CARONAN, Regional LR Supervisor
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Address: Regional Government Center, Carig Sur, Tuguegarao City, 3500

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Email Address: region2@deped.gov.ph
DISASTER READINESS AND RISK REDUCTION
Name of Learner: Grade Level

Section: Score:

MEANING OF DISASTER
Background Information for the Learners (BIL)
DISASTER
Disasters have always been a result of human interaction with nature, technology and
other living entities. Sometimes, these are unpredictable and sudden, sometimes slow
and lingering.
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. The given definition of disaster stresses the two elements that are
affected; life (whether human, plant or animal) and property.
According to the Food and Agriculture Organization (FAO, 2008), disaster is "a serious
disruption of the functioning of a community or a society involving widespread human,
material, economic or environmental losses and impacts, which exceeds the ability of the
affected community or society to cope using its own resources".
Meanwhile, the United Nations International Strategy for Disaster Reduction defines
disaster as a serious disruption of the functioning of a community or a society involving
widespread human, material, economic or environmental losses and impacts, which
exceeds the ability of the affected community to cope using its own resources.
Disasters are the result of the combination of: the exposure to a hazard; the conditions
of vulnerability that are present; and the insufficient capacity to reduce or cope with the
potential negative consequences.
1
NOTE: Practice personal hygiene protocols at all times
(Retrieved from Mahar, Patrick, et.al, "Disasters and their Effects on the Population:Key
Concepts," Accessed (01 June 2020), https://www.aap.org/en-us/Documents/disasters
dpac PEDsModule1.pdf
DISASTER CLASSIFICATION
Disasters can be divided into two categories:

A. Natural- a natural disaster is caused by natural forces such as earthquakes,
typhoon, volcanic eruptions, hurricanes, fires, tornados, and extreme temperature.
It can be geological, hydrological or meteorological.
B. Man-made-Disasters caused by man are those in which major direct causes are
either intentional or non-intentional.
RISK
Risk is defined as "the combinations of probability of an event and its negative
consequences" (UNISDR, 2009). The term risk is usually associated with the degree to
which humans cannot cope with a situation.
DISASTER RISK
The term disaster risk refers to the potential disaster losses, in lives, health status,
livelihoods, assets, and services which could occur in a community/ society over some
specified time period. It is also the product of the possible damage caused by a hazard
due to the vulnerability within a community.
Learning Competency:
Explain the meaning of disaster (DRR11/12-Ia-b-1)
2
Activity 1: I’M IN A DISASTER; FIX ME!
Directions: Arrange the jumbled letters to identify the correct terminology. The definition
will help you to derive the correct answer.
JUMBLED LETTERS DEFINITION
1.AQRHTEKEAU Shaking of the earth caused by waves moving on and

below earth’s surface
2. TALAYMIC An event causing great and often sudden damage and
distress
3. RTAIESSD a sudden, calamitous occurrence that causes great harm,
injury, destruction, and devastation to life and property
4.NMAEDMA RESTSAID disasters caused by man are those in which major direct
causes are either intentional or non-intentional
5. SAETRDIS IKRS the potential disaster losses, in lives, health status,
livelihoods, assets, and services which could occur in a
community/ society over some specified time period
6. LTARANU SSARETDI It can be geological, hydrological or meteorological.
7. OONYPHT Type of tropical cyclone which is an example of hydrologic
natural disaster
8.CNVALOCI IPREOUTN When lava and gas are discharged from volcanic vent
9. KRIS The combinations of probability of an event and its
negative consequences
10. CIACTYAP The ability to cope and reduce with the potential negative
consequences
Activity 2: PHOTO QUIZ

Directions: Identify the given set of images if it is NATURAL or MAN-MADE, Afterwhich,
cite at least three disaster risks of the identified disaster.
IMAGES OF DISASTER CLASSIFICATION DISASTER RISKS
Typhoon Lawin
https://www.google.com/search?q=typhoon+l
awin&client=firefox-b-
d&source=lnms&tbm=isch&sa=X&ved=2ahU
KEwj1r8rD
3
Taal Eruption 2020
https://www.google.com/search?q=taal+erup
tion+2020&tbm=isch&ved=2ahUKEwjiq5zF-
83uAhUIdpQKHRkOB9oQ2
Vehicular Accident
https://www.google.com/search?q=vehicular
+accident+&tbm=isch&ved=2ahUKEwjroPnL
_M3uAhVLEqYKHThPA-IQ2
War between Russia and Turkey

https://www.google.com/search?q=latest+wa
r&tbm=isch&ved=2ahUKEwiOocqK_c3uAhV
dJaYKHcG-D_cQ2
Magnitude 6.6 earthquake in Masbate

https://www.google.com/search?q=earthqua
ke+philippines+2020&tbm=isch&ved=2ahUK
Ewj05pn8_c3uAhW7yIsBHeo5B0EQ2
4
ACTIVITY 3: AM I READY?
Directions: Answer the given questions.
Do you think you are relatively well prepared when disaster affects your community? You
list down five 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 and substantially.
1.
2.
3.
4.
5.
REFLECTION
Complete this statement:
I learned that
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
I enjoyed most on
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
I want to learn more on

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
5
REFERENCES
Mahar, Patrick, et.al. (01 June 2020). Disasters and their Effects on the Population: Key
Concepts. Retrieved from
https://www.aap.org/enus/Documents/disasters_dpac_PEDsModule1.pdf
NDRRMP. 2011.National Disaster Risk Reduction and Management Plan. 14-32.

Retrieved from http://www.ndrrmc.gov.ph/attachments/article/41/NDRRM_Plan_2011-
2028.pdf
Rimando, Rolly. Disaster Readiness and Risk Reduction. 1st ed. 5-27
USAID from the American people. Defining the Concepts, Introduction to Disaster Risk
Reduction.6-13. Retrieved from
https://www.preventionweb.net/files/26081_kp1concepdisasterrisk1.pdf
Vergano, Dan. November 11, 2013. Five Reasons the Philippines Is So Disaster Prone.
Retrieved from https://www.nationalgeographic.com/news/2013/11/131111-philippines-
dangers-haiyan-yolanda-death-toll-rises/
6
ANSWER KEY
ACTIVITY: I’M IN A DISASTER; FIX ME!
1. EARTHQUAKE
2. CALAMITY
3. DISASTER
4. MAN MADE DISASTER
5. DISASTER RISK
6. NATURAL DISASTER
7. TYPHOON
8. VOLCANIC ERUPTION
9. RISK
10. CAPACITY
ACTIVITY 2: PHOTO QUIZ

1. NATURAL DISASTER
2. NATURAL DISASTER
3. MAN-MADE DISASTER
4. MAN-MADE DISASTER
5. NATURAL DISASTER
***NOTE: Answers on Disaster Risks in each disaster my vary
ACTIVITY 3: AM I READY?
ANSWERS MAY VARY
1. Water (one gallon per person per day for at least three days, for drinking and
sanitation)
2. Food (at least a three-day supply of non-perishable food)
3. Battery-powered or hand crank radio with extra batteries
4. Flashlight
5. First aid kit.
Prepared by:
Marielle S. Sibbaluca
Gattaran National Trade School
7
Name of Learner: Grade Level:

Section: Score:

RISK FACTORS UNDERLYING DISASTERS

You sometimes hear the word ‘disaster’ in movie lines like, “My life has been in
disaster since you left me”. Additionally, “disaster” is also used as an expression when
we dislike the situation we are in. Experiencing disaster in a community cause by hazards
whether natural or man-made is the last thing we could imagine that would happen. It is
necessary that people in community must be aware on how to be prepared or at least
knowledgeable enough about risk factors underlying disaster. This could probably help
them understand how to act on lessening the impact of disaster.
Disaster risk as defined in the first module has three important elements. These are:
1. Exposure- the elements at risk from a natural or man-made hazard event
2. Hazard- a potential dangerous physical occurrence, phenomenon or human
activity that may result in loss of life or injury, property damage, social and
economic disruption, or environmental degradation.
3. Vulnerability- the condition determined by physical, social, economic and
environmental factors 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 avoid natural events from
occurring, but we can concentrate on addressing the reduction of risk nd exposure by
determining the factors causing disasters.
8
RISK FACTORS
Risk factors are conditions 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
• Gender and family
• Age
• Economic status of country
• Health status
A. CLIMATE CHANGE-it alters the frequency and intensity of hazardous events,

affecting vulnerability to hazards, and changing exposure patterns. It is a defined
by the United Nations Framework Convention on Climate Change(UNFCCC) as
the change that can attribute directly or indirectly to human activity that alters the
composition of global atmosphere and which is addition to natural climate
variability observed over comparable time periods.
B. ENVIRONMENTAL DEGRADATION- 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.
C. GLOBAL ECONOMIC DEVELOPMENT-It resulted in increased polarization

between the rich and poor on a global scale. Dominance and increase of wealth
in certain regions and cities are expected to have increased hazard exposure.
D. POVERTY AND INEQUALITY-impoverished people are more likely to live in

hazard-exposed areas and are less able to invest to 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.
E. 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. The growing rate of urbanization and
the increase in population density can lead to creation of risks, especially when
urbanization is rapid, poorly planned and occurring in a context of widespread
poverty.
9
F. 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.
Differentiate the risk factors underlying disasters (DRRM11/12-Ia-b-2)
Activity 1: MATCHY, MATCHY!

Directions: Analyze the given situation by identifying the correct risk factor. Write only
the letter that corresponds to your answer.
a. Climate Change
b. Environmental degradation
c. Globalize economic development
d. Poverty and inequality
e. Poorly planned and managed urban development
f. Weak governance
1. Unwillingness to assume roles and responsibilities I governing disaster risk

department
2. Rising sea levels
3. Cities located in low-altitude estuaries such as Marikina are exposed to sea-level
rise and flooding
4. Houses are built with lightweight materials
5. Effects in developing countries
6. Deforestation that can lead to landslide
7. global warming
8. garbage slide killed over 200 people in an informal settlement in Manila
9. fragmented responsibilities for drought risk management
10. flash flood due to illegal black sand mining
10
ACTIVITY 2: WARNING: THESE MAKE ME AT RISKS!
Directions: In the boxes, provide examples of risk factors underlying disasters based on
the three elements of disaster risk.
Hazard
Risk Factors
underlying Vulnerable
disasters
Exposure
ACTIVITY 3: I CAN DO IT!

Directions: Suppose you are invited by the SK chairman in your barangay as a resource
speaker to your fellow youths during an Environmental Awareness Activity and you were
asked to give emphasis on the risk factors underlying disasters so that young people will
be equipped with knowledge on how to mitigate the effects of a disaster. Have a concept
in mind of how you are going to deliver the information. Write down what you want to
deliver to the audience.
Rubrics for creating a speech

CRITERIA 10 7 4 1
Content The speech The speech is on The speech is The speech is
adheres to topic but the on topic and neither on topic
the topic substance is substance is nor has
satisfactory fair substance
Organization The speech Clear words are Some pieces Ideas seem to
of thought is very used of information be randomly
organized are not clear arranged and
and and hard to improvement is
informative follow needed
11
ACTIVITY 4: Let’s Test Your Understanding
Directions: Choose the letter of the best answer. Write the chosen answer on a separate
sheet of paper.
1. Which of the following is the process or condition, often development-related, that
influence the level of disaster risk by increasing levels of exposure and
vulnerability and reducing a capacity?
a. Disaster risk c. Natural hazard
b. Man-made hazard d. Risk factor
2. Which of the following is not an element that affects disaster?
a. Exposure c. Risk
b. Hazard d. Vulnerability
3. Which of the following best describes hazard?
a. Loss of life or injury naturally
b. A phenomenon or human activity
c. Potentially damaging physical event
d. Reduction of vulnerability and exposure
4. Which of the following risk factors best describes the cause of COVID-19
pandemic?
a. Climate change
b. Weak governance
c. Globalized economic development
d. Poorly-planned and managed urban development
5. Which among the vulnerable groups has the highest vulnerability?
a. Female senior Citizen with Diabetes type II
b. Normal, homeless individual
c. Middle-age, deaf person
d. Ethnic minorities
6. Which of the following is NOT a reason why women are more vulnerable than
men, EXCEPT?
a. Role is placed on burden of child
b. Men, biologically is stronger and faster
c. Women has lesser knowledge than men
d. They’re not encouraged on survival training
7. Which of the following risk factors is the result in an increased polarization
between the rich and poor on a global site?
a. Climate change c. Globalized economic development
b. Environmental degradation d. Poverty and inequality
12
8. Which of the following group of people suffer more adverse effects when an
earthquake occurs?
a. Children and women c. Old person and children
b. Men and women d. Old person and women
9. Which of the following is considered both a driver and consequence of disaster
because it reduced the capacity of the environment to meet social and ecological
needs?
a. Climate change c. Poverty and inequality
b. Environmental degradation d. Weak governance
10. Which of the following group have higher susceptibility to CIVID-19?
a. Ethnic group living in mountains c. An old man with co-morbidity
b. Businesswomen d. Men working in a construction site
REFLECTION
I learned that
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
I enjoyed most on
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
13
REFERENCE
https://riskreductionandmanagement.wordpress.com/2017/10/08/lesson-6-risk-factors-
underlying-disasters/
International Strategy for Disaster Reduction. September 2008.Climate Change and
Disaster Risk Reduction. Retrieved from
https://www.wmo.int/pages/prog/dra/vcp/documents/7607-Climate-Change-DRR.pdf
Magbool, IRFAN. 31 December 2012. Asian Disaster Preparedness Center, ADPC.
Retrieved from https://www.adpc.net/igo/contents/adpcpage.asp?pid=1266&dep=RIG
Prevention Web Editor. 12 November 2015.Environmental Degradation;The Knowledge
Platforms for Disaster Risk Reduction. Retrieved from
https://www.preventionweb.net/risk/poorly-planned-managed-urban-development/
USAID. August 2011. Introduction to Disaster Risk Reduction. Retrieved from
http://creativecommons.org/license/by-sa/2.5/zal/
14
ANSWER KEY
ACTIVITY 1 : MATCHY, MATCHY! ACTIVITY 4: Let’s Test Your
1. f Understanding
2. a
1. d
3. e
2. c
4. d 3. c
5. c 4. c
6. b 5. a
7. a 6. b
8. d 7. d
9. e 8. c
10. b 9. b
10. c
ACTIVITY 2: WARNING: THESE MAKE ME AT RISKS!

ANSWERS MAY VARY
Typhoon Signal No. 2
Hazard 8.6 Earthquake
Landslides
Too old/too young

Risk Factors
Vulnerable People with comorbidities
underlying
disasters People in poverty
belt
Coastal areas
Exposure
Health workers
Workers in industrial factories
Prepared by:
15
Name: ____________________________ Grade Level: _________

Date: _____________________________ Score: ______________

Effects of Disasters on One’s Life
Disaster is a serious
disruption of functioning of
community or society involving
widespread human, material,
economic or environmental losses
and impacts, which exceeds the Image Credit: freepik.com
ability of the affected community or

society to cope using its own.
Every year, millions of people
around the world are affected by
either human caused or natural
disaster.
Enduring disaster is definitely
Photo credit: www.itu.int
a situation that we do not want to
happen in our life. However, I believe that we had our own experience dealing with a
disaster depending on the hazards that we sometime s face in life.
The Human Effect of Natural and Man- Made Disasters

Displaced Population
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 have 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.
16
Health Risks
Aside from the obvious immediate danger that natural disasters present, the
secondary effects can be just as damaging. Severe flooding can result in stagnant water
that allows breeding of waterborne bacteria, and malaria-carrying mosquitos. Without
emergency relief from international aid organization and others, death tolls can rise even
after the immediate danger has passed.
Food Scarcity
After natural disaster, food often becomes scarce. Thousands of people around
the world go hungry as a result of destroyed crops and loss of agricultural supplies,
whether it happens suddenly in a storm or gradually in a drought. As a result, food prices
rise, reducing families’ purchasing power and increasing the risk of severe malnutrition
or worse. The impacts of hunger can be tremendous, causing lifelong damage to
children’s development.
Emotional Aftershocks
Natural disasters can be particularly traumatic for young children. Confronted with
scenes of destruction and 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 PTSD can be prone to lasting
psychological damage and emotional distress. The impact of a natural disaster may also
cause inequalities. The poor, who suffer from income fluctuations, and also have limited
access to financial services. Moreover, in the aftermath of a disaster may be more prone
to reduce consumption and have a decreasing shock in other household indicators as a
consequence.
(Retrieved from https://www.childfund.org/Content/NewDetail/2147489272)
Describe the effect of disaster in one’s life (DRR11/12-Ia-b-3)
17
Activity 1: FACT OR BLUFF
Directions: Write FACT if the statement is true and write BLUFF if the statement is false
in the blank provided for.
______1. Food scarcity refers to the shortage of sustenance among people.
______2. Displaced population occurs during a disaster.
______3. Disaster refers to damaging incident that happened unexpectedly in a certain
society and caused harm to people and their properties.
______4. A right attitude in dealing the effects of a disaster is to be mindful of others.
______5. Post-Traumatic Stress Disorder is a pre-existing condition.
______6. Emotional aftershock is the condition of people who develop stress reaction
that negatively affect their physical and mental behaviour after suffering from a disaster.
______7. During a disaster food scarcity is not a problem.
______8. Displaced population is the effect of a disaster that causes a group of people
forced to leave their homes.
______9. Disaster is inevitable.
______10. Disaster can be man-made or natural.
18
Activity 2: Find Me!
Directions: Encircle the 10 words listed below in the puzzle grid. The words may be
hidden in any direction.
Disaster Health Risk Emotional Aftershock
Pandemic Displaced Population Flood
Life Refugee Natural Disaster
Landslide
K D I S P L A C E D P O P U L A T I O N
S A I N A T U R A L D I S A S T E R V O
I F N S F U R N I S O V U F T Y A E D R
R V T L A N D S L I D E P T O P R L E E
H L R A S S X T C L D R E E R H T F L F
T D U N X U T A B O L Y R D M O U G A U
L I F E Y J Y E I R E K O Q S G Q O S G
A S A J G N L Y R H X O L R E O U O K I
E A L W R F J I Z P L V M E R N A D L L
H K C O H S R E T F A L A N O I T O M E
Activity 3: Interpret Me
Directions: Analyze the picture and write what is the impact of the disaster and what are
the ways on how to recover from this disaster.
1.
Photo credit: rappler.com
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________
19
2.
Photo credit: manilatime.net
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________
3.
Photo credit: rappler.com
_____________________________________________________________________
_____________________________________________________________________
20
_____________________________________________________________________
_____________________________________________________________
Photo credit: gmanetwork.com
4.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________
5.
Photo credit: pna.gov.ph
21
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________
Activity 4: Visualize Me
Directions: Create a poster highlighting how disaster affects one’s life.
Refer from the rubrics below as a guide and basis in doing the poster.
Description 5 4 3 2 1
Competence The poster The poster All All but 1 of Severed
includes all includes all requirements te required required
required requirements. are included elements elements
elements as on the poster are included were missing.
well as on the
additional poster
information
Graphic All graphics All graphics All graphics Graphics do Graphics do
Relevance are related to are related to are related to not relate to not relate to
the topic ad the topic and the topic. the topic. the topic or
make it easier most of all Some One or two several
to understand. easier to borrowed borrowed borrowed
All borrowed understand. have a source graphics graphics do
graphics have All borrowed citation. have a not have a
a source graphics have source source
citation. a source citation. citation.
citation.
Attractiveness The poster is The poster is The poster is The poster The poster is
exceptionally attractive in acceptably is attractive distractingly
attractive in terms of attractive in though it messy or very
terms of design, layout, terms of may be a bit poorly
design layout, and neatness. design, layout messy. designed. It is
and neatness. and neatness. not attractive.
22
REFLECTION:
1. I learned that
2. I enjoyed most on
3. I want to learn more on
23
References
Textbook:
Commission on Higher Education. Teaching Guide for Disaster Readiness and Risk
Reduction.2016; (June)
Website:
“The Devastating Impact of Natural Disaster”. Child Fund International, February 6, 2013.
https://www.childfund.org/Content/NewsDeatil2147489272/ (accessed February
February 4, 2021)
https://pia.gov.ph/ (accessed February 6, 2021)
https://www.ptsd.va.gov/understand/types/disaster_risk_resilence.asp (accessed
February 6, 2021)
24
ANSWER KEY
ACTIVITY 1: FACT OR BLUFF

1. FACT
2. FACT
3. FACT
4. BLUFF
5. BLUFF
6. FACT
7. BLUFF
8. FACT
9. BLUFF
10. FACT
ACTVITY 2: FIND ME
K D I S P L A C E D P O P U L A T I O N
S I N A T U R A L D I S A S T E R
I S R
R L A N D S L I D E E
H S F
T T D U
L I F E E O G
A R O E
E L E
H K C O H S R E T F A L A N O I T O M E
Activity 3: Interpret Me
1. The photo is about the flooding experience last November by the province wherein a
lot of towns were submerged from water. The impact of this disaster is that a lot of people
suffered from hunger, loss of livelihood and damage to infrastructure. People can recover
from this disaster by the help of the government and other private individual to give
immediate response by giving food, clothes, money for construction of houses.
25
2. COVID 19, an infectious disease caused by coronavirus. Some of the people loss their
jobs, people can’t go out especially the young ones and the old ones, stress and fear.
The coping mechanism to do is to find alternative source of income to those displaced
workers. Maintain a healthy lifestyle by exercising, have a proper diet and social contacts
with your loved ones.
3. Supertyphoon Lawin has a devastating impact on the province. A lot of houses and
infrastructure were destroyed. People were injured and there were some casualties,
livelihood were damage, especially the farmers. The people can recover with the help of
the government and other concern citizens in giving the people assistance for food,
clothing and other essential needs. Alternative livelihood to farmers and also help in
building their houses like giving money to fix their houses or to build a new one.
4. The eruption of the Taal Volcano, destruction of houses and health risk. The people
cope with it through the donations of food, clothes, health kits, and other essential needs
5. The earthquake in Cotobato, the impact is loss of lives, houses infrastructures and
injury. The people can cope by the help of the government and private individual to give
assistance to the people for food, shelter and medical. They must have counselling
especially the children.
Activity 4: Visualize Me
The answer of the students may vary from each other and a rubric is available for
checking.
Prepared by:
MA. SUZANNE B. PICO

Itawes National High School
26
Name: ____________________________ Grade Level: _________

Date: _____________________________ Score: ______________

DISASTERS FROM DIFFERENT PERSPECTIVES
BACKGROUND INFORMATION FOR THE LEARNERS
Disaster comes in different forms and intensity. Nobody knows when it will strike
and how it will happen. Disasters cause deaths, injuries, and illnesses. Disasters may
overwhelm medical resources and health services. The damage caused by disasters is
immeasurable and influences the mental, socioeconomic, political and cultural state of
the affected area.
The Different Perspective of Disaster

Physical Perspective
From this view disaster is defined as a phenomenon that can cause damage to
physical elements such as buildings, infrastructures, including people and their properties
e.g. house and environment sources of living.
Physical effects are most visible and quantifiable effects of a disaster. In assessing the
aftermath of a disaster, physical damages are essentially considered in data recording.
Psychological Perspective
Psychological research has shown that disasters can cause serious mental health
consequences for victims.
These consequences take form of Post-Traumatic Stress Disorder (PTSD) and a
variety of other disorders and symptoms which has been less investigated. The more
stress, defined in a variety of ways, within the disaster, the more likely there are to be
emotional consequences.
Psychological context disaster is regarded as an occurrence involving an
unexpected or uncontrollable event rather than long-term experience. In other words, a
disaster is something that could happen within a hazard rather than the hazard itself.
27
Hence, one very important component of the recovery phase, aside from relief services
is debriefing or psychological support system.
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
COVID 19. Due to the National Health Emergency, Enhanced Community Quarantine
(ECQ) prevailed in the whole world. A lot of people temporarily 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 finds
possible ways to survive amid the pandemic.
These traits help a lot of Filipinos to survive the challenge of COVID 19 in the
country. To people who are used to natural calamities like typhoons, flash floods, and
volcanic eruptions most citizen would find contentment with what they have at the
moment. The culture of “malalampasan din natin ‘to..” belied and “bahala na ang 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 need. It also helps most people survive a lot of oddities
in life.
Economic Perspective
Disaster causes’ loss of life, valuable assets, degrades environment thereby
damaging acutely the social and economic foundation of our civilization, hence time has
now come to initiate plans and programs for risk reduction, mitigation, readiness and
recovery.
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. Since agencies
of government have significant role to play in directing disaster preparedness, prevention
28
and recovery. Social systems establish vulnerability to natural disasters and governments
are often considered to be responsible for the disaster effects.
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.
Epidemic level- Biological disaster affects large numbers of people within a given
community or area. Ex. Dengue
Pandemic- Biological disaster affects a much large region, sometime spanning entire
continents or the globe. Ex. Swine Flu
Biological disasters can wipe out an entire population at a short span of time.
Example of it is the COVID 19 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 mild cough that lasts a few weeks or months to full- blown persistent
wheezing (Oreartin, 2020). Since COVID 19 is a respiratory disease, the public is advised
by health authorities to do health precaution to prevent social contamination.
Many assumptions regarding the nation’s need for disaster preparedness were
reassess after the 9/11 incident. Among them was a fuller appreciation of the fact that
preparedness had to include public health and hospital personnel in its responder
definition. A basic for our country is a unified emergency response to disasters.
Analyze disaster from the different perspective (physical, psychological, socio-
cultural, economic, political, and biological (DRR11/12-Ia-b-6)
Activity 1: Arrange Me
Directions: Unscramble the letters by placing the correct letter sequence.
1. LYOSGOPCIHACL
2. SEDATIRS
3. YIPCHLAS
4. OGILIBOCLA
5. OCLACUSIUROT
29
6. ICNOEMOC
7. PLATIOCIL
8. DCAPIMEN
9. RTASMUOTAPICT SESTSR RODESIRD
10. RUANTLA SITRESAD
Activity 2: Matchy Match

Directions: Determine which among the different perspective of disaster
does the statement is pertaining to. Write the letter of your choice in the blank provided
for.
A. Biological C. Physical E. Psychological
B. Political D. Economic F. Socio- cultural
______1. Rebuilding of infrastructure.

______2. First aid training.
______3. People in Tacloban reminisced the tragedy happened by lighting thousands of
candles around the province.
______4. It shows how the government assess, manage, and mitigate the effects of a
disaster.
______5. The perspective of disasters that is normally left untreated.
______6. Disasters causes’ loss of life, valuable assets, degrades environment thereby
damaging acutely the social and economic sector.
______7. Disaster causes death or injury.
______8. People are coping and working extremely hard to clean up, rebuild and start
the long road towards normalization.
______9. It refers to the intensity of the event, the damage to structures.
______10. It refers to the mental problems.
30
Activity 3: Figure It Out
Directions: Below is a picture of a community in Cagayan devastated by Super Typhoon
Lawin. Analyze the picture then list down the harms it brought to the community and tell
how people can cope up from it.
Photo credit: rappler.com; photo taken by Agence France- Presse
Harm of Hazards People’s response to the Hazard/s (How

do people coped up to the harms that are
shown in the picture?
31
Activity 4: Write Me
Directions: Think of the current issues about disasters and create a slogan about it.
Refer from the rubrics below as a guide and basis in doing the slogan.
Description 5 4 3 2
Craftmanship The slogan is The slogan is The slogan is The slogan is
exceptionally attractive in terms acceptably distractingly
attractive in terms of neatness. Good attractive messy
of neatness. Well- construction and though it may
constructed and not not very messy. be bit messy
messy.
Creativity Slogan is Slogan is creative Slogan is The slogan does
exceptionally and a good creative and not reflect any
attractive in terms amount of some thought degree of
of neatness. Well- thought was put was put into creativity.
constructed and not into decorating it. decorating it.
messy.
Originality Exceptionally use of Good use of new Average use of No use of new
new ideas and ideas and new ideas and ideas and
originality to create originality to originality to originality to
slogan. create slogan. create slogan. create slogan
Grammar There are no There is 1 There are2 There are more
grammatically grammatical grammatical than 2
mistakes on the mistake on the mistake on the grammatical
slogan. slogan. slogan. mistake on the
slogan.
REFLECTION:
1. I learned that
32
References
Textbook:
Commission on Higher Education. Teaching Guide for Disaster Readiness and Risk
Reduction.2016; (June)
Website:
https://www.uh.edu/class/news/archive/2017/august-september/natural-disasters-
impact-adults/ (accessed February 6, 2021)
https://www.witpress.com/elibrary/wittransaxtions-on-built-
environment/15033944(accessed February 7, 2021)
https:// academic.oup.com/eurpub/article/27/suppl 3/ckx186.103/4555726(accessed
February 5, 2021)
https://www.healthline.com/heatlh-news/what-we-know-about-the-long-term-effects-of-
covid-19 (accessed February 6, 2021)
https://www.scribd.com/document/448440483/DISASTER-FROM-DIFFERENT-
PERSPECTIVES(accessed February 6, 2021)
33
ANSWER KEY
Activity 1: Arrange Me
1. PSYCHOLOGICAL
2. DISASTER
3. PHYSICAL
4. BIOLOGICAL
5. SOCIO-CULTURAL
6. POLITICAL
7. PANDEMIC
8. POSTTRAUMATIC STRESS DISORDER
9. EPIDEMIC
10. NATURAL DISASTER
Activity 2: Matchy Match

1. B
2. A
3. F
4. B
5. E
6. D
7. C
8. F
9. C
10. E
Activity 3: Figure It Out

Harms of Hazards People’s response to the Hazard/s
(How do people coped up to the harms
that are shown in the picture?
Hunger, no shelter, destruction of The people can coped through the help of
livelihood, sick the government and private individual in
giving assistance, like food, clothing.
medicines, and building materials for their
34
houses. Counselling for the children so
that they will not have a Post Traumatic
Stress Disorder.
Activity 4: Write Me
The answer of the students may vary from each other and a rubric is available for
checking.
Prepared by:
MA. SUZANNE B. PICO

Itawes National High School
35
Name of Learner:_____________________ Grade Level:__________________
Section:_____________________________ Score:_______________________

EXPLAIN THE MEANING OF VULNERABILITY
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 hazards at home, there is a possibility that
some family members might be susceptible or prone to the accident due to the
presence of hazards.
Vulnerability is also situation specific. This means that if a specific

province is prone to earthquake, it does not mean that all localities in that
province are 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 to 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.
Moreover, it is also hazard specific. A community that is vulnerable to

earthquake hazard does not necessarily mean that it is also vulnerable to
typhoons. Hazards have different traits that can influence the disasters possible
to happen.
36
Explain meaning of vulnerability (DRR 11/12-Ic-8)
Activity 1: INVESTIGATION TIME!
Directions: To ensure safety and security is the number one PRIORITY of every
family. Conduct an ocular survey in your house and backyard to determine
whether your family is vulnerable towards hazards and disasters.
Follow the steps below:
1. Go around your house including the backyard and assess
for any hazards in your house and in your backyard.
2. As much as possible, make a list of all the hazards that you
will observe.
3. Using all the hazards that you were able to identify,
determine what could be the possible events that may put you
and your family at risks.
4. Who among your family members are prone or susceptible
to the identified hazards?
5. Identify the reasons why that family member is vulnerable.
Hazards Possible events Susceptible Reason of

family Vulnerability
member/s
(Exposure)
Guide Questions:
1. Based on your assessment from the inspection that you made
and the definition mentioned earlier, how will you define
vulnerability in your own words?
37
2. After knowing the hazards in your house, what will be your
plan of action to avoid harm?
Activity 2: STORY TIME!
Directions: Read the story below and answer the questions that follow.
Joseph and Lee who were neighbors are both students of Taboc National High
School. Due to the forecasted typhoon the night before, some waited for the
announcement of class suspension. Unfortunately, there was no announcement.
Since there was no announcement of class suspension, Joseph decided to go to
school and he brought with him his books, notebooks, and laboratory materials.
On the other hand, Lee also decided to go to school bringing not just his books,
notebooks, and laboratory materials but also flashlights, whistles, and some
supplies of food and water. Due to bad weather, the school janitor blocked off
the entrances and exits because the grounds were already flooded. So, Joseph
and Lee were both stranded in a covered court near the school. Both were trying
to call their family, but the signal was already down due to the typhoon.
1. Who do you think is more vulnerable? Joseph or Lee? What

made you say so?
2. Based on the given story, what were the actions taken by Lee
38
that made him less vulnerable to flood? What were the reasons
why Joseph became more vulnerable?
3. Describe what could possibly happen to Joseph and Lee?

What have you realized from their story?
4. Could it be possible that both students are exposed to the same

hazard, but they can have different levels of vulnerability? Explain how
ACTIVITY 3: EVERYONE CAN BE A HERO!

Direction: Write a 250-word essay on how you can relate the poster with
the concepts of vulnerability that you have just learned. Use the rubrics
below as your guide in constructing your essay.
https://ph-static.z-dn.net/files/d18/c1e13a5a2e1068c55b1fd382a051a562.jpg
39
Essay Evaluation
4 3 2 1
Understanding writing shows writing shows writing shows writing shows
unusual insight,
of understanding strong, clear adequate little or no
literature/texts understanding understanding understanding
but maybe too of text
general or
superficial
word choice fresh/vigorous vivid/interesting; appropriate simple/vague
contributes to attempt to but not specific appears to
“voice” establish “voice” or vivid; lack voice
very limited limited use of weak “voice” excessive use
use of 1st and 1st and 2nd weak use of of 1st and 2nd
2nd person “to person “to be” 1st and 2nd person “to be”
be” verbs verbs person “to be” verbs
verbs
sentence correct/varied correct, but sometimes frequent errors

structure lacks variety incorrect and and lacks
lacks variety variety
transitional smooth and somewhat many not not used &/or
devices effective; smooth and smooth and frequent errors
marked on generally some errors in in usage;
draft effective; most usage; many many not
marked on draft not marked on marked on
draft draft
language very few (if few errors; several errors; numerous
mechanics any) errors; generally well requires errors;
very well proofread additional appears not to
proofread proofreading have been
proofread
Taga Deped Theme Expose, “RUBRIC ASSESSMENT TOOL FOR ESSAY WRITING”, DepEd
Tambayan, May 01,2019,
https://drive.google.com/file/d/1RHSkR2W8lr0t98jBwyJ7FEZlZEDk_b0v/view
ACTIVITY 4: RESEARCH
Directions: Conduct a research on why your community is vulnerable towards certain
hazards and disasters. After conducting a research, formulate an action plan that will try
to mitigate potential hazards and disasters in your community.
40
Reflection:
I learned that
_____________________________________________________________________
_____________________________________________________________________
_______________________________________________________________
I enjoyed most on
_____________________________________________________________________
_____________________________________________________________________
_______________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_________________________
41
REFERENCES:
● Castro, Ryan, “ Disaster RIsk Reduction and Management, Slideshare,
November 19, 2013,https://www.slideshare.net/irpex/disaster-risk-reduction-and-
management-28415360
● Carribbean Handbook on Risk Information Management, Vulnerability
http://www.charim.net/methodology/53
● Republic Act No. 121. Philippine Disaster Risk Reduction and Management act
of 2010.Manila, Philippines; Congress of the Philippines Accessed, February 09,
2021.https://www.officialgazette.gov.ph/2010/05/27/republic-act-no-10121/
● “What is vulnerability?”. The International Federation of Red Cross and Red
Crescent, 2020 https://www.ifrc.org/en/what-we-do/disaster-management/about-
disasters/what-is-a-disaster/what-is-vulnerability/
● “What is vulnerability?”. The United Nations Office for Disaster Risk.
https://www.unisdr.org/2004/campaign/booklet-eng/Pagina8ing.pdf
42
ANSWER KEY
Activity 1: INVESTIGATION TIME!
● Answers may vary
Activity 2: STORY TIME!
1. Joseph is more vulnerable because he did not bring with him emergency
materials that he can use if he gets stranded in the school due to the
typhoon.
2. Lee brought with him flashlights, whistles, and some supplies of food and
water which made him less vulnerable. Joseph was more vulnerable
because he only brought with him his school books, notebooks and
laboratory materials.
3. Joseph and Lee can be trapped inside their school while waiting for
rescuers and for the flood to subside. I have realized the importance of
being prepared in times of disasters such as bringing along essentials like
flashlights, whistles and supplies of food and water.
4. It is possible that both of them are exposed to the same hazard, but they
can have different levels of vulnerability because Lee came to school
more prepared as evidenced by him bringing along essentials like
flashlights, whistles and supplies of food and water
Activity 3: EVERYONE CAN BE A HERO!
Activity 4: RESEARCH
Prepared by:
LIEZEL CAUILAN
Enrile Vocational High School
43
Section:_____________________________ Score:_______________________

EXPLAIN WHY CERTAIN SECTORS OF SOCIETY ARE MORE
VULNERABLE TO DISASTER THAN OTHERS
Vulnerability is related to the characteristics and circumstances of a

community or system; these characteristics and circumstances make a community
or system susceptible to hazard and cause loss. There are many aspects of
vulnerability, arising from various physical, social, economic, and environmental
factors. Examples may include poor design and construction of buildings,
inadequate protection of assets, lack of public information and awareness, limited
official recognition of risks and preparedness measures, and disregard for wise
environmental management (UN-ISDR, 2009).
In order to determine why there are certain sectors that are more vulnerable
than others, let us examine closely the following formula which is used in Disaster
Management: Vulnerability = (Exposure ) + (Resistance) + (Resilience)
● Exposure refers to those that are at risks property and population; Resistance
are the different measures taken to prevent, avoid or reduce loss; and Resilience
means the ability to recover prior state or achieve desired post-disaster state.
● Coping capacity refers to the ability of people, organizations and systems, using
available skills and resources, to face and manage adverse
conditions, emergencies or disasters'' The capacity to cope requires
continuing awareness, resources and good management, both in normal times as
well as during crises or adverse conditions. Coping capacities contribute to
the reduction of disaster risks (UN-ISDR, 2009).
● Resilience is the ability of resistance, absorption, adaptation and recovery of a
system from the effects of hazard, including preserving and restoring the basic
structures and functions”. This depends on the necessary resources and
organizing capability for the community before and after a disruptive event.
Building disaster resilience can help communities to be better prepared for
disasters and recovery fast after the disasters (UN-ISDR, 2009).
FACTORS WHY SOME SECTORS ARE MORE VULNERABLE

1. Physical Vulnerability
● This means the potential for physical impact on the physical environment – which
can be expressed as elements-at-risk (EaR). The degree of loss to a given EaR
or set of EaR resulting from the occurrence of a natural phenomenon of a given
magnitude and expressed on a scale from 0 (no damage) to 1 (total damage)”.
44
● Examples of physical vulnerability are poor design and construction of buildings,
unregulated land use planning
2. Social Vulnerability
● The potential impacts of events on groups such as the poor, single parent
households, pregnant or lactating women, the handicapped, children, and elderly;
consider public awareness of risk, ability of groups to self-cope with catastrophes,
and status of institutional structures designed to help them cope.
● Examples of social vulnerability are poverty and inequality, marginalization, social
exclusion and discrimination by gender, social status, disability and age (amongst
other factors) psychological factors, etc.
3. Economic Vulnerability
● The potential impacts of hazards on economic assets and processes (i.e. business
interruption, secondary effects such as increased poverty and job loss)
Vulnerability of different economic sectors.
● Examples of Economic Vulnerable include the uninsured informal sector,
vulnerable rural livelihoods, dependence on single industries, globalization of
business and supply chains, etc.
4. Environmental Vulnerability
● The potential impacts of events on the environment (flora, fauna, ecosystems,
biodiversity).
● Examples of Environmental Vulnerability includes poor environmental
management, overconsumption of natural resources, decline of risk regulating
ecosystem services, climate change, etc.
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 a
particular space at the same time. If people are well
distributed, there is less of an effect of disaster.
● Population density refers to the number of individuals living
in an area in relation to the size of an area. If population
density is high, it means that the number of individuals is
high but the space is very small. In that case, if fire broke
in that area, there is little space for the population to escape
quickly and easily. So, crowded communities have higher
vulnerability to hazards.
● The primary consideration is not the population size but the
population density.
45
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.
● Is it appropriate to say that The Philippines is less
vulnerable to typhoons? Nowadays, our country has
advanced technology to predict super typhoon and several
municipalities already provided evacuation centers to
provide temporary housing for victims when disaster occur
LEARNING COMPETENCY:
Explain why certain sectors of society are more vulnerable to disaster than
others (DRRR11/12-icd-9)
ACTIVITY 1: THE PHOTOGRAPH!

Directions: Examine both photos and answer the questions that follow.
https://i1.wp.com/www.aseantoday.com/wp-content/uploads/2019/03/philippines-321674_1920.jpg
46
https://encrypted-tbn0.gstatic.com/images?q=tbn:ANd9GcSl_TK_1vZjb1RrZTDLGZU94-
BpuLQMa1kkjw&usqp=CAU
Guide Questions:
1. What are the factors that make them vulnerable towards hazards and
disasters? Explain.
2. List down 3 differences between the 2 images presented.
3. Which among the two images showed a higher risk of vulnerability?
ACTIVITY 2: THE X FACTOR!
Directions: Identify the factor which affects the vulnerability to disaster with the
following situations given. 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 and explain.
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 Typhoon Ulysses in
the Province of Cagayan and in Tuguegarao City where a large
number of residents were stranded on the top of their roof.
4. Too many fatalities during Typhoon Yolanda in the Province of
Leyte.
5. The Philippines and Japan are both prone to earthquakes but
47
the latter one is less vulnerable.
ACTIVITY 3: SOS KAP!!!

Directions: Read the given situation then answer the questions
that follow.
You are the barangay captain of Brgy. San Bernardino. Your Barangay has been
submerged into water due to a recent typhoon. 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.
Disaster Readiness and Risk Reduction Alternative Delivery Mode

Quarter 1 – Module 6: Vulnerability in Disaster First Edition, 2020
1. What do you think are the possible problems being faced by
Barangay San Bernardino? Cite three (3) possible problems.
48
2. Suggest three (3) possible solutions based on your
identified possible problems.
ACTIVITY IV. THE ESCAPE PLAN
Directions: As you are able to identify the hazards and the factors that make
your home and your family vulnerable to certain types of hazards and disasters,
create an emergency escape plan. How will you plan for the escape of all your
family members with limited exit points? Make sure that your escape plan is
feasible and will prevent stampede.
49
The rubrics below will be the basis of your score.
CATEGORY 5 3 2 1 SCORE
RELEVANCE All graphics All All Graphics do
are related graphics graphics not relate to
to the topic are related relate to the topic
and make it to the topic the topic
easier to and most
Understand make it
easier to
understand
ORIGINALITY With One or two Graphics No graphics
Exceptional of the made made by the
degree of graphics based on student are
Student Reflects th included
e
creativity in creativity of designs of
their work. The others
students
REQUIRED Includes All All but 1 Several
ELEMENTS Required required ar required
e
elements as elements included elements
well as are are missing
Additional included
Information
ATTRACTIVENESS The escape The escape Th The escape
e
plan is plan is escape plan is
Exceptionally attractive plan is distractingly
attractive in in terms of acceptably messy or
terms of design, attractive very poorly
design, layout and though it designed
layout and neatness may be a
neatness bit messy
50
Reflection:
I learned that
_____________________________________________________________________
_____________________________________________________________________
_______________________________________________________________
I enjoyed most on
_____________________________________________________________________
_____________________________________________________________________
_______________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_________________________
51
REFERENCES:
Castro, Ryan, “ Disaster RIsk Reduction and Management, Slideshare,
November 19, 2013,https://www.slideshare.net/irpex/disaster-risk-reduction-and-
management-28415360
Carribbean Handbook on Risk Information Management, Vulnerability
Republic Act No. 121. Philippine Disaster Risk Reduction and Management act
of 2010.Manila, Philippines; Congress of the Philippines Accessed, February 09,
2021.https://www.officialgazette.gov.ph/2010/05/27/republic-act-no-10121/
“What is vulnerability?”. The International Federation of Red Cross and Red
Crescent, 2020 https://www.ifrc.org/en/what-we-do/disaster-management/about-
disasters/what-is-a-disaster/what-is-vulnerability/
“What is vulnerability?”. The United Nations Office for Disaster Risk.
52
ANSWER KEY:
ACTIVITY 1: THE PHOTOGRAPH!

1. Answers may vary
ACTIVITY 2: THE X FACTOR!
1. P
2. C
3. C
4. P
5. C
ACTIVITY 3: SOS KAP!!!

1. Answers may vary
ACTIVITY IV. THE ESCAPE PLAN
1. Answers may vary
Prepared by:
LIEZEL CAUILAN
Enrile Vocational High School
53
Name of Learner: Grade Level:

Section: Score:

VULNERABILITIES OF DIFFERENT ELEMENTS EXPOSED TO SPECIFIC
HAZARDS
The type of hazards, vulnerability, and the coping capacity of a person or a society
dictates the nature of risk to disaster. Aside from this, there also exposed elements that
could lead to disaster if left undermined
Vulnerability describes the characteristics and circumstances of a community,

system or asset that make it susceptible to the damaging effects of a hazard. There are
many aspects of vulnerability, arising from various physical, social, economic, and
environmental factors. Examples may include:
• poor design and construction of buildings,

• inadequate protection of assets,
• lack of public information and awareness,
• limited official recognition of risks and preparedness measures, and
• disregard for wise environmental management.
Vulnerability varies significantly within a community and over time. This definition
identifies vulnerability as a characteristic of the element of interest (community, system
or asset) which is independent of its exposure. However, in common use the word is
often used more broadly to include the element’s exposure.
There are four (4) main types of vulnerability:
1. Physical Vulnerability may be determined by aspects such as population density

levels, remoteness of a settlement, the site, design and materials used for critical
infrastructure and for housing
Example: Wooden homes are less likely to collapse in an earthquake, but are more
vulnerable to fire.
54
2. Social Vulnerability refers to the inability of people, organizations and societies to
withstand adverse impacts to hazards due to characteristics inherent in social
interactions, institutions and systems of cultural values. It is linked to the level of well-
being of individuals, communities and society. It includes aspects related to levels of
literacy and education, the existence of peace and security, access to basic human rights,
systems of good governance, social equity, positive traditional values, customs and
ideological beliefs and overall collective organizational systems
Example: When flooding occurs some citizens, such as children, elderly and differently-
able, may be unable to protect themselves or evacuate if necessary.
3. Economic Vulnerability. The level of vulnerability is highly dependent upon the

economic status of individuals, communities and nations The poor are usually more
vulnerable to disasters because they lack the resources to build sturdy structures and put
other engineering measures in place to protect themselves from being negatively
impacted by disasters.
Example: Poorer families may live in squatter settlements because they cannot afford to
live in safer (more expensive) areas.
4. Environmental Vulnerability. Natural resource depletion and resource degradation

are key aspects of environmental vulnerability.
Example: Wet lands, such as the Swamp, are sensitive to increasing salinity from sea
water, and pollution from stormwater runoff containing agricultural chemicals, eroded
soils, etc.
Exposure
It pertains to the at-risk elements from man-made or natural hazard event. These
elements at risk could be households and communities, individuals, public facilities,
buildings and structures, agricultural commodities, business activities and environmental
assets.
Recognize vulnerabilities of different elements exposed to specific hazards (DRR11/12-
Id-12)
55
Activity 1: TELL ME SOMETHING
Directions: Look at the two pictures below. Fill in the necessary information in the table
and answer the questions that follow.
TYPE OF HOUSE
Describe the type of

house briefly.
If there would an
earthquake, describe
what could happen in
both type of house.
Which type of house will receive much impact of the earthquake? Why?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________
Activity 2: YOU’RE SO VULNERABLE!

Directions: Describe the quality of the exposed element and be able to describe
whether it is vulnerable or not to hazards.
EXPOSED ELEMENTS QUALITY OF THE VULNERABILITY TO
ELEMENT HAZARD
HAZARD-FIRE
• Pile of papers
• Steel cabinet
• Plastic cabinet
HAZARD-TYPHOON
• Ceiling of nipa hut
• Ceiling of a concrete
house
• Rice fields
56
A. What makes an element vulnerable to fire?
________________________________________________________________
__________
B. What makes an element vulnerable to typhoon?

________________________________________________________________
__________
ACTIVITY 3: AM I WEAK OR STRONG?

Directions: Fill in the necessary information in the following table. The possible exposed
element is provided and be able to answer the third and 4th column of the table
HAZARD EXPOSED CAPACITY OF VULNERABILITY
ELEMENT EXPOSED OF THE
ELEMENT EXPOSED
ELEMENT
Earthquake Wooden chair Heavy weight, Can withstand
durable pressure, could be
combustible used for cover
Fire Wooden chair
Flood Wooden chair
Pandemic Wooden chair
Tsunami Wooden chair
Typhoon Wooden chair
Volcanic Eruption Wooden chair
57
Reflection:
I learned that
_____________________________________________________________________
_____________________________________________________________________
_______________________________________________________________
I enjoyed most on
_____________________________________________________________________
_____________________________________________________________________
_______________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_________________________
58
References
Fire and Emergency Management planning. Hazard, Exposure, Vulnerability, and
Resilience. file:///Users/joefreyrchan/Desktop/DRRR MODULE/4.3 Hazard, Exposure,
Vulnerability and Resilience. webarchive.
Geoscience Australia. Risk and Impact.
Government of Trinidad & Tobago. Vulnerability and Risk | Office of Disaster
Preparedness and Management - ODPM. Off Disaster Prep. 2016.
http://www.odpm.gov.tt/node/32%0Ahttp://www.odpm.gov.tt/node/162.
(United Nations (UN) International Strategy for Disaster Reduction (ISDR) Terminology
on Disaster Risk Reduction/
http://www.odpm.gov.tt/node/162)
https://www.google.com/search?client=firefox-b-
d&q=recognize+vulnerabilities+of+different+elements+exposed+to+specific+hazards&s
a=X&ved=2ahUKEwjJ2MnNh93uAhVQZt4KHaLAAK0Q1QIoAHoECBIQAQ&biw=1708
&bih=748
59
ANSWER KEY
ACTIVITY 1:TELL ME SOMETHING!
Answers may vary!
TYPE OF HOUSE
The building is a The building is a

Describe the type of condominium bungalow house.
house briefly.
If there would an The building might collapse, The people will

earthquake, describe people in the building will experience ground
what could happen in experience extreme ground shaking.
both type of house. shaking
A. Which type of house will receive much impact of the earthquake? Why?
The condominium might receive greater impact of the earthquake especially when
the building might collapse. Many people will be injured or worst die.
ACTIVITY 1: YOU’RE SO VULNERABLE!

ANSWERS MAY VARY
EXPOSED ELEMENTS QUALITY OF THE VULNERABILITY TO
ELEMENT HAZARD
HAZARD-FIRE
• Pile of papers Lightweight, easy to be Combustible prone to fire
burned hazards
• Steel cabinet Heavyweight, fire proof Non-combustible, not
vulnerable to fire
• Plastic cabinet Easy to be burned Combustible prone to fire
hazards
HAZARD-TYPHOON
• Ceiling of nipa hut Lightweight, made of nipa Can be easily taken away
by winds
• Ceiling of a concrete Steel made Durable enough, can
house withstand wind speed of
typhoon
• Rice fields Exposed under the sun Prone to floods and strong
wind, destruction of rice
crops
60
A. What makes an element vulnerable to fire?
An element is vulnerable to fire if it is combustible or easily burned.

B. What makes an element vulnerable to typhoon?
An element is vulnerable to typhoon when it can be easily push away by the

wind and could be exposed to extreme flooding
ACTIVITY 3: AM I WEAK OR STRONG?

ANSWERS MAY VARY
HAZARD EXPOSED CAPACITY OF VULNERABILITY
ELEMENT EXPOSED OF THE
ELEMENT EXPOSED
ELEMENT
Earthquake Wooden chair Heavy weight, Can withstand
durable pressure, could be
combustible used for cover
Fire Wooden chair Heavy weight, Can be burned
durable, during fire
combustible
Flood Wooden chair Heavy weight, Could be used for
durable, sitting during flood
combustible because it can
withstand water
Pandemic Wooden chair Heavy weight, It can be a venue or
durable, surface for viruses
combustible and bacteria
Tsunami Wooden chair Heavy weight, It can be taken
durable, away by moving
combustible water
Typhoon Wooden chair Heavy weight, Could withstand
durable, flood and can be
combustible used for sitting.
Volcanic Eruption Wooden chair Heavy weight, Could be used
durable, inside the house.
combustible
Prepared by:
61
Section:_____________________________ Score:_______________________
HAZARDS, EXPOSURES AND VULNERABILITIES
In disasters, there are three broad areas of risk to health: the hazard that can
cause damage, exposure to the hazard and the vulnerability of the exposed population
Disaster research often strives to show that these risks affect morbidity, mortality, or
wellbeing in some way.
This provides evidence to inform decisions relevant to Health. Causative studies
look for a risk factor that, if removed, would prevent the associated adverse outcome. A
hypothesis is developed to explain the relationship between exposure to the risk factor
and the outcome, and assumptions are made about what other factors (usually called
confounding factors) might influence the relationship. The conclusions that can be drawn
depend on how well these elements are addressed and measured when conducting the
study and interpreting the results.
Risk can be hard to see in the world around us. Sometimes it might look like a
wobbly ladder or ice on the sidewalk. When it comes to disasters, risk is often invisible
on a day-to-day basis. Walking around the neighborhood, it is hard for the untrained eye
to see where a flood might happen or identify what could get damaged during an
earthquake.
Risk is a combination of three components: hazard, exposure, and vulnerability.

Data from each of these categories can be used to paint a picture of risk in a certain
location and over time.
Hazard – a potentially destructive physical phenomenon.

Hazards can take many forms:
Natural: earthquake, landslide, tsunami, cyclones, extreme
temperatures, floods, or droughts
Biological: disease outbreaks including human, animal, and plant
epidemics and pandemics
Slippery When Wet HD Stock Images | Shutterstock

shutterstock.com
Technological: chemical and radiological agent release, explosions, and transport

and infrastructure failures. Societal: conflict, stampedes, acts of terrorism, migration, and
humanitarian emergencies.
62
Exposure – the location, attributes, and value of assets that are important to communities
(people, buildings, factories, farmland, etc.) and that could be affected by a hazard.
Populations and societies need to be exposed to a hazard to be affected by it.
Populations are often talked about as being directly or indirectly affected. Direct effects
include injury, illness, other health effects, evacuation, and displacement, and economic,
social, cultural, and
environmental damages. Indirect effects refer to additional consequences over time that
cause unsafe or unhealthy conditions from economic, infrastructure, social, or health and
psychological disruptions and changes.
Vulnerability – the likelihood that assets will be damaged/destroyed/affected when

exposed to a hazard. For example, a building with multiple floors may be more vulnerable
to shaking from an earthquake and more likely to collapse than a one-story building.
Another example, an elderly person may be more vulnerable to the impacts of flooding
because s/he has a harder time evacuating or moving quickly. Vulnerability is highly
dependent on the context of the hazard, since is shaped by the context’s individual factors
and behaviors, history, politics, culture, geography, institutions, and natural processes.
This can include things such as land use, public infrastructure, the burden of disease in
the population and previous exposure to hazards. What makes people vulnerable is
complex, and vulnerability can be both a risk factor for and an outcome of disasters.
Some groups that are commonly thought of as having higher levels of vulnerability are:
- People living in poverty

- Women
- Children and youth
- Older people
- People with disabilities
- People with chronic illness or underlying health conditions
- Migrants
- Ethnic minorities and indigenous peoples
- Sexual minorities
63
Examples of risk data
Understanding Risk | #VizRisk: Understanding and communicating disaster risk

understandrisk.org
Differentiate Among Hazards, Exposure and Vulnerabilities and explain the relationship
of the three to disaster risk. (DRR11/12-Id-13)
Activity 1. RELATE KA BA?

Directions: Using a graphic organizer of your choice, explain the relationship of
Hazard, Exposure and Vulnerabilities to disaster risk.
64
Activity 2. DREAM, IDENTIFY AND SURVIVE!
Directions: Imagine you are in your school, assess and identify at least 4 possible
hazards and find a possible solution for these hazards to prevent further casualties to
fellow learners. Identify severity of the possible injury and its prevention.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________
Rubric for Assessment
Solved: PLEASE Answer It With The Same Requirement And Cle... | Chegg.com
chegg.com
65
Activity 3. KNOW ME WELL!
Directions: In the graphic organizer below, explain briefly how exposure risk can be
reduced by changes to organizational behavior.
wellnessandwealth.company
____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________
66
Activity 4. ANALYZE ME!
Directions: In 200 words, answer the question briefly.
With your previous knowledge on vulnerability, how does development contribute to

reducing vulnerability in the Philippines?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
________________________________________________________
67
Activity 5. ENRICH YOUR MIND.
How does development contribute to expanding exposure?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_______________________________________________________________
68
REFLECTION:
Complete the statement:
1. I learned that
________________________________________________________________
________________________________________________________________
__________
________________________________________________________________
________________________________________________________________
__________

________________________________________________________________
________________________________________________________________
__________________________________________________________
69
REFERENCES:
Disaster Risk Reduction for Senior High School by Department of Education
GFDRR. Understanding and Communicating Disaster Risk. 2021

https://understandrisk.org/vizrisk/what-is
risk/#:~:text=Exposure%20%E2%80%93%20the%20location%2C%20attributes%2C,w
hen%20exposed%20to%20a%20hazard.
The Asia-Pacific Disaster Report. Reducing Vulnerability and Exposure to Disasters.

2012. https://www.unisdr.org/files/29288_apdrexecsummary.pdf
WHO Guidance on Research Methods for Health Emergency and Disaster Risk
Management. Disaster risk factors – hazards, exposure and vulnerability. 2020.
https://extranet.who.int/kobe_centre/sites/default/files/pdf/WHO%20Guidance_Researc
h%20Methods_Health-EDRM_3.2.pdf
World health Organization.Disaster Risk Reduction. 2020

https://sustainabledevelopment.un.org/topics/disasterriskreduction
70
Answer Key:
Activity 1:
Activity 2.
: Imagine you are in your school, assess and identify at least 4 possible hazards and
find a possible solution for these hazards to prevent further casualties to fellow
learners. Identify severity of the possible injury and its prevention.
HAZARD SOLUTION SEVERITY AND
POSSIBLE INJURY
Narrowed passageway to Widen the area Stampede/Highly Severe
SHS Building
Low Lying electric wires Ask the help of the expert Electrocution/Highly
for improvement Severe
Scattered different sizes Ask the help of the trip or momentarily lose
of stones in the grounds learners to remove stones one's balance; almost
fall./Moderately Severe
Flood during wet season Elevate affected grounds Source of diseases/Highly
Severe
Activity 3.
When people learn how to follow protocols and know how to discipline themselves
when it comes to reduction of exposure.
Activity 4.
-Conduct Vulnerability Assessments to Develop Resilience Plans
- Incorporate uncertainty in resilience planning
- Include poor and socially excluded groups into decision making
- Monitoring, evaluating and learning what works
- Scale successful adaptation interventions
Activity 5.
Disaster risk reduction (DRR) is an integral part of social and economic development,
and is essential if development is to be sustainable for the future. This has been
recognized by several global documents on DRR and sustainable development. The
Yokohama Strategy and Plan of Action for a Safer World (1994), as the first major
international framework for disaster risk reduction, recognized the interrelation between
sustainable development and DRR. Ever since, this close interrelation was continuously
71
strengthened within the key global agreements, from MDGs to the Johannesburg Plan
of Implementation (Johannesburg, September 2002), to the “Hyogo Framework for
Action (2005-2015)” and to the “Future We Want” (Rio, June 2012), to the Sendai
Framework for DRR (Sendai, Mach 2016) and the 2030 Agenda for Sustainable
Development (New York, September 2015).
Prepared by:
JAY LAPAZ ANDRES

Aparri School of Arts and Trades
72
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76

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12

DISASTER READINESS AND

LEARNING ACTIVITY SHEET

Development Team Writers

Focal Persons : GERRY C. GOZE, PhD., Division Learning Area Supervisor

Printed by: DepEd Regional Office No. 02

Address: Regional Government Center, Carig Sur, Tuguegarao City, 3500

Name of Learner: Grade Level

LEARNING ACTIVITY SHEET

Disasters can be divided into two categories:

JUMBLED LETTERS DEFINITION

1.AQRHTEKEAU Shaking of the earth caused by waves moving on and

Activity 2: PHOTO QUIZ

War between Russia and Turkey

Magnitude 6.6 earthquake in Masbate

I want to learn more on

NDRRMP. 2011.National Disaster Risk Reduction and Management Plan. 14-32.

ACTIVITY 2: PHOTO QUIZ

***NOTE: Answers on Disaster Risks in each disaster my vary

Name of Learner: Grade Level:

LEARNING ACTIVITY SHEET

Background Information for the Learners (BIL)

A. CLIMATE CHANGE-it alters the frequency and intensity of hazardous events,

B. ENVIRONMENTAL DEGRADATION- It is both a driver and consequence of

C. GLOBAL ECONOMIC DEVELOPMENT-It resulted in increased polarization

D. POVERTY AND INEQUALITY-impoverished people are more likely to live in

E. POORLY PLANNED AND MANAGED URBAN DEVELOPMENT-A new wave of

Activity 1: MATCHY, MATCHY!

1. Unwillingness to assume roles and responsibilities I governing disaster risk

ACTIVITY 3: I CAN DO IT!

Rubrics for creating a speech

I want to learn more on

ACTIVITY 2: WARNING: THESE MAKE ME AT RISKS!

Hazard 8.6 Earthquake

Too old/too young

Workers in industrial factories

Name: ____________________________ Grade Level: _________

LEARNING ACTIVITY SHEET

Background Information for the Learners (BIL)

ability of the affected community or

The Human Effect of Natural and Man- Made Disasters

Photo credit: rappler.com

Photo credit: manilatime.net

Photo credit: rappler.com

Photo credit: pna.gov.ph

3. I want to learn more on

ACTIVITY 1: FACT OR BLUFF

MA. SUZANNE B. PICO

Name: ____________________________ Grade Level: _________

LEARNING ACTIVITY SHEET

The Different Perspective of Disaster

Socio- cultural Perspective

Activity 2: Matchy Match

______1. Rebuilding of infrastructure.

Photo credit: rappler.com; photo taken by Agence France- Presse

Harm of Hazards People’s response to the Hazard/s (How

3. I want to learn more on

Activity 2: Matchy Match

Activity 3: Figure It Out

MA. SUZANNE B. PICO

LEARNING ACTIVITY SHEET

Vulnerability is a state of being at risk. According to Republic Act 10121

Vulnerability is also situation specific. This means that if a specific

Name: ____________________ Grade Level: _

Name: ____________________ Grade Level: _