DRRR G12 QTR1 - Edited

Senior High School
Disaster Readiness
and Risk Reduction
Quarter 1
DO_Q1_DRR_Module1
1
Disaster Readiness and Risk Reduction – Grade 12
Alternative Delivery Mode
Quarter 1
First Edition, 2020
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Published by the Department of Education
Development Team of the Module

Authors:
Arvie B. Anim, Caruhatan National High School
Bernardo S. Sevilla, Parada National High School
Eleanor Grace P. Lanozo, Dalandanan National High School
Jeanneth R. Togores, Parada National High School
Lemuel M. Abanto, Malinta National High School
Ruel C. Dogma, Valenzuela City School of Mathematics and Science
Vince C. Fualo, Caruhatan National High School
Editors: Maria Lea Q. Prondo, Ed.D. Education Program Supervisor
Bernardo S. Sevilla, Head Teacher- Parada National High School
Mark DA. Valdevieso, Subject Group Head- Malinta National High School
Language Validators: Arvin M. Talidong, Malinta National High School
Marwin A. Tatoy, Caruhatan National High School
Mary Juniňa M. Borlongan, Malinta National High School
Xavier A. Velasco, Parada National High School
Language Editor: Joyce April L. Llanera
Layout Artist: Myron Willie III B. Roque, Parada National High School - SHS
Management Team:
Meliton P. Zurbano, Assistant Schools Division Superintendent (OIC-SDS)
Filmore R. Caballero, CID Chief
Jean A. Tropel, Division EPS in Charge of LRMS
Maria Lea Q. Prondo,Ed.D.-Education Program Supervisor- Science
Marilyn B. Soriano, Division Mathematics Coordinator
Printed in the Philippines by ________________________
Department of Education – National Capital Region - Division of Valenzuela

Office Address: Pio Valenzuela Street, Marulas, Valenzuela City
Telefax: 08-292-4340
E-mail Address: sdovalenzuela@deped.gov.ph
2
Table of Contents
Concept of Disaster and Disaster Risk………………………………………….. 1

Day 1 - Concept of disaster and disaster risk…………………………… 1
Disasters from Different Perspectives……………………………………………
Day 2 &3-Disasters from Different Perspectives………………………… 4
Vulnerabilities………………………………………………………………………….. 7
Day 1- Definition of vulnerabilities………………………………………… 8
Recognizing and Differentiating Elements of Exposure
and Vulnerabilities…………………………………………………………… 12
Day 2 &3- Identifying specific vulnerabilities…………………………… 13
Types of Hazards………………………………………………………………………. 17
Day 1- Types of Hazards……………………………………………………… 17
Day 2 &3- The Impact of Various Hazards………………………………. 21
Various Potential Earthquake Hazards and Their Effects……………….. 24

Day 1 & 2- Various Potential Earthquake Hazards
and Their Effects/Natural Signs of an
Impending Tsunami…………………………………………. 25
Day 3- Earthquake Hazard Maps…………………………………………. 28
Signs of Impending Volcanic Eruption………………………………………… 33

Day 1- Volcano-related hazards…………………………………………… 34
Day 2 & 3- Signs of a Volcanic Eruption Interpret
different Volcano Hazard Maps……………………………… 39
References: ……………………………………………………………………………. 44
iii
Unit 1 Concept of disaster and disaster risk
Introductory Message
For the facilitator:
Learners may require your guidance in following the directions and answering the
questions in each part of the activity. Make sure that they answer each part of the
worksheet.
For the learner:
This worksheet contains activities about the Concept of Disaster and Disaster Risk.
You may answer directly to this activity sheets and make sure to follow the directions
stated in each part of the activity. Answer all questions the best that you can and
please write legibly.
What I Need to Know

This module was designed and written with you in mind. It is here to help you
master the related geological hazards: rainfall-induced landslide and sinkhole. 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 learning competencies, namely:
● Learning Competency 1 – Discuss the different geological hazards
● Learning Competency 2 – Analyze the causes of geological hazards
● Learning Competency 3 – Recognize signs of impending geological hazards;
After going through this module, you are expected to:
The learners develop a family emergency preparedness plan to guide them on what
to do before, during, and after the occurrence of events that cause geological hazards.
What I Know
LET’S TRY! (PRE-ASSESSMENT)

Directions: Fill in the K-W-L Chart below to assess your prior knowledge and
understanding of the topic.
What I Know? What I Wonder? What I Learned?
Lesson
Concept of disaster and disaster risk
1
Our country is very prone to man-made and natural disasters. According to
PAG-ASA, the average number of tropical cyclones within our region is 20 and 8 to 9
of them enter the Philippine Area of Responsibility (PAR). The Philippine Institute of
Volcanology and Seismology (PHIVOLCS) on their website lists 24 active volcanoes.
This phenomenon has caused us loss of life, property damage, and other devastating
results.
At the end of this unit you are expected to understand the concept of disaster
and disaster risk.
OBJECTIVES:
A. Explain the meaning of disaster. DRRR11/12-Ia-b-1
B. Explain the meaning of disaster risk. DRRR11/12-Ia-b-2
1
What’s In
The Philippines is known as one of the most hazard prone countries in the world. Disasters
have destroyed human, social, and physical capital, and they have derailed social and economic
development. Due to its geographic circumstances, the Philippines has an unusually high
exposure to natural hazards. The most catastrophic of these hazards include earthquakes,
volcanic eruptions, tropical cyclones, floods and droughts. These events have had grave social and
economic consequences on the country. In this topic you will learn about the different effects of
disaster to human life where it can have a life-altering impact on the individuals and families
fortunate enough to survive them. But the effect of disasters can be felt at the community, city
and state level, or many times can impact an entire country.
What’s New
The definition of terms is the key to understand the concepts referred to in
this subject. As such the United Nations International Strategy for Disaster
Reduction (ISDR) has a set of widely-used and accepted definitions for terms
commonly used when discussing Disaster Risk Reduction.
Hazard – 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.
Disaster – 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.
Disaster Risk- The potential loss of life, injury, or destroyed or damaged
assets which could occur to a system, society or a community in a specific period of
time, determined probabilistically as a function of hazard, exposure, vulnerability
and capacity. (https://www.undrr.org/terminology/disaster-risk)
Natural Hazard – natural process or phenomenon (e.g. earthquake, typhoon)
that may cause life, injury or other health impacts, property damage, loss of
livelihoods and services, social and economic disruption, or environmental damage.
Technological Hazards – a hazard originating from technological or industrial
conditions, including accidents, dangerous procedures, infrastructure failures or
specific human activities that may cause loss of life, injury, illness or other health
impacts, property damage, loss of livelihoods and services, social and economic
disruption, or environmental damage.
Biological Hazard – process or phenomenon of organic in origin or conveyed
by biological vectors, including exposure to pathogenic micro-organisms, toxins and
bioactive substances that may cause loss of life, injury, illness or other health
impacts, property damage, loss of livelihoods and services, social and economic
disruption, or environmental damage.
Geological Hazard – geological process or phenomenon that may cause loss
of life, injury or other health impacts, property damage, loss of livelihoods and
services, social and economic disruption, or environmental damage.
Hydrometeorological Hazard – process of atmospheric, hydrological or
oceanographic nature that may cause loss of life, injury or other health impacts,
property damage, loss of livelihoods and services, social and economic disruption, or
environmental damage.
What Is It
Directions: Conduct an interview and solicit ideas about the following disasters.
(You may ask your family members as your source of information).
A. 1990 Luzon Earthquake
2
B. 2013 Typhoon Haiyan (Yolanda)
C. 2015 Kentex Fire (Factory in Valenzuela City)
D. 2020 Mt. Taal Eruption
Guided Questions:
A. Have you personally experienced one of the above cited disasters? If yes, share
your experience. If none, then tell something that you know about the cited disasters.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________
B. Enumerate or suggest ways how to survive these disasters?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________
What’s More
Directions: Write an essay about the risk factors that may happen when a disaster
occurs which concerns you personally and how are you going to solve it.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_______________________________________
What I Can Do
Directions: Based on the information that you have gathered, what can you say
about the effects of disaster to human and to the environment? (5 points)
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_______________________________________
Assessment
Directions: Circle the letter of the best answer.
1. Which type of hazards are nuclear radiation and chemical spills categorized?
A. Hydrometeorological Hazard C. Biological Hazard
B. Geological Hazard D. Technological Hazard
2. Which of the following is the combination of the probability of an event and its
negative consequences?
A. Risk B. Vulnerability C. Disaster Risk D. Capacity
3. Which of these is a potentially damaging physical event, phenomenon, or human
activity that may cause the loss of life or injury, property damage, social and
economic disruption, or environmental degradation?
A. Disaster B. Disaster Risk C. Hazard D. Vulnerability
4. Which of the following pertains to the 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.
A. Disaster B. Disaster Risk C. Hazard D. Vulnerability
5. Oil and chemical spill, forest fire, industrial pollution is an example of _________.
A. Biological Hazards C. Geological Hazard
B. Man-made hazards D. Natural Hazards
3
Lesson
Disasters from Different Perspectives
2

worksheet
For the learner:
This worksheet contains activities about the Disasters from Different Perspectives.
You may answer directly to this activity sheets and make sure to follow the directions
stated in each part of the activity. Answer all questions the best that you can and
please write legibly.
What I Need to Know
master the basic information about the effects of disaster on one’s life. The scope of
this module permits it to be used in many different learning situations. The language
used recognizes the diverse vocabulary level of students. The lessons are arranged
to follow the standard sequence of the course, but the order in which you read them
can be changed to correspond with the textbook you are now using. At the end of
this module, you are expected to:
1. Describe the effects of disasters on one’s life; and
2. Analyze disaster from the different perspectives (physical, psychological,
socio-cultural, economic, political, and biological).
What I Know
1. What do you call to an incident or natural disaster that causes the general
public to suffer significant damage?
A. demonstration B. disaster C. pollution D. war
2. Which among the following is NOT an example of psychological effect of a
disaster?
A. anxiety B. bereavement C. depression D. hunger
3. Which perspective of a disaster that shows how the government assesses,
manages, and mitigates the effects of a disaster?
A. biological B. economic C. socio-cultural D. political
4. Which perspective of a disaster that stresses on the significance of culture
in developing a disaster resilient personality among the inhabitants in a
certain community?
A. biological B. economic C. socio-cultural D. political
5. What do you call to the spread of disease across a country or around the
world?
A. academic B. epidemic C. pandemic D. prolific
Lesson Disasters from Different

3 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
4
possible disasters and anticipate possible damages in order to prepare oneself from
the potential harms that it may cause to people and the community.
OBJECTIVES:
A.Identify the effects of disaster to one’s life. DRR11/12 – la-b-3
B.Enumerate the effects of disaster in different perspective. DRR11/12 – la-b-6
What’s In
Directions: Think about the scenario below. Write YES if it is a disaster; otherwise,
NO.
_____ 1. A landslide in a mountain resort.
_____ 2. A typhoon traversing a remote and uninhabited island.
_____ 3. A volcano erupting 15 km away from a city.
_____ 4. A mudslide towards a hill foot community.
_____ 5. A strong earthquake in the city proper of Calamba.
What’s New
Directions: Write a poem about the impacts of disaster in one’s life. Poem should
at least have 2 stanzas with 4 lines. You may opt to use separate
sheet of paper.
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
CRITERIA POINTS
Content 10
Creativity/Style and Originality 10
Coherence of form and structure (harmony of words, presentation) 10
Total: 30
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.
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 to by the authorities or even by the victims, themselves.
(This may be sensitive statement).
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
5
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.
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. Implementation of a partial and total shut down of local business
operations result to a lot of people losing means of living.
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.
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 larger region, sometimes
spanning entire continents or the globe (ex., Swine Flu).
What’s More
Directions: Identify and briefly discuss what perspective of disaster is shown.
Write your answer on the box provided.
1. 2. 3.
Photo source: https://www.bbc.co.uk/newsround/51243881 Photo source: https://www.rappler.com/nation/43393-survivors-

desperate-for-aid-in-typhoon-ravaged-ph Photo source: https://globalitemagazine.com/2013/11/16/hungry-people-
line-up-for-food-in-north-cebu-disaster-zone/
What I Have Learned

Directions: Complete the statement. In this part you will impart the things you
have learned in this lesson.
I have learned that disaster from different perspectives are _______________,
________________, _________________, ________________, ______________, and
_________________.
I have realized that________________________________________________________.
What I Can Do
Directions: On a separate sheet of paper, paste/draw/print pictures of the damage

brought by Typhoon Yolanda to the Philippines. Enumerate different perspective of
disaster shown and discuss briefly.
6
Assessment
1. A perspective that stressed on the significance of culture in developing a
disaster resilient personality among the inhabitants in a certain community
is called ___.
A.Biological B. political C. socio-cultural
2. A situation such as an incident or natural disaster that causes significant
damage to the public is ____.
A.war B. disaster C. pollution
3. The following are examples of Physical effects of a disaster EXCEPT ____.
A.unemployment B. injuries C. physical disability
4. A perspective of a disaster that shows how the government assess, manage,
and mitigate the effects of a disaster is ___.
A.biological B. political C. socio-cultural
5. The following are examples of psychological effect of a disaster EXCEPT____.
A.anxiety B. depression C. hunger
6. The spread of disease throughout a country or the whole world is called ___.
A.epidemic B. pandemic C. prolific
7. An incidence of a communicable disease in a community at a particular time
is known as________.
A.epidemic B. pandemic C. prolific
8. The perspective of disasters that is normally left untreated is the _______.
A.physical B. psychological C. economic
9. The following are examples of disasters, EXCEPT _______.
A.COVID 19
B. typhoon formed at Pacific Ocean
C. Taal Volcano eruption
10. The best description of a disaster is ____.
A.it’s unchangeable B. it’s unpredictable C. it’s illogical
Unit 2 Vulnerabilities
worksheet
For the learner:
This worksheet contains activities about the Vulnerabilities. You may answer directly
to this activity sheets and make sure to follow the directions stated in each part of
the activity. Answer all questions the best that you can and please write legibly.
What I Need to Know

master the basic information about vulnerabilities. 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.
• Learning Competency 1 - Explain the meaning of vulnerability. DRR11/12-
Ic-8
7
• Learning Competency 2 - The Vulnerable Sectors in the Society. DRR11/12-
Ic-9
1. Identify the things that make you susceptible and resilient
2. Categorize vulnerability into demographic or socioeconomic factor
What I Know
1. It is the chance or likelihood of suffering harm and loss as a result of a
hazardous event.
A. vulnerability
B. disaster
C. risk
D. hazard
2. It is a situation or occurrence with capacity to bring damages to lives,
properties, and the environment.
A. vulnerability
B. disaster
C. risk
D. hazard
3. Which group belongs to the most vulnerable?
A. professionals
B. public officials
C. indigenous people
D. small entrepreneurs
4. Which is/are classified as physical/material vulnerability?
A. family structure
B. land and water
C. leadership qualities
D. fatalism
5. Which is classified as social/organizational vulnerability?
A. family structure
B. land and water
C. leadership qualities
D. fatalism
Lesson 1 Definition of vulnerabilities

Vulnerability may be defined as the weakened capacity of an individual or
group to predict, cope with, resist and recover from the impact of a natural or man-
made hazard but it is also the greatest opportunity for a system to be prepared in all
forms of hazard. Vulnerability assessment can help in identifying different aspect of
a country which is more susceptible to different kind of hazard. Who are the most
vulnerable? How are they classified as vulnerable? One should consider the capacity
and resiliency of the exposed elements. What are exposed elements? It could be the
people, properties, economic activities, private and public services potentially
threatened by a harmful event.
OBJECTIVES:
A. Explain the meaning of vulnerability. DRR11/12-Ic-8
B. Explain why certain sectors of society are more vulnerable to disaster than
others. DRR11/12-Ic-9
8
What’s In
Directions: Analyze the pictures below and answer the following guide questions.
Source: Source: Source:

https://cdkn.org/resource/understanding-risk-flooding- https://www.philstar.com/headlines/2018/09/23/1853797 https://philnews.ph/2020/11/03/pwd-man-works-hard-
barangay-potrero-metro-manila/?loclang=en_gb /38-million-seniors-get-p23-billion-allowance earn-money-family-despite-disability/
Guided Questions:
1. Based on the pictures, who are considered as vulnerable?
______________________________________________________________________________
_____________
2. Why are they considered as vulnerable?

______________________________________________________________________________
_____________
3. In picture 1, who are exposed to disaster? Suggest ways how can we reduce
the vulnerability.
______________________________________________________________________________
_____________
What’s New
Directions: Identify the condition and capacity of each exposed elements that made
it vulnerable and resilient.
Perform this simple experiment.
1. Place the paper, plastic, and glass cup on the edge of a table.
2. Place a pillow on the floor.
3. Shake the table with great effort.
Guided Questions:
1. What are the elements at risk?
2. After shaking the table, what happened to the paper? To the paper cup? to
the glass cup?
3. What will happen to the glass cup if it lands on the pillow instead of the
hard floor during the shake?
4. Imagine a fire occurring. Describe what will happen to the glass cup if
exposed to intense heat and flames.
5. Imagine a flood that sinks the room until the ceiling. What will happen if
the three cups are submerged in water and kept there for a day?
6. Explain what concept of vulnerability, capacity and resilience shown as
based on the demonstration. Use the table below.
Exposed
Hazard Vulnerability Capacity
Element
Light weight, does not break upon
Paper Cup Resilient
hitting hard surface
Earthquake
Plastic Light weight, does not break upon
Resilient
cup hitting hard surface
9
Easy to break
Does not break when object hits a
Glass cup when hit a hard
soft surface.
surface
Paper Cup
Plastic
Fire
cup
Glass cup
Paper Cup
Plastic
Typhoon
cup
Glass cup
Paper Cup
Plastic
Flood
cup
Glass cup
What Is It
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 of the word it is often used more broadly to include the element’s
exposure.
Capacity: refers to all the strengths, attributes and resources available within
a community, organization or society to manage and reduce disaster risks and
strengthen resilience.
Exposure: refers to the at-risk property and population.
Resistance: refers to the measures taken to prevent, avoid or reduce loss.
Resilience: refers to the ability to recover prior state or achieve desired post-
disaster state.
What’s More
Mechanics:
1. Ask at least five members of the family (or how many is applicable) to play a
game called “Not Able To”.
2. Each member will pick (among the choices) which disability they want to
portray.
RULES
1. Blindfold or eye mask must be worn throughout the activity. No peeking.
2. It is assumed that the deaf person is also mute. Ear plugs or earmuff should
we worn throughout the activity. The deaf person should not know beforehand
what the hazard is or where the hazard is located.
3. Splint may not be removed; crutch must be used.
4. Shoes need to stay on during the activity.
5. Use only dominant hand.
10
TASKS
• BLIND - Go from seat to farthest exit as fast as is safely possible.
• DEAF - Have helper inform the deaf person that there is a hazard in a
particular part of the classroom and that the deaf person needs to go away
from this area.
• PARALYZED LEG - Go from seat to farthest exit as fast as is safely possible.
• CLUB FOOT- Go from seat to farthest exit as fast as is safely possible.
• HAND AMPUTATED WITH PROSTHESIS - Transfer small objects from one
container to another container in a short time without dropping the object.
Guided Questions for the interview:
1. How does it feel to be disabled?
2. What were you not able to do? On the other hand, what were you able to do?
3. Do you think that person with disabilities focus on what they are able to do
rather than what they are unable to do?
4. Why might it be a good idea to tell others about your disability?
5. How did you want to be treated while you were a person with disability?
Synthesis (Write a simple reflection on the activity):

______________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
What I Have Learned

What qualities does disability have that people can learn from? Try thinking
both positive and negative qualities. Write your answer on the space provided.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
What I Can Do
Why are they more What can be done

HAZARD DISABILITY
vulnerable? to help them?
Earthquake Blind
Fire Deaf
Hand amputated with
Flood
prosthesis
Assessment
1. Which of the following refers to, "the ability of people, organizations, and
systems, using available skills, and resources, to face and manage adverse
conditions, emergencies or disasters."?
A. Coping capacity B. Rehabilitation C. Capacity D. Mitigation
2. Which is not an example of capacity?
A. Adequate income
B. B. Savings
C. C. Local knowledge
11
D. D. Isolation
3. The process whereby "people identify resources they rely on in times of crisis
to reduce the damaging effects of hazards and to secure the sustainability of
their livelihood".
A. Vulnerability c. capacity
B. Capacity assessment d. vulnerability assessment
4. Which of the following is considered as the most vulnerable?
A. Person with disability c. business owners
B. Farmers d. workers
5. Which of the following situations shows vulnerability?
A. Having a security system at work.
B. Leaving a window open in a parked car.
C. Hiring a security guard to work the night shift.
D. Using a long password for the firewall.
6. It is the chance or likelihood of suffering harm and loss as a result of a
hazardous event.
A. vulnerability B. risk C. disaster D. hazard
7. It is a situation or occurrence with capacity to bring damages to lives,
properties, and to the environment.
A. vulnerability B. risk C. disaster D. hazard
8. Which group belongs to the most vulnerable?
A. professionals c. indigenous people
B. government officials d. small entrepreneurs
9. Which is/are classified as physical/material vulnerability?
A. Family structure B. Land and water C. Leadership qualities
D. Fatalism
10. Which is classified as social/organizational vulnerability?
A. Family structure B. Land and water C. Leadership qualities
D. Fatalism
Recognizing and Differentiating

Lesson 2 Elements of Exposure and
Vulnerabilities
worksheet.
For the learner:
This worksheet contains activities about the Hazards. You may answer directly to
the activity sheets and make sure to follow the directions stated in each part of the
activity. Answer all questions the best that you can and please write legibly.
What I Need to Know

master the basic information about the types of hazards. The scope of this module
permits it to be used in many different learning situations. The language used
recognizes the diverse vocabulary level of students. The lessons are arranged to follow
the standard sequence of the course, but the order in which you read them can be
changed to correspond with the textbook you are now using.
12
1. Apply concepts of exposure and vulnerability previously learned in recognizing
vulnerability of different elements exposed to specific hazards;
2. Given a particular situation, differentiate between hazards, exposed elements
and their vulnerabilities; and
3. Give examples of hazard, exposed elements and their vulnerabilities from
historical events within the Philippines.
What I Know
Lesson
Identifying specific vulnerabilities
3
Disaster is a serious disruption of a community, causing wide spread human,

materials, economic and environmental losses. Different hazard may prevent
through recognizing, differentiating, observing and assessing exposed elements to
specific hazard. You’ve been experiencing different kinds of disaster that becomes
fatal to your family. In this lesson you will learn how to recognize and differentiate
elements expose to specific hazard in your own house and environment.
OBJECTIVES:
• Recognize vulnerabilities of different elements exposed to specific hazards.
DRR 11/12 Id-12
• Differentiate among hazards, exposure, and vulnerabilities and
explain the relationship of the three-disaster risk. DRR 11/12 Id-13
What Is It
In this picture, is a typical
raised house that can be found in
Pampanga area, which was affected
by lahar. The frame of the house,
including the foundation, is made
with reinforced concrete and hollow-
block in-fill walls. The roof system
consists of a coconut lumber frame
and galvanized iron material. The
partitions are constructed from
wooden materials. The house was
designed and constructed by a Photo source:
foreman with no formal engineering https://www.google.com.ph/search?q=lahar+in+pampanga+1991&sxsrf=
ALeKk03rkK3H8rrFvjpwe4LGIzEUw9niw:1591804570673&source=lnms&t
or architectural training. There are 7 bm=isch&sa=X&ved=2ahU
people who live inside of the house
which include: the owner, who is a 34-year-old man, his 32-year-old wife, and three
children aged 5, 3, and 6-months. There is also a 72-year-old female and 40-year-
13
old male who are wheelchair bound. Most of the furnishing in the house is made with
either wood or plastic.
This module is all about recognizing and differentiating different ways that a
person can be exposed and vulnerable to the elements, and its relationship to the
different disaster risks in every situation at home and environment.
What’s New
There are various elements that may be exposed to hazards including
physical, social, economic and environmental. A physical hazard is an agent, factor
or circumstance that can cause harm with contact. They can be classified as type of
occupational hazard or environmental hazard. Physical hazards include ergonomic
hazards, radiation, heat and cold stress, vibration hazards and noise hazards. Social
hazard, also called complex emergencies, seriously limit a population's access to
health services, water, food, and transportation, all of which are determinants of
health. They also often lead to a lack of safety and tend to come hand in hand with
natural disasters such as floods.
An environmental hazard is a substance, a state or an event which has the
potential to threaten the surrounding natural environment or adversely affect
people's health, including natural disasters such as storms and earthquakes.
The more the elements are exposed to hazards, the more vulnerable they are.
Consequently, the higher the risk of disaster. It can be expressed in this formula:
What is It
ACTIVITY 1: ASSESS YOUR HOME

Directions: Read and understand the following statements. List all the necessary
information that might help you assess your own house.
1. Assess the hazards your house is exposed to.
2. The hazards should generally include earthquake, typhoon and fire, and
possibly flooding, volcanic eruption and landslide related hazards.
3. You will make an inventory of all exposed elements and identify the specific
vulnerabilities of each of the exposed elements.
4. You will then suggest, recommend, and comment an action plan to address
these vulnerabilities.
5. You can discuss the plan with your parents.
Assessment:
__________________________________________________________________________________
_____________
__________________________________________________________________________________
_____________
__________________________________________________________________________________
_____________
Guided Questions:
1. What are the different hazards that your family is likely to encounter?
2. What is the condition of your house in case disaster takes place?
3. What will happen to your home in case disaster takes place?
4. Are the occupants vulnerable? Why or why not?
5. Is your house at risk of fire, flood, typhoon and earthquake? Why?
14
What’s More
Answer the following questions:
1. What makes a home or establishment vulnerable to hazards?

2. Suggest measures that can be done to reduce the vulnerability of a house and its
occupants to the hazard and the risk of disaster that they could possibly
experience.
What I Have Learned

Directions: Read the article about Guinsaugon Landslide and answer the guide
questions.
Short Case Study Analysis
February 17, 2006, is perhaps the darkest day for many residents of
Guinsaugon in Saint Bernard, Southern Leyte. It is during this fateful day when they
lost their loved ones to a catastrophic landslide that buried the entire village. The
deadly rockslide-debris avalanche is due to the collapse of portion of a 450 m high,
heavily-forested Mt. Can-abag after 10 days of heavy rain and 2.6 magnitude
earthquakes. More than 1100 people were buried alive; of this number, 250 were
schoolchildren.
Guided Questions:
1. Explain why the landslide buried the entire village in less than two minutes.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_______________________________________
2. What do you think must have been done to avoid or prevent this kind of tragedy?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_______________________________________
What I Can Do
Directions: Formulate ways to minimize the vulnerabilities in your house due to
earthquake, fire, flood and typhoon hazards. Search over the internet to address the
physical/structural vulnerabilities of the house. Write your answers on the space
provided.
Vulnerabilities Solutions
1.
2.
3.
15
Assessment
Part I.
Directions: Choose the letter of the best answer. Write your answer on the space
provided before the number.
______1. What element maybe exposed to hazard when people are susceptible to
injury when exposed to flying debris made by strong winds?
A. social hazard
B. physical hazard
C. economic hazard
D. environmental hazard
_____2. Which of the following variables amplifies the effects of hazard affecting the
degree or scope of disaster?
A. Exposure
B. Disaster
C. Elements
D. Disaster risk
_____3. The disaster is frequently described as result of various conditions
EXCEPT___.
A. exposure of hazard
B. conditional of vulnerability at present
C. insufficient capacity to cope with disaster
D. having enough physical, social and attitudinal capabilities
_____4. Which of the following is considered as environmental hazard?
A. flooding and drought
B. environmental degradation
C. chemical contamination
D. volcanic eruption
_____5. Analiza’s house is made up of substandard wood. Which of the following
may subject the house to disaster?
A. volcanic eruption
B. land
C. water
D. fire
Part II.
Directions: Choose the letter of the best answer in the box. Write your answer on
the space provided before the number. Choose your answer from the box below.
a. Physical hazard c. Environmental hazard
b. Economic hazard d. Social hazard
______6. This also often lead to a lack of safety and tend to come hand in hand with
natural disasters such as floods, storm, earthquake and volcanic eruption.
______7. When a corporation is insured, it may take on higher risk knowing that its
insurance will pay the associated costs.
______8. This occurs when an entity has an incentive to increase its exposure to risk
because it does not bear the full costs of that risk.
______9. Natural disasters such as storms and earthquakes.
______10. Limit a population's access to health services, water, food, and
transportation, all of which are determinants of health.
16
Lesson 4 Types of Hazards
Learners may require your guidance in following the directions and answering the questions in
each part of the activity. Make sure that they answer each part of the worksheet.
For the learner:
This worksheet contains activities about Hazards. You may answer directly to this activity sheet
and make sure to follow the directions stated in each part of the activity. Answer all questions the
best that you can and please write legibly.
What I Need to Know

master the basic information about the types of hazard. The scope of this module
The module is all about the Hazards.
• Concept of hazards
• Types of hazards
• The impact of various hazards
1. Define and cite examples of the types of hazards.
2. Explain the impact of various hazards on people and the environment.
What I Know

Hazards
Hazards may cause catastrophe. They either raise or reduce the risk of
disaster events up in a particular community. Hazards are incidents that danger or
risk to any element that may be exposed to them. It can happen everywhere and at
any moment.
Hazards lead in disasters if the society is both exposed and vulnerable to the
hazard. Always remember that extreme hazard events are not always associated with
disasters. It is actually the circumstances of that community that are causing a
disaster risk. The disaster risk may be caused by the circumstances in a population.
At the end of this unit, you are expected to:
1. Define and cite examples of the types of hazards. (DRR11/12-Ie-15)
17
What’s In
According to UNISDR (2009) (adapted by Philippines DRR 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. Meanwhile, a
disaster is a serious disruption of the functioning of a community or a society
its own resources.
What’s New
There may be several other types of hazards identified by other references, but
for this DRRR subject, the focus will be on Geological, Hydrometeorological, and Fire
hazards.
Other definitions of hazards from International Federation of Red Cross (IFRC)

Natural hazards are naturally occurring physical phenomena caused either
by rapid or slow onset events which can be geophysical (earthquakes, landslides,
tsunamis and volcanic activity), hydrological (avalanches and floods), climatological
(extreme temperatures, drought and wildfires), meteorological (cyclones and
storms/wave surges) or biological (disease epidemics and insect/animal plagues).
Geological hazard includes internal earth processes, such as earthquakes,
volcanic activity and emissions, and related geophysical processes such as mass
movements, landslides, rockslides, surface collapses, and debris or mudflows.
What is It
Hydrometeorological hazards include tropical cyclones (also known as
Typhoons and hurricanes), thunderstorms, hailstorms, tornados, blizzards, heavy
snowfall, avalanches, coastal storm surges, floods including flash floods, drought,
heat waves and cold spells. Hydrometeorological conditions also can be a factor in
other hazards such as landslides, wildland fires, locust plagues, epidemics, and in
the transport and dispersal of toxic substances and volcanic eruption material.
Technological or man-made hazards (complex emergencies/conflicts, famine,
displaced populations, industrial accidents and transport accidents) are events that
are caused by humans and occur in or close to human settlements. This can include
environmental degradation, pollution and accidents.
Biological hazards include outbreaks of epidemic diseases, plant or animal
contagion, insect or other animal plagues and infestations.
Basic Concept of Hazard
Hazards are present everywhere. It can be found inside or outside houses,
classrooms, and buildings. Hazards may affect people or may cause death if not
avoided.
Directions: Identify five (5) hazards present in a kitchen. Make sure to identify the
hazards properly. Write your answers on the space provided below.
1. ____________________________________________________________________
2. ____________________________________________________________________
3. ____________________________________________________________________
4. ____________________________________________________________________
5. ____________________________________________________________________
18
What’s More
Classification of Hazards
Directions: Classify each hazard based on its types. Write if its
biological hazard, hydrometeorological hazard, fire hazard, geological
hazard or volcanic hazard.
Hazard Classification Hazard Classification
1. Ground 6. Lava flow
shaking
2. Tornado 7. Industrial
pollution
3. Landslide 8. Flu virus,
COVID19
4. Flood 9. Storm surge
5. Indoor fire 10. Tsunami
What I Have Learned
In this module I have learned that…
1. _______________________________________________________________________________
2. _______________________________________________________________________________
3. _______________________________________________________________________________
What I Can Do
What is the reason why Philippines is prone to hazards such as Geophysical,

Hydrometeorological and Volcanic Hazards?
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
Assessment

1. Why do some people live in hazardous area such as under the bridge and near
waterways?
A. for proximity to recreational opportunities C. because of cheap land
B. because the land is fertile D. for the views
2. Which of the following will be the outcome if people seek to manipulate the
activities of natural phenomena?
A. This doesn’t happen since the federal government doesn’t permit
tampering with nature.
B. Our problem with nature is transferred elsewhere, to someone else, or
postponed.
C. We have become quite effective at such control.
D. The effort is wasted because it is impossible to do.
3. Why do the catastrophic events continue to rise?
A. insurance companies are not making enough profit to satisfy their
shareholders
B. not enough people pay for insurance in hazardous areas to even out the
costs
C. insurance companies are refusing to insure most natural hazard losses
19
D. more people are moving into more hazardous areas
4. Which one is an instance where in domino effect is applied?
A. global warming that causes more rapid melting of Arctic sea ice that results
in further sea ice melting
B. an increase in the cost of gasoline that causes people to drive less
C. when a feature looks the same across a wide range of scales
D. a landslide caused by a sudden precipitation event
5. What is the main objective of risk assessment?
A. to evaluate hazard and minimize the risks
B. to know source of pollutants
C. remediation of contaminated sites
D. hazard management
Additional Activities
Directions: Create a slogan informing people to be cautious with the possible
hazard that they could encounter. Write your slogan inside the box provided.
20
Rubrics of Assessment
Exemplary Proficient Acceptable Unacceptabl

(4 points) (3 points) (2 points) e
(1 point)
Grammar There are There are 1- There are 3-4 There are
no 2 grammatical/ more than 4
grammatica grammatica mechanical grammatical/
l/mechanic l/mechanic mistakes on mechanical
al mistake al mistakes the poster. mistakes on
on the on the the poster.
poster. poster.
Attractive The poster The poster The poster is The poster is
ness is is attractive acceptably distractingly
exceptional in terms of attractive messy or very
ly attractive design, though it may poorly
in terms of layout, and be a bit messy. designed. It
design, neatness. is not
layout, and attractive.
neatness.
Originality Exceptional Good use of Average use of No use of
use of new new ideas new ideas and new ideas
ideas and and originality to and
originality originality create slogan. originality to
to create to create create slogan.
slogan. slogan.
Creativity Slogan is Slogan is Slogan is The slogan
exceptional creative and creative and does not
ly creative. a good some thought reflect any
A lot of amount of was put into degree of
thought thought decorating it. creativity.
and effort was put
was used to into
make the decorating
banner. it.
Lesson
The Impact of Various Hazards
5
Impact of Hazards
Geological hazard includes internal earth processes, such as earthquakes,
Hydrometeorological hazards include tropical cyclones (also known as

typhoons and hurricanes), thunderstorms, hailstorms, tornados, blizzards, heavy
snowfall, avalanches, coastal storm surges, floods including flash floods, drought,
heat waves and cold spells. Hydrometeorological conditions also can be a factor in
other hazards such as landslides, wildland fires, locust plagues, epidemics, and in
the transport and dispersal of toxic substances and volcanic eruption material.
Technological or man-made hazards (complex emergencies/conflicts, famine,

displaced populations, industrial accidents and transport accidents) are events that
are caused by humans and occur in or close to human settlements. This can include
21
environmental degradation, pollution and accidents. Biological hazard includes
outbreaks of epidemic diseases, plant or animal contagion, insect or other animal
plagues and infestations.

1. Explain the impact of various hazards on people and the environment.
DRR11/12-Ie-16
What’s In
HAZARD- UNISDR (2009) (adapted by Philippines DRR Law, 2010): 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.
DISASTER- UNISDR (2009) (adapted by Philippines DRR Law, 2010): 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.
NATURAL HAZARDS- are natural physical phenomena caused either by rapid or
slow occurrences that may be geophysical (earthquakes, landslides, tsunamis and
volcanic activity), hydrological (avalanches and floods), climatological (extreme
temperatures, droughts and wildfires), meteorological (cyclones and storms / wave
surges) or biological (disease epidemics and insect/ animal plagues).
TECHNOLOGICAL OR 'MAN-MADE' HAZARDS- are the inevitable potential of
technological innovation and may arise after the failure of existing technology.
What’s New
The Philippines is often cited as one of the most catastrophically vulnerable
countries. While catastrophes may originate from sources created by man, natural
phenomena are almost inevitable. Even if it is not examined scientifically, all
Filipinos are familiar with the impact on daily life and national development of
typhoons, earthquakes, volcanic eruptions, and fires. This makes disaster
preparedness learning aligned with the interests of all.
What Is It
The Impact of Hazards on People and the Environment

Question: How do these hazards affect the following aspects?
HAZARDS ASPECTS EFFECTS
Typhoon Agriculture
Outbreak of
Epidemic diseases Economy
(CoVid19)
What’s More
Directions: Evaluate your home using the Home Safety Assessment Checklist. Put
a checkmark (✓) on the boxes to show your answer.
YES NO SIMPLE HOME SAFETY ASSESSMENT CHECKLIST
Is there adequate lighting in the walkways?
Is the driveway smooth and evenly paved?
22
Are walkways smooth and level (no cracks, gaps, or other tripping
hazards)?
Are steps along walkways clearly visible?
Do entry stairs or ramps to the house have railings?
Are locks in good working order and easy to use?
Are walkways around the house, smooth and free of obstacles and
overgrown shrubbery, grass, and weeds that could cause tripping?
Is there a clear pathway (devoid of clutter) through the entry hall?
Are all cords and wires out of the pathway?
Is there a fire extinguisher in the house?
Source: https://docplayer.net/14775296-Home-safety-assessment-checklist.html
Guided Question: Can you consider your home safe from hazards? Base your
answer on the evaluation on the Home Safety Assessment Checklist. Briefly explain
your answer.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
What I Have Learned

Directions: Look around your house. Identify three (3) hazards that could be found
inside your home. Write your answers on the space provided below. Make sure to
clearly write your answers.
1. ____________________________________________________________________
2. ____________________________________________________________________
3. ____________________________________________________________________
What I Can Do
Question: List at least 3 ways on how you could possibly prevent hazard from
damaging one’s life or home.
1. ____________________________________________________________________
2. ____________________________________________________________________
3. ____________________________________________________________________
Assessment
1. Which of these refers to the hazards created by weather phenomena such as
typhoon, storm surge, thunderstorms and flash floods?
A. geological hazard C. climatological hazard
B. hydrometeorological hazard D. biological hazard
2. Which of these refers to the dangerous phenomenon, substance, human activity
or condition that may cause loss of life, injury or other health impacts, property
damage, loss of livelihood & services, social & economic disruption or
environmental damage?
A. Hazard C. Vulnerability
B. Risk D. Disaster
3. Which of the following statement is/are TRUE about disaster risk?
A. Disaster risk is a product of exposure to hazard and vulnerability over the
capacity of the community.
B. Disaster risk can be lessened by capacitating the individuals and
community on the possible hazards.
C. Disaster risk could be aggravated by lack of knowledge and preparedness.
23
D. All of the above
4. Which of these concept and practice of reducing disaster risks through systematic
efforts to analyze and reduce the causal factors of disasters?
A. Red Cross C. Rotary Club
B. Disaster Risk Reduction D. PAG-ASA
5. Which of the following defines resilience?
A. the ability to recover from bending
B. the ability to recover from damage
C. the ability to recover from poison
D. none of the above
Various Potential Earthquake Hazards

Unit 3
and Their Effects
Learners may require your guidance in following the directions and answering
the questions in each part of the activity. Make sure that they answer each part of
the worksheet.
For the learner:
This worksheet contains activities about the Various Potential Earthquake
Hazards and Their Effects. You may answer directly to this activity sheets and make
sure to follow the directions stated in each part of the activity. Answer all intelligently
and honestly. Write your answers legibly.
What I Need to Know

This module is designed to help you master the Various Potential Earthquake
Hazards and Their Effects. The scope of this module can be used in different learning
situations. The language used recognizes the diversity 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 that you are now using.
• identify various potential earthquake hazards;
• recognize the natural signs of an impending tsunami;
• analyze the effects of the different earthquake hazards; and,
• interpret different earthquake hazard maps.
After going through this module, you are expected to develop a family
emergency preparedness plan to guide them on what to do before, during, and after
the occurrence of events that cause geological hazards.
What I Know
understanding of the Various Potential Earthquake Hazards and Their Effects.
24
Various Potential Earthquake Hazards
Lesson
and Their Effects
1 Natural Signs of an Impending Tsunami
Numerous amounts of natural disasters have been reoccurring all around the
world ever since its creation. A natural disaster is defined as any disastrous event
initiated by natural forces and processes of the Earth that result to great damage or
loss of life. In fact, the Earth and living inhabitants have suffered a great deal from
these natural disasters. Catastrophes like cities getting torn apart, occurrence of
multiple deaths, properties being damaged were reported in all parts of the world.
Some of these natural disasters that you and your family might already be
familiar with are earthquakes, typhoons, tsunamis, floods, landslides, volcanic
eruptions, and tornados among others. Although these disasters cannot be stopped
from occurring by any force, being aware of its hazards as well as its effects to you,
to your family and to your community is essential.
OBJECTIVES:
• Identify various potential earthquake hazards DRR11/12-If-g-17
• Recognize the natural signs of an impending tsunami DRR11/12-If-g-18
• Analyze the effects of the different earthquake hazards DRR11/12-If-g-19
What’s In
An earthquake also known as a tremor is a natural phenomenon
characterized by a feeble shaking to violent trembling of the ground produced by the
sudden displacement of rocks or rock materials below the earth’s surface.
Earthquakes are usually classified into two types depending on its origin: the tectonic
and volcanic earthquakes. Tectonic earthquakes are those induced by the sudden
displacement along faults in the solid and rigid layer of the earth. Fault refers to a
fracture, fissure or a zone of weakness where movement or displacement has
occurred or may occur again. A fault is said to be an “active fault” if it has moved
within the last 10,000 years. On the other hand, volcanic earthquakes are those that
are generated by rising lava or magma beneath active volcano.
In general, earthquakes are considered as one of the deadliest natural
disasters all around the world as it has various potential hazards. In this module,
you are going to learn about the different potential earthquake hazards and how the
latter can affect your home and your community.
What’s New
A tsunami is a dangerous natural phenomenon characterized by a series of
waves generated by the displacement of a large volume of water caused by
earthquakes or undersea volcanic eruptions. Tsunami waves out in the depths of
ocean do not dramatically increase in height but as the waves travel, they surge to
higher heights as the depth of the ocean decreases. The speed of tsunami waves is
determined by the ocean depth which only means that tsunami waves may travel as
fast as jet planes over deep waters but will slow down when reaching shallow waters.
Tsunamis in the Pacific Ocean may spread at a very high velocity (up to 100
km/h) for thousands of kilometers with waves usually ranging from 1 to 5 meters
high. While in places where the water’s depth is shallow (near the shore), the height
of waves increases significantly and may reach anywhere from 10 to 50 meters. When
this huge volume of water hits the shore, it results to flooding, destruction of
buildings, damage to power transmission and communication lines, roads, bridges,
piers, as well as the death of people and animals.
25
Some of the most vulnerable countries or regions are Japan, Alaska, the Pacific
Northwest and Hawaii.
To alleviate the possible effects of a tsunami, the community should have
knowledge and awareness of the natural signs before a tsunami happens. In this
module, you are going to learn about the different natural signs of an impending
tsunami.
What is It
Directions: Let’s assess your background knowledge about the topic by filling in the
empty boxes of all the ideas you can associate with the word
“earthquake”. It could be a word, a phrase or a sentence.
EARTHQUAKE
What’s More
Directions: Complete the table below by providing definitions and characteristics
of each potential earthquake-related hazard and its possible effects.
EARTHQUAKE- DEFINITION AND POSSIBLE EFFECTS
RELATED CHARACTERISTICS
HAZARDS
1. Ground shaking
2. Ground rupture
3. Tsunami
4. Liquefaction
5. Earthquake-
induced
landslide
26
What I Can Do
Directions: Reflect on what you have learned from this module and answer the
question below.
What are the possible effects of the five (5) earthquake-related hazards to your
home or to your community? Use the checklist below as your guide. Check the ones
applicable to you. Explain how specifically these hazards will affect you, your home,
or your community. For the unchecked earthquake-related hazards, justify why.
EARTHQUAKE- How specifically will you, your home or your community be
RELATED affected by these earthquake-related hazards?
HAZARDS
 Ground shaking
 Ground rupture
 Tsunami
 Liquefaction
 Earthquake-
induced
landslide
Assessment
Multiple Choice. Read each item carefully and circle the letter of the best answer.
1. Which of the following refers to a natural phenomenon characterized by a feeble

shaking to violent trembling of the ground produced by the sudden displacement
of rock materials beneath the Earth’s surface?
A. tidal wave C. earthquake
B. avalanche D. volcanic eruption
2. Which of the following characterized an “active fault”?
A. It has moved within the last 10,000 years
B It has moved within the last 20,000 years
C has moved within the last 50,000 years
D.It has moved within the last 100,000 years
3. Which of the following earthquake-related hazards is characterized by failures
in steep or hilly slopes triggered by an earthquake?
A. liquefaction C. ground shaking
B. ground rupture D. earthquake-induced landslide
4. Which of the following earthquake-related hazards is caused by a series of
waves generated by the displacement of a large volume of water?
A. tsunami C. ground rupture
B. liquefaction D. earthquake-induced landslide
5. Which of the following earthquake-related hazards is characterized by disruptive
up-down and sideways movement or motion experienced during an earthquake?
27
A. tsunami C. ground shaking
B. liquefaction D. ground rupture
6. Which of the following earthquake-related hazards refers to a process that
transforms the behavior of a body of sediments from that of a solid to that of a
liquid when subjected to extremely intense shaking?
A. liquefaction C. ground rupture
B. ground shaking D. earthquake-induced landslide
7. Which of the following earthquake-related hazards refers to the displacement on
the ground due to movement of fault?
A. tsunami C. ground rupture
B. ground shaking D. earthquake-induced landslide
8. Which of the following is NOT considered as a natural sign of an impending
tsunami?
A. Severe ground shaking happens near the shore.
B. Water recedes from the coast, exposing the ocean floor, reefs and fish.
C. Loud "roaring" sound similar to that of a train or jet aircraft can be heard.
D. None of the above.
9. Which of the following shows an impending earthquake?
A. unsettled pets C. both a and b
B. hot, dry weather D. none of the above
10. What is the safest place to hide when an earthquake strikes and you are
indoors?
A. In a doorway C. Near a pole inside the house
B. In a bedroom D. Under a sturdy piece of furniture
Lesson
Earthquake Hazard Maps
2
Scientists have for so long studied earthquake
occurrences and the hazards associated with them by
looking at impacts from major earthquakes. Based on
studies, given a specific earthquake scenario (magnitude)
maps showing areas likely to be affected by a certain
specific hazard and the degree of expected impact are
generated. The purpose is to be able to use these maps.
At the end of this week, you are expected to use the

different earthquake hazard maps and integrate this
information into the class disaster preparedness plan.
Fig. 1 Philippine Seismicity Map

Source:https://www.phivolcs.dost.gov.ph/ind
ex.php/earthquake/seismicity-maps
Since the Philippines is located at the Pacific

Ring of Fire, it is prone to many natural hazards, and
volcanic eruption is not an exemption. Loss of lives,
injuries, health impacts, loss of livelihood and services,
environmental degradation and climate change, family
displacement, as well as psychological and emotional
implications are some of the negative effects of these
natural hazards.
Fig. 2. Taal Volcano At the end of this lesson, you are expected to
Source: https://news.abs- explain the differences of the various volcano-related
cbn.com/news/01/25/20/phivolcs-taal-volcano-
belches-more-steam-sulfur-dioxide
hazards.
OBJECTIVE:
• Interpret different earthquake hazard maps. DRR11/12-If-g-20
28
What’s In
Disasters, like earthquake and tsunami can strike at any moment without
prior notice. Being prepared at all times and having a plan are necessary to protect
yourself and your family from the possible effects of these natural disasters.
According to Habitat for Humanity, a global nonprofit housing organization, a family
preparedness plan has four steps. The first step is to identify what potential types of
disasters are most likely to happen in your community. After learning about your
community, its warning system and signals, local organizations that perform
emergency management, the second step is to hold a family meeting. Discuss the
importance of being prepared and designate duties and responsibilities to each family
member. The next step is to prepare. But what exactly are the things that you need
to prepare? The first one is to assemble a disaster supply kit, then locate the best
evacuation routes from your home and you can also attend trainings and seminars
regarding first aids, administering cardiopulmonary resuscitation (CPR) and using
fire extinguisher. The fourth and last step is to practice your plan. What’s the point
of having a concrete plan without having the ability to actually apply it? Your family
need to practice your curated plan every six months.
What’s New
How intense is the ground shaking in your barangay? How susceptible to
liquefaction your current location is? Is your place flood-prone? Can it be inundated
by a tsunami? These questions must be answered for us to be aware in case a
Magnitude 7.2 earthquake strikes your place.
We need to be aware of different hazards when an earthquake strikes our place
and once an earthquake hit the ground; ground shaking, liquefaction and tsunami
are some of the hazards that may follow. Hence, we need to understand and interpret
a hazard map and we use Valenzuela City as an example. But before that, we must
know first what a hazard map is and its terminologies:
Hazard Maps are maps that show different hazards that may affect a certain
area.
Magnitude of an earthquake refers to the amount of energy released,
measured by the amount of ground displacement or shaking.
Intensity is the strength of an earthquake as felt by people in a certain
locality. It is a numerical rating based on relative effects to people, objects,
environment and structures in the surroundings.
Before using the map, be sure that you understand the basic parts:
A. Map Title (tells you what the map is all about);
B. Legend (details of what each symbol mean)
C. Scale (refers to the bar scale as this helps determine distances, etc.)
29
What is It
Activity: Earthquake Hazard Maps

1. Using the map below, locate where your community is. Find where the darkest
line is. This signifies where the Marikina Valley Fault System is located and how
far your municipality is from the fault.
The 100-km Marikina Valley Fault System that traverses the cities of Metro Manila
Source: http://nrcp.dost.gov.ph/feature-
articles/279-the-big-one-part-2
2. Based on the Ground Shaking Hazard Map of Valenzuela City below, a 6.5
Magnitude earthquake is most likely to occur along Marikina Valley Fault
System. Examine the barangays where intensity 7 and intensity low 8 may
happen. List your answers in the table provided.
Barangays Under Barangays Under
Intensity 7 Intensity Low 8 Note: If majority of the area of a specific
barangay has darker color, place it under
Intensity 7 and if majority of the area has
lighter color, place it under Intensity 8.
LEGEND
Source:
https://gisweb.phivolcs.dost.gov.ph/gisweb/sto
rage/hazard-maps/national-capital-region-
(ncr)/ncr,-third-district-(not-a-province)/city-of-
valenzuela/earthquake/ground-
shaking/gsh_2013_137504000_01.png
Magnitude 6.5 Earthquake Ground Shaking Hazard Map of Valenzuela City
30
3. Provided below is a Liquefaction Hazard Map of Valenzuela City. Examine the map
and enumerate the barangays under high, moderate and low susceptibility. Use
the matrix below for your answers.
Highly Susceptible Moderately Low Susceptible
Susceptible
LEGEND
Source:
https://gisweb.phivolcs.dost.gov.ph/gisweb/sto
rage/hazard-maps/national-capital-region-
(ncr)/ncr,-third-district-(not-a-province)/city-of-
valenzuela/earthquake/liquefaction/liq_2013_1
37504000_01.png
Liquefaction Hazard Map of Valenzuela City
4. Below is a Tsunami Hazard Map of Valenzuela City. Those areas in dark color are
inundation areas or prone to flooding. Inspect the map and list down the
inundation areas or barangays which are possible for flooding brought about by a
tsunami. A box is provided below where you can write your answer.
List of Barangay with High

Possibility of Flooding Brought by a
Tsunami
Tsunami Hazard Map of Valenzuela City
Source:https://gisweb.phivolcs.dost.gov.ph/gisweb/storage/hazard-maps/national-capital-
region-(ncr)/ncr,-third-district-(not-a-province)/city-of-
valenzuela/earthquake/tsunami/tsu_2013_137504000_01.png
31
Directions: On the space provided below, briefly answer the following questions.
1. What are the hazards that your place may experience once a 7.2 magnitude
earthquake strike?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
____________________________________________________
2. What will most likely to happen if a 7.2 magnitude earthquake strikes the city?
Describe the scenario.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
____________________________________________________
3. What will most likely to happen to areas under high susceptibility once
liquefaction occurs? Give a clear picture of the scenario.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
____________________________________________________
What’s More
Activity: Family Emergency Preparedness Plan Brochure
Directions: In a piece of long bond paper, design a back-to-back 3-fold brochure
containing your family emergency preparedness plan to guide them on what to do
before, during and after an earthquake. The brochure and its design must be
handwritten. If there is a need to insert pictures, you may cut from magazines then
paste it on your brochure. The rubric is provided below to serve as your guide in this
activity.
CRITERIA POINTS
Content: Accurate and detailed information is provided. 15
Focus: Visual and textual contents accurately complement the purpose 10
of brochure.
Visual Appeal: Hand writing, colors, layouts and visual elements 15
meaningfully contribute to the brochure’s ability to convey the overall
message.
Organization: Information is systematically organized and supports 10
readers’ comprehension of the main message.
Total: 50
32
What I Can Do
Directions: Given your current setting, how can you describe the extent of hazard
in your recent location based on the hazard map presented to you? (3 points)
I have learned in this activity that…

_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
Assessment
Directions: Write DO if the statement is correct about various earthquake hazards,
otherwise DON’T if the statement is wrong.
__________ 1. When the shaking starts, I should run immediately and leave the
room to get out of the building as fast as I could.
__________ 2. If near the shore and a very strong earthquake is felt, one must
move quickly to a higher ground.
__________ 3. Check the damage in water and electrical lines for damages after
the earthquake.
__________ 4. If possible, know the earthquake hazards in your area as
precautionary measures before an earthquake.
__________ 5. Stay near windows, shelves, and cabinets during an earthquake.
Unit 4 Signs of Impending Volcanic Eruption

worksheet
For the learner:
This worksheet contains activities about the Basic Response Procedures During a
Fire Incident. You may answer directly to this activity sheets and make sure to follow
the directions stated in each part of the activity. Answer all questions the best that
you can and please write legibly.
What I Need to Know

master the basic information about the types of hazard. The scope of this module
The module is all about the Signs of Impending Volcanic Eruption.
• Potential volcano-related hazard
1. recognize signs of an impending volcanic eruption
2. interpret different volcano hazard maps.
33
What I Know
Lesson
Volcano-related hazards
1
Have you ever seen an erupting volcano? Have you seen gigantic ash clouds
from their mouths? Or how amazing the lava flows down the hill? It is very dangerous
yet remarkable, isn’t it? Various images of erupting volcanoes are spectacular yet
after the enormous eruption, it eventually leave a notable damage not only to
properties but also to the lives of those who are living nearby. There are several types
of volcanic eruption and no matter what type it is, even a smallest eruption, it still
gives numerous volcano-related hazards that we must be aware of. Volcanic hazards
are phenomena arising from volcanic activity that pose potential threat to persons or
properties in a given area within a given period of time.
What’s In
Geological hazard include internal earth processes, such as earthquakes,
Several volcanoes could erupt without warning if the type of eruption is known
as phreatic, also identified as steam-blast eruptions. These incidents might happen
with little or no warning as superheated steam bursts comparable to Mayon Volcano
in 2013 and Ontake Volcano in Japan in 2014.
It is critical to be able to monitor the warning signs of volcanic instability so
that individuals can relocate in able to prevent injuries. Hence, it is helpful to be able
to evaluate the activity of a volcano and it is usually done by means of different
methods and tools to evaluate various parameters.
What’s New
Types of volcano-related hazards
Type Description
Tephra
Small particles of volcanic rock emitted into the atmosphere
emissions
Gas emissions The emission of gases before, during, and after an eruption
34
A very hot (several 100°C) mixture of gases and volcanic tephra
Pyroclastic
that flows rapidly (up to 100s of km/h) down the side of a
density current
volcano
Pyroclastic fall Vertical fall of tephra in the area surrounding an eruption
A flow of mud and debris down a channel leading away from a

Lahar
volcano, triggered either by an eruption or a severe rain event
The failure of part of a volcano, either due to an eruption or for

Sector collapse/
some other reason, leading to the failure of a large portion of
debris avalanche
the volcano
Lava flow The flow of lava away from a volcanic vent
What is It
CODE AND D’CODE
Directions: Below is the matrix of different volcano-related hazards with their

definitions and the harm each hazard may cause. Decode the term used on each hazard
by looking for the corresponding letter for each code under the “Codex”. (1 point for each
type of volcanic hazard)
Volcanic Hazard Definition Why it is Hazardous Image

Fast turbulent mass of The high temperature of
fragmented volcanic a pyroclastic flow can
Answer: material (ash and rocks) burn everything along
mixed with hot gases that its path. Deposits of
flows downslope at very pyroclastic flows can
high speed. bury areas within river
valleys and plains.
Stream-like flow of Areas buried by lava

Answer: incandescent, molten rock flows will not be usable
material erupted from a for a long time, because
volcano. lava solidifies into
massive rock. Major
hazards of lava flows:
burying, crushing,
covering, and burning
everything in their path
Answer: Shower of fine-to-coarse- The fine ash particles,

grained volcanic material when inhaled, can cause
and other airborne products respiratory problems.
of a volcanic eruption. Thick heavy ash
Ashfall distributed or accumulations can
dispersal is dependent on cause roofs to collapse.
prevailing wind direction. Ashfall is particularly
hazardous to aircrafts
because it can cause jet
engine failure.
35
Rapidly flowing thick Its deposits can bury
Answer: mixture of volcanic large areas under
materials and water, usually volcanic debris several
generated along river meters thick. It can
channels by extreme bury valleys and
rainfall. communities with
debris.
Gases released to the There are toxic gases
atmosphere in the emitted by volcanoes
form of water vapour, that can be harmful to
Answer: hydrogen sulphide, sulphur health.
dioxide, carbon monoxide,
hydrogenchloride, and
hydrogen fluoride.
Also known as Debris When a huge portion of

Answer: Avalanche. Massive the side of a volcano
collapse of a volcano, collapses due to slope
usually triggered by an failure. This results to a
earthquake or volcanic massive destruction.
eruption.
Answer: These are volcanic materials Ballistic projectiles may

directly ejected from the endanger life and
volcano’s vent with force property
and trajectory. by the force of impact
of falling fragments, but
this occurs only close to
an eruption vent.
Sea waves or wave trains An eruption that occurs

that are near a body of water
Answer: generated by sudden may generate tsunamis
displacement of water if the pyroclastic
(could be generated during materials enter the body
undersea eruptions or debris of water and cause it to
avalanches). be disturbed and
displaced, forming huge
waves.
What’s More
Directions: Choose the letter of the best answer. Write your answer on the space
provided before the number.
_____1. These are showers of airborne fine-to-coarse-grained volcanic particles that
fallout from the plumes of a volcanic eruption.
A. Ballistic Projectiles B. Lahar C. Pyroclastic flows D. Tephra Fall
_____2. These are turbulent mass of ejected volcanic materials (ash and rocks), mixed
with hot gases that flow downslope at very high speed.
_____3. These are volcanic materials directly ejected from the volcano’s vent with force
and trajectory.
_____4. Which of the following hazards has the widest or has a global impact?
A. Ballistic Projectiles B. Gas Emission C. Lahar D. Lava Flows
_____5. Which of the following defines a volcanic hazard?
A. Is anything associated with an earthquake that may affect the normal
activities of people.
36
B. It is a series of waves or surges most commonly caused by an earthquake
beneath the sea floor.
C. Are phenomena arising from volcanic activity that pose potential threat
to persons or property in a given area within a given period of time
D. Describes a wide variety of processes that result in the downward and
outward movement of slope-forming materials including rock, soil, artificial fill that
may cause loss of lives and properties.
What I Have Learned

Direction: Answer the question below by completing the statement. Write your
answer on the space provided.
How can you describe each volcano-related hazard?
I have learned in our activity that
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________
What I Can Do
Directions: Read the article below. Describe the impacts/possible impacts of
eruption and the possible volcanic hazards. Write your answer on a separate sheet
of bond paper and follow the given format. Your answer should be in handwritten
and avoid erasures. The rubric for scoring your table of summary is provided below.
Activity: Possible Hazards of Volcanic Eruption in the Philippines
“Taal volcano: Lava spews as 'hazardous eruption' feared”
BBC News
13 January 2020
A volcano in the Philippines has begun spewing lava, as authorities warn that
a "hazardous eruption" is possible "within hours or days".
In the early hours of Monday, a weak flow of lava began seeping out of Taal
volcano - located some 70km (45 miles) south of the capital Manila. Taal had earlier
emitted a huge plume of ash, triggering the mass evacuation of 8,000 people from
the area. Taal is the Philippines' second most active volcano. Situated on an island
in the middle of a lake, it is one of the world's smallest volcanoes and has recorded
at least 34 eruptions in the past 450 years.
Authorities in the surrounding province, Batangas, have declared a "state of
calamity", signifying major disruption. On Sunday, the volcano emitted a giant plume
of ash, with rumbling sounds and tremors also reported. A total of 75 earthquakes
have occurred in the Taal region, with 32 of these earthquakes ranking 2 and higher
on the earthquake intensity scale, said Phivolcs. "Taal volcano entered a period of
intense unrest... that progressed into magmatic eruption at 02:49 to 04:28... this is
characterized by weak lava fountaining accompanied by thunder and flashes of
lightning," the Philippine Institute of Volcanology and Seismology (Phivolcs) said in a
statement.
But Phivolcs director Renato Solidum said that signs of a hazardous eruption,
including "flows of ashes, rocks, gas at speeds of more than 60km/h horizontally"
had not yet occurred, according to CNN Philippines. Phivolcs has now raised the alert
level from 3 to 4, out of a maximum of 5. Authorities have also warned of a possible
"volcanic tsunami", which can be trigged by falling debris after an eruption, pushing
the water and generating waves.
The UN Office for the Co-ordination of Humanitarian Affairs (OCHA) says that
more than 450,000 people are estimated to live within the 14km danger zone of the
Taal volcano. Ash fell on several areas nearby with residents advised to wear masks.
37
One resident in metro Manila said shops had begun to run out of masks. "When I
went to my car, I saw it was covered in ash. I hurriedly went to buy a mask from a
drugstore but they had run out," Angel Bautista, a resident of Paranaque told
Reuters.
Source: https://www.bbc.com/news/world-asia
51086961#:~:text=On%20Sunday%2C%20the%20volcano%20emitted,sounds%20and%20tremors%20als
o%20reported.&text=A%20total%20of%2075%20earthquakes,earthquake%20intensity%20scale%2C%20
said%20Phivolcs.
SUMMARY TABLE OF VOLCANO EVENTS AND THEIR IMPACTS POINTS

The list is complete. Mentioned 91%-100% of the expected answers. 20
The list is almost complete. Mentioned 51%-90% of the expected 15
answers.
The list is somehow complete. Mentioned 10%-50% of the expected 10
answers.
The list is incomplete. Does not mentioned any of the expected 5
answer but at least tried to answer the activity.
Negative effects of eruption described based Possible volcanic hazards

on the article
Assessment
Directions: Write True if the statement is correct and False if it is not. Write
your answer on the space provided.
____________________1. Pyroclastic flows and surges are potentially highly
destructive owing to their mass, high temperature, high velocity and great
mobility.
____________________2. During eruption, excessive lava flow is dangerous as it
can cause poor or low visibility.
____________________3. High concentrations of CO2 which is colorless and
odorless can be lethal to people, animals and vegetation.
____________________4. Ash from volcanoes are also abrasive, because of this,
ash suspended in air is also dangerous for airplanes as this can cause the
engines to fail if the suspended ash is encountered by the airplane.
____________________5. Ballistic projectiles are rapidly flowing thick mixture of
volcanic sediments (from the pyroclastic materials) and water, usually triggered
by intense rainfall during typhoons, monsoons and thunderstorms.
38
Signs of a Volcanic Eruption
Lesson
Interpret different Volcano Hazard
2
Maps
Volcano Hazard Maps
It is critical to be able to monitor the warning signs of volcanic instability so
that individuals can relocate in able to prevent injuries. Hence, it is helpful to be able
to evaluate the activity of a volcano and it is usually done by means of different
methods and tools to evaluate the various parameters.
The assessment of the status of a volcano is characterized by different
observable parameters. Volcanologists also use a mix of as many data as possible
from the various criteria used for evaluation. For example, increase in seismic activity
of volcanoes, wilting of trees and plants due to increase in temperature, and unrest
of animals due to volcanic quakes.
According to Professor Jan Lindsay, she defines Volcanic hazard maps as
graphical and geospatial representation of locations that might be affected by
different volcanic events both during and after an eruption. They are done by
communicating a complex range of hazard assessment to those at risk or to those
responsible for overseeing those hazards.
There are approximately 300 volcanoes in the Philippines. Twenty-two (22) of
these are active while the greater percentage stays dormant from the record. Most
active volcanoes are located on the island of Luzon.
https://www.phivolcs.dost.gov.ph/vault/images/volcano/volcanoes-of-the-philippines-updated2016_png.png

1. Recognize signs of an impending volcanic eruption. DRR11/12-Ih-i-24
2. Interpret different volcano hazard maps. DRR11/12-Ih-i-25
What’s In
According to UNISDR (2009) (adapted by Philippines DRR 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. Meanwhile, a
disaster is a serious disruption of the functioning of a community or a society
its own resources.
What’s New
There may be other types of hazards identified by other references, but for this
DRRR subject, the focus will be on Geological, hydrometeorological, and fire hazards.
Other definitions of hazards from International Federation of Red Cross (IFRC)

Natural hazards are naturally occurring physical phenomena caused either
by rapid or slow onset events which can be geophysical (earthquakes, landslides,
tsunamis and volcanic activity), hydrological (avalanches and floods), climatological
(extreme temperatures, drought and wildfires), meteorological (cyclones and
storms/wave surges) or biological (disease epidemics and insect/animal plagues).
39
What is It
SIGNS OF IMPENDING VOLCANIC ERUPTION
Directions: Identify the signs of impending volcanic eruption being shown in the
pictures below. Choose your answer from the words inside the box. Write your
answer on the space provided. (1 point for each item)
*Ground deformation *Seismic activity *Presence of gas
*Remote sensing *Volcano thermal imaging *Wilting of flora and dying of fauna
Source:https://timesofoman.com/uploads/images/2019/10/14/1066216.j Source: https://theconversation.com/each-volcano-has-unique-warning-

pghttps://timesofoman.com/uploads/images/2019/10/14/1066216.jpg signs-that-eruption-is-imminent-88222
Answer: 1. Answer: 2.
Source:https://volcano.si.edu/reports_bgvn.cfm?IssueYear=2002&IssueM Source:https://assets.rappler.com/E89DA3A9DB5A43068C22AAC42F8A0C
onth=09 1E/img/87DA9C39E49D4933A0299BD81D59ADB3/bangin-agoncillo-
batangas-taal-volcano-eruption-january-15-2020-
Answer: 3. Answer: 4.
What’s More
TAAL VOLCANO HAZARD MAP
Directions: Below are the Base Surge and Ballistic projectile Hazard Map of Taal
Volcano with Legend. You may visit the link through Quick Response (QR) Code for
you to see clearly the map and its legend.
40
Examine these maps and answer the guide questions below.
TAAL VOLCANO BASE SURGE HAZARD MAP
Photo source: https://www.phivolcs.dost.gov.ph/vault/1BaseSurge_Layout-
TAAL VOLCANO BALLISTIC PROJECTILE HAZARD MAP
Photo source:
Guided Questions:
1. What are the reasons why it is important to know the use of Volcano Hazard
Map?
__________________________________________________________________________________
__________________________________________________________________________________
41
__________________________________________________________________________________
________________________
2. How does the volcano hazard map help the people who are living near the
volcano?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
________________________
What I Have Learned

Directions: Complete the table below. Explain how the following factors or
parameters serve as an indication in observing impending volcanic eruption.
PARAMETERS PROCESS INVOLVED / OBSERVABLE
CHARACTERISTICS
Ground
deformation
Geochemistry
Seismic
activity
Remote
sensing
Sensory
observations
What I Can Do
Directions: List down at least 3 precautionary safety measures for volcanic
eruptions.
WHAT TO DO BEFORE A VOLCANIC ERUPTION?
1.________________________________________________________________________________
2.________________________________________________________________________________
3.________________________________________________________________________________
WHAT TO DO AFTER A VOLCANIC ERUPTION?
1.________________________________________________________________________________
2.________________________________________________________________________________
3.________________________________________________________________________________
Additional Activities
Directions: Write True if the statement is correct and False if it is not. Write your
answer on the space provided.
______1. Be aware of community efforts such as identified evacuation areas as well
as designated pick up points.
______2. At the peak or height of eruption, one can go out and do sightseeing as
eruptions are a sight to see.
______3. Heavy ashfall can severely reduce visibility, that is why people are advised
not to drive.
______4. During and after heavy ashfall, if you will use tap water, always boil the
water first before using.
______5. To remove ash inside the house, use damp cloth and vigorously rub off the
surfaces covered with ash.
42
Assessment
Directions: Encircle the letter of the best answer.
1. Which of the following refers to a turbulent mass of ejected volcanic materials (ash
and rocks), mixed with hot gases that flow downslope at very high speed?
A. tephra fall C. pyroclastic flow
B. lahar D. ballistic projectile
2. These are volcanic materials directly ejected from the volcano’s vent with force and
trajectory.
A. pyroclastic flows C. tephra falls
B. ballistic projectiles D. lahars
3. Which of the following is the best way to mitigate from all volcanic hazards?
A. cooling down lava by water C. bomb explosion
B. evacuation D. stay in your houses
4. Which one of following Philippine national institution is dedicated to provide
information on the activities of volcanoes, earthquakes, and tsunamis, as well
as other specialized information and services primarily for the protection of
life and property and in support of economic, productivity, and sustainable
development?
A. Red Cross C. PHIVOLCS
B. Disaster Risk Reduction D. PAG-ASA
5. Which of these refers to the hazard map that shows the graphical and geospatial
representation of locations that might be affected by different volcanic events both
during and after eruption?
A. geohazard map C. volcanic hazard map
B. tsunami hazard map D. flood hazard map
6. Earth needs volcanoes because volcanoes _____________________.
A. help the Earth release internal heat and pressure
B. help the Earth retain heat as an energy source
C. help the Earth keep hotspots
D. none of the above
7. Which of the following is a scale that measures the intensity of volcanic eruptions?
A. Mercalli scale C. Richter scale
B. Eruption scale D. VEI scale
8. What triggers the small earthquakes that occur around a volcano before an
eruption?
A. cooling magma inside the crust
B. upward movement of magma
C. movement of plate
D. pyroclastic flow
9. If the debris within a landslide mix with enough water, it can trigger what kind of
hazards?
A. tsunami C. lahar
B. tidal wave D. pyroclastic flow
10. These are showers of airborne fine-to-coarse-grained volcanic particles that
fallout from the plumes of a volcanic eruption.
A. tephra fall C. pyroclastic flows
B. lahar D. ballistic projectiles
43
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hazard/#:~:text=Natural%20hazards%20are%20naturally%
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enzuela%20City/Earthquake%20Hazard/.
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<https://opentextbc.ca/geology/chapter/4-4-volcanic-hazards/> [Accessed 12 June 2020].
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more-about-volcanic-hazard-maps/> [Accessed 9 June 2020].
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https://www.usgs.gov/natural-hazards/earthquake-hazards/science/science-earthquakes.
“Essay on The Effects of Natural Disasters.” Bartleby. Accessed June 11, 2020.
https://www.bartleby.com/essay/The-Effects-of-Natural-Disasters-P3JB62RSVJ.
“What Is a Tsunami?,” 2019. Accessed June 7, 2020.
https://oceanservice.noaa.gov/facts/tsunami.html.
“Disaster Preparedness: Family Preparedness Plan.” Accessed June 7, 2020.
https://www.habitat.org/impact/our-work/disaster-response/disaster-preparedness-
homeowners/family-preparedness-plan.
44
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DRRR G12 QTR1 - Edited

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Senior High School

Published by the Department of Education

Development Team of the Module

Printed in the Philippines by ________________________

Department of Education – National Capital Region - Division of Valenzuela

Concept of Disaster and Disaster Risk………………………………………….. 1

Various Potential Earthquake Hazards and Their Effects……………….. 24

Signs of Impending Volcanic Eruption………………………………………… 33

What I Need to Know

LET’S TRY! (PRE-ASSESSMENT)

Directions: Circle the letter of the best answer.

For the facilitator:

What I Need to Know

Lesson Disasters from Different

Photo source: https://www.bbc.co.uk/newsround/51243881 Photo source: https://www.rappler.com/nation/43393-survivors-

What I Have Learned

Directions: On a separate sheet of paper, paste/draw/print pictures of the damage

What I Need to Know

Lesson 1 Definition of vulnerabilities

Source: Source: Source:

2. Why are they considered as vulnerable?

Synthesis (Write a simple reflection on the activity):

What I Have Learned

Why are they more What can be done

Recognizing and Differentiating

What I Need to Know

What I Know? What I Wonder? What I Learned?

Disaster is a serious disruption of a community, causing wide spread human,

ACTIVITY 1: ASSESS YOUR HOME

1. What makes a home or establishment vulnerable to hazards?

What I Have Learned

Short Case Study Analysis

What I Need to Know

LET’S TRY! (PRE-ASSESSMENT)

Other definitions of hazards from International Federation of Red Cross (IFRC)

What I Have Learned

In this module I have learned that…

What is the reason why Philippines is prone to hazards such as Geophysical,

Directions: Circle the letter of the best answer.

Exemplary Proficient Acceptable Unacceptabl

Hydrometeorological hazards include tropical cyclones (also known as

Technological or man-made hazards (complex emergencies/conflicts, famine,

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

HAZARD- UNISDR (2009) (adapted by Philippines DRR Law, 2010): A dangerous

The Impact of Hazards on People and the Environment

What I Have Learned

Various Potential Earthquake Hazards

What I Need to Know

1. Which of the following refers to a natural phenomenon characterized by a feeble

At the end of this week, you are expected to use the

Fig. 1 Philippine Seismicity Map

Since the Philippines is located at the Pacific

Activity: Earthquake Hazard Maps

Magnitude 6.5 Earthquake Ground Shaking Hazard Map of Valenzuela City

List of Barangay with High

Tsunami Hazard Map of Valenzuela City

I have learned in this activity that…

Unit 4 Signs of Impending Volcanic Eruption

What I Need to Know

What I Know? What I Wonder? What I Learned?

Types of volcano-related hazards

Pyroclastic fall Vertical fall of tephra in the area surrounding an eruption

A flow of mud and debris down a channel leading away from a