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FIRST QUARTER
OVERVIEW OF THE LESSON
The creation and inclusion of the Disaster Readiness and Risk Reduction (DRRR) subject in the Philippines’ K-12
Curriculum aims to facilitate the integration of knowledge from various perspectives into the relevant and timely issues on
learning how to live with the forces of nature. Given the records of history, every Filipino should be familiar with the
impact of disasters to the development of their community and the country as a whole. And while disasters can also arise
from man-made hazards, more emphasis is given to natural hazards that are inevitable given the Philippines geographic
and geologic setting.
Can we prevent disasters from happening? The frequency of disaster due, for the instance, to typhoons, floods,
and droughts, has been increasing. Could this be a reflection of an increasing frequency of hazard events? Hazards
become disasters only when people‘s lives and properties are lost. If the increase in disasters is also due to rapid increase
of vulnerable populations, then any strategy to prevent or reduce disasters cannot be purely hazard- oriented. Measuring
vulnerability equally deserves attention if science is to help us deal with disasters. In fact, some schools of thought favour
a paradigm shift away from the primary focus on natural hazards and toward controlling vulnerability. Although the bilk
of this module is devoted to hazards, it recognizes that disasters need not to be seen primarily as due to hazardous natural
phenomena which need mainly technological solutions. Disasters should be seen as result s of the interaction between
physical events such as earthquakes and typhoons as the vulnerability of a population including its infrastructure,
environment and economy. This module provides an overview of the elements of disaster, namely: hazards, exposure, and
vulnerability.
In this quarter, the Lesson 1 will discuss about the basic concept of disaster and disaster risk. It will cover also the
concept of disaster, disaster risk, the nature and effect of disasters. The Lesson 2 will discuss about the exposure and
vulnerability. For the lesson 3 will discuss about the basic concept of hazard and it covers also the various elements that
may be exposed to hazards, the physical, social, economic and environmental. Lesson 3 will discuss the basic concept of
hazard and it covers the types of hazard and the impacts of various hazards. Lesson 4 will discuss about the earthquake
hazards and it covers the potential earthquake hazard the ground shaking, ground rupture, liquefaction, earthquake-
induced ground subsidence, tsunami and earthquake- induced landslide. Lastly, the Lesson 5 will discuss about the
volcano hazards and it covers signs of impending volcanic eruptions. The potential volcano-related hazards the lahar, ash
fall, pyroclastic flow, ballistic projectile, volcanic gasses and lava flow. Generally, these five lessons comprises the
quarter 1 of this course.
REFERENCES
Author: Rolly E. Rimando Coordinator: Josefina G. Belen, REX Book Store Rex Publishing House, First Edition Disaster
Readiness and Risk Reduction;
Author: Juliano S. Parena Jr. Coordinator:John Donnie A. Ramos PHOENIX Publishing House Exploring Life Through
Science Series Senior High School (Disaster Readiness and Risk Reduction)
PHOENIX Publishing THE PADAYON SERIES Building Resilience Communities (Disaster Readiness and Risk
Reduction) Author: Maria Isabel B. Lanada, Ma. Lourdes F. Melegrito, Ph.D Cand.

DEFINITION OF TERMS
A’ a flow- is a Hawaiian term for lava flows
characterized by rough rubbly surface composed of
broken lava blocks
Aftershocks- are earthquakes that follow the main shock
which is the largest shock of an earthquake sequence.
Amplitude- is the size of the wiggles on an earthquake
recording
Andesite- a type of magma with the intermediate
viscosity and silica content.
Ash- fine particles (< 2 mm in diameter) of pulverized
rock (tephra) erupted from the vent of volcano
Attenuation- the decrease in size or amplitude of waves
such as seismic waves with distance from the source.
Ballistics- volcanic blocks or bombs (less than 64 mm in
diameter) that are rejected from a volcanic vent.
Basalt- a type of fluid magma with low silica content
that forms dark-colored rock
Bedrock- relatively hard, solid rock beneath the softer
rock, sediment, or soil
Blind thrust fault- a thrust fault that does not rupture all
the way up to the surface.
Block- a solid volcanic ejecta which is greater than 64
mm in diameter.
Body wave- a seismic wave that moves through the
interior of the earth
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Bomb- volcanic fragments larger than 64 mm in
diameter which are ejected from the event which
partially molten
Capacities- a combination of all strengths and resources
available within a community, society, or organization
that can reduce the level of risk or effects of a disaster.
Civil Society Organizations or “CSOs”- non state
actors whose aim are neither to generate profits nor to
seek governing power. CSOs unite people to advance
share goals and interest.
Community-Based Disaster Risk Reduction and
Management or “CBDRRM”- a process of disaster
risk reduction and management in which at-risk
communities are actively engaged in the identification,
analysis, treatment, monitoring, and evaluation of
disaster risks in order to reduce their vulnerabilities and
enhance their capabilities and where the people are at the
heart of decision-making and implementation of disaster
risk reduction and management activities
Creep- the slow, steady, and downward movement of
slope-forming soil or rock
Compressional stress- the stress that squeezes
something. It is the stress component perpendicular to a
given surface, such as fault plane, that results from
forces applied perpendicular to the surface or from
remote forces transmitted through the surrounding rock.
Decite- a type of volcanic rock intermediate between
andesite and rhyolite
Debris avalanche- an avalanche or slurry consisting of
unsorted rock, water and other material (e.g. Fragmented
cold and hot volcanic rocks, snow or ice and tress).
Deformation- is a change in the original shape of a
material
Dip- the angle that planar geologic surface (for example,
a fault) is inclined from the horizontal
Dip-slip faults- inclined faults where the blocks have
mostly shifted vertically
Disaster- a serious disruption of the functioning of a
community or society involving widespread human,
material, economic, or environmental losses and
impacts, which exceeds the ability of the effected
community or society to cope using its own resources
Disaster Mitigation- the lessening or limitation of the
adverse impacts of hazards and related disasters
Disaster Preparedness- the knowledge and capacities
developed by government, professional response and
recovery organizations, communities and individual to
effectively anticipate, respond to, and recover from, the
impacts of likely, imminent, or current hazards events
or conditions
Disaster Prevention- the outright avoidance of adverse
impacts of hazards and related disasters. It expresses the
concept and intention to completely avoid potential
adverse impacts through action taken in advance such as
construction of dams or embankments that eliminate
flood risks, land-use regulations that do not permit any
settlement in high-risk zones, and seismic engineering
designs that ensure the survival and function of a critical
building in any likely earthquake
Disaster Response- the provision of emergency services
and public assistance during or immediately after
disaster in order to save lives, reduces health impacts,
ensure public safety, and meet the basic subsistence
needs of the people affected. Disaster response is
predominantly focused on immediate and short-term
needs and is sometimes called “disaster relief”
Disaster Risk- the potential disaster losses in lives,
heath status, livelihood, assets, and services, which
could occur in a particular community or a society over
some specified future time period
Disaster Risk Assessment- a methodology to determine
the nature and extent of risk by analyzing potential
hazards and evaluating existing conditions of
vulnerability that together could potentially harm
exposed people, property, services, livelihood and the
environment on which they depend
Disaster Risk Reduction- the concept and practice of
reducing disaster risks through systematic efforts to
analyze and manage the causal factors of disasters,
including through reduced exposures to hazards,
lessened vulnerability of people and property, wise
management of land environment, and improved
preparedness for adverse events
Disaster Risk Reduction Management- the systematic
process of using administrative directives, organizations,
and operational skills and capacities to implement
strategies, policies and improved coping capacities in
order to lessen the adverse impacts of hazards and the
possibility of disaster
Displacement- the difference between the initial
position of a reference point and any later position
Early Warning System- the set of capacities needed to
generate and disseminate timely and meaningful warning
information to enable individuals, communities, and
organization threatened by a hazard to prepare and to act
appropriately and in sufficient time to reduce the
possibility of harm or loss
Earthquake- a sudden ground motion or vibration of the
earth produced by a rapid release of stroke-up energy
Earthquake Hazard- anything associated with an
earthquake that may affect the normal activities of
people
Effusive Eruption- an eruption dominated by the
outpouring of lava onto the ground as opposed to the
violent fragmentation of magma by explosive eruptions
Epicenter- the point of the earth’s surface located
directly above the focus of an earthquake.
Eruption- when solid, liquid, or gaseous volcanic
materials are expelled quietly or violently into the
atmosphere or surface.
Eruption cloud- a cloud of tephra and gases that forms
downwind of an erupting volcano.
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Eruption plume- a cloud of volcanic ash emitted from a
volcanic vent or volcano
Explosions- the sudden decompression of hot,
pressurized volcanic gas and stem from the vent during
the volcanic eruption
Exposure- the degree to which the elements at risk are
likely to experience hazard events of different
magnitudes
Fault- a fracture in the earth along which one side has
moved relative to the other
Fault plane-the planar (flat) surface along which
relative slip between blocks on opposite sides of the
plane occurs
Fault scrap- a feature on the surface of the earth that
looks like a step caused by slip along a fault.
Fault trace – the intersection of a fault with ground
surface
First motion- on a seismogram, the first motion is the
direction of ground motion as the P wave arrives at the
seismometer, upward ground motion indicates an
expansion in the source region; downward motion
indicates a contraction
Focus- the point at which an earthquake begins.
Foreshocks- relatively smaller earthquakes that precede
the largest earthquakes in a series, which is termed the
main shock. Not all main shocks have foreshocks
Frequency-the number of times an event happens within
a given period of time such as the up and down or back
and forth shaking of the ground during an earthquake.
Fumarole- vents are which volcanic gas escapes from
the atmosphere
G or g- the acceleration of gravity 9.8(m/ s2 ) or the
strength of the gravitational field (N/Kg)
Ground motion – the movement of the earth’s surface
from earthquake or explosions
Hazard- a dangerous phenomenon, substance, human
activity or condition that may cause of life, injury or
other health impacts, property damage loss of livelihood
and services, social and economic disruption, or
environmental damage.
Hertz (Hz)- a unique of measurement of frequency
expressed in cycles per second; 1 Hz = 1 cycle of rise
and fall of a wave per second
Hot Spring- a surface feature of a geothermal system,
where warm or hot water flows out of the ground
Hummocks- rounded or conical mounds within a
volcanic landslide or debris avalanche deposit
Hypocenter- the point within the earth where an
earthquake rupture starts also commonly termed the
focus
Intensity –a number (written as Roman numeral)
describing the severity of an earthquake in terms of its
effects on the earth’s surface and on human in their
structures
Isoseismal (line) – a contour or line on a map bounding
points of equal intensity for a particular earthquake.
Karst – a distinctive landscape that develops where the
underlying bedrock is partially dissolved by surface or
ground water
Lahar –an Indonesian word for a rapidly flowing
mixture of rock debris and water that originates on the
slopes of a volcano
Landslide – the downslope movement of rock, soil, or
mud
Land Use Planning – the process undertaking by public
authorities to identify, evaluate and decide on different
options for the use of land, including consideration of
long term economic, social and environmental objectives
and the implications for different communities and
interest groups, and the subsequent formulation and
promulgation of plans that describe the permitted or
acceptable uses
Lapilli – rock fragments between 2 and 64 mm (0.08-2.5
in) in diameter that are ejected from a volcano during an
explosive eruption.
Lateral spread – a landslide on a gentle slope, with
rapid, fluid-like movement
Lava – molten rock that has reached the earth’s surface.
Lava flow – are masses of molten rock that pour onto
the earth’s surface during an effusive eruption. Both
moving lava and the resulting solidified deposit are
referred to as lava flows
Lava fountain - a jet of lava sprayed into the air by the
rapid formation and expansion of gas bubbles in the
molten rock
Left-lateral – if you were to stand on the fault and look
along its length, this is a type of strike-slip fault where
the left block moves toward you and the right block
moves away
Lifelines - structures that are important or critical for a
community to function, such as roadways, pipelines,
power lines, sewers, communications, and port facilities.
Lightning – an electrostatic discharge that is often seen
in volcanic ash plumes
Liquefaction - a process by which water-saturated
sediment temporarily loses strength and acts as a fluid
Locked fault – a fault that is not slipping because
frictional resistance on the fault is greater that the shear
stress across the fault (it is stuck)
Love wave – a surface wave having a horizontal motion
that is transverse (or perpendicular) to the direction the
wave is traveling
Maar – a low-relief, broad volcanic crater formed by a
single explosive eruption
Magma – molten or partly molten rock beneath the
surface of the earth
Magnitude – a number that characterizes the relative
size of an earthquake. Magnitude is based on
measurement of the maximum motion recorded by a
seismograph
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Main shock- the largest earthquake in a sequence,
sometimes preceded by one or more foreshocks, and
almost always followed by many aftershocks
Mineral – naturally occurring inorganic element or
compound having an orderly internal structure and
characteristic chemical composition, crystal morphology
and physical properties such as density and hardness
Mitigation- structural and non- structural measures
undertaken to limit the adverse impact of natural
hazards, environmental degradation, technological
hazards and to ensure ability of at- risk communities to
address vulnerabilities and minimize the impact of
disasters
National Disaster Risk Reduction and Management
Framework or “NDRRMF”- Provides for
comprehensive, all hazards, multi-sectoral, inter-agency
and community based approach to disaster risk reduction
and management
National Disaster Risk Reduction and Management
Plan or “NDRRMP”- the document to be formulated
and implemented by the OCD that sets out goals and
specific objectives for reducing disaster risk together
with related actions to accomplish these objectives
Pahoehoe- a Hawaiian term for basaltic lava that has a
smooth, hummocky or ropy surface
Period- the time interval required for one full cycle of a
wave.
Phreatic eruption- steam- driven explosions that occur
when water beneath the ground or on the surface is
heated by magma, lava, hot rocks, or new volcanic
deposits (for example, tephra and pyroclastic- flow
deposits)
Pillow Lava- mounds of elongate lava “pillows” formed
when basalt erupt underwater
Plinian eruption- large, explosive events that form
enormous dark columns of tephra and gas high into the
stratosphere (>11km)
Post- Disaster Recovery- the restoration and
improvement where appropriate, of facilities, livelihood
and living conditions of disaster- affected communities
including efforts to reduce disaster risk factors in
accordance with the principles of “build back better”
Preparedness- pre-disaster actions and measures being
undertaken within the context of disaster risk reduction
management and are based on sound risk analysis as
well as pre-disaster activities to avert or minimize loss of
life and property such as, but not limited to, community
organizing, training, planning, equipping, stockpiling,
hazard mapping, insuring of assets, and public
information and education initiatives
Pumice- a light colored, frothy, and glassy volcanic
rock. The texture is formed by rapidly expanding gas in
erupting lava
Pyroclastic flow- an extremely hot mixture of gas, ash,
and pumice fragments that travels down the flanks of a
volcano or along the surface of the ground at speeds of
80 to 160 kilometres per hour
P wave- A P wave, or compressional wave , is a seismic
body wave that shakes the ground back and forth in the
same direction and the opposite direction as the wave is
moving.
Rayleigh wave- a seismic surface was causing the
ground to shake in an elliptical motion, with no
transverse or perpendicular motion
Resilience- the ability of a system, community or
society exposed to hazards to resist, absorb,
accommodate, and recover from the effects of a hazard
in a timely and efficient manner, including through the
preservation and restoration of its essential basic
structures and functions.
Recurrence interval- the recurrence interval, or return
period, is the average time span between earthquake
occurrences on a fault or in a source zone.
Response- any concerted effort by two (2) or more
agencies, public or private, to provide assistance or
intervention during or immediately after a disaster to
meet the life preservation and basic subsistence needs of
those people affected and in the restoration of essential
public activities and facilities
Rhyolite- a type of highly viscous magma wit high silica
content; it is found as pumice (in air fall deposits or
ignimbrites), lava or obsidian
Richter Magnitude scale- a measure of an earthquake’s
sized devised by C.F. Richter
Right- lateral- if you were to stand on the fault and look
along its length, this is a type of strike- slip fault where
the right block moves toward you and the left block
moves away. See also left- lateral
Ring of Fire- also called the Circum – Pacific belt, is
the zone of earthquakes surrounding the Pacific Ocean
where about 90% of the world’s earthquake occur.
Risk- the probability that negative consequences may
arise when hazards interacts with vulnerable areas,
people, property, and environment
Risk Assessment- a methodology to determine the
nature and extent of risk by analyzing potential hazards
and evaluating existing conditions of vulnerability that
together could potentially harm exposed, people,
property, services, livelihood, and the environment on
which they depend
Risk management- the systematic approach and
practice of managing uncertainty to minimize potential
harm and loss
Risk reduction measures- various activities, projects,
and programs that communities may identify after
assessing and analyzing the risk that they face
Rock fall- falling, bouncing, or rolling of debris down a
steep slope
Sand boil- sand and water that come out onto the ground
surface during an earthquake as a result of liquefaction
at shallow depth
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Scoria- a bubbly glassy lava rock of basaltic to andesitic
composition ejected from a vent during explosive
eruption
Segmentation- the partitioning of a fault along its length
into several smaller faults. This can happen as a result of
other faults crossing it, topography changes, or bends in
the strike of the faults
Seiche- the sloshing of a closed body of water as a result
of an earthquake
Seismic gap- a section of a fault that has produced
earthquakes in the past but is now quiet
Seismic wave- an elastic wave generated by an impulse
such as an earthquake or an explosion
Seismicity- the geographic and historical distribution of
earthquakes.
Seismogram- a record written by a seismograph
response to ground motions produced by an earthquake,
explosion, or other ground-motion sources
Seismology- the study of earthquakes and the structure
of the earth, by both naturally and artificially generated
seismic waves
Shear stress- the stress component parallel to a given
surface, such as a fault plane, that results from forces
applied parallel to the surface or from remote forces
transmitted through the surrounding rock
Silica- another name for silicon dioxide is the basic
building block of volcanic rocks
Slip rate- the rate at which the two sides of a fault are
slipping relative to one another, as determined from
geodetic measurements, from offset man-made
structures, or from offset geologic features whose age
can estimated
Spreading Zone- also called a divergent plate boundary,
is an area where two plates are moving away from each
other and new crust is being formed
State Calamity- a condition involving mass casualty
and/ or major damages of property, disruption of means
of livelihoods, roads, and normal way of life of people in
the affected areas as a result of the occurrence of natural
or human- induced hazard.
Subsidence- the downward movement of the ground
surface with respect to another point such as sea level.
Stratovolcano- steep, conical volcanoes built by the
eruption of viscous lava flows, tephra, and pyroclastic
flows
MODULE LEARNING COMPETENCIES
CONTENT MOST ESSENTIAL LEARNING
1. Basic concept of  Explain the meaning of Disaster
disaster and disaster  Differentiate the risk factors underlying disasters
risk  Describe the effects of disasters on one’s life
 Analyze disaster from the different perspectives (physical,
psychological, socio cultural, economic, political, and biological).
Stress- the force per unit area acting on a plane within a
body.
Strike slip- are vertical (or nearly vertical) features
where the blocks have mostly moved horizontally either
left- laterally or right-laterally
Strombolian eruption- an eruption characterized by the
intermittent explosion or fountaining of basaltic lava
from a single vent or crater
Strong motion- ground motion of sufficient amplitude
and duration to be potentially damaging to a building or
other structure
Surface faulting- a displacement that reaches the earth’s
surface during slip along fault
S wave- also called shear wave, is a seismic body wave
that shakes the ground back and forth perpendicular to
the direction the wave is moving
Tectonic- refers to rock- deforming processes and
resulting structures that occur over large sections of the
lithosphere
Velocity- the speed at which a point on the ground is
shaking as a result of an earthquake
Vent- openings in the earth’s crust from which molten
rock and volcanic gases escape onto the ground or into
the atmosphere
Viscosity- the ability of a liquid to flow. Basalt magma
has a relatively low viscosity making it runny, whereas
rhyolite magma has a high viscosity making the magma
thick and sticky
Volcanic dome- rounded, steep- sided mounds built by
very viscous magma, usually either dacite or rhyolite,
which are too viscous (resistant to flow) to move far
from the vent before cooling and crystallizing
Volcanic gas- dissolved gases in magma that are
released into the atmosphere during eruptions
Volcano- a vent at the earth’s surface through which
magma and associated gases erupt; also refers to the
landform built by accumulation of materials during
eruptions
Vulnerability- the characteristics and circumstances of a
community, system, or asset that make it susceptible to
the damaging effects of a hazard
Wavelength- the distance between successive points of
equal amplitude and phase on a wave) for example, crest
to crest or trough to trough)
DURATION
WEEK 1
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2. Exposure and  Explain the meaning of vulnerability

Vulnerability  Explain why certain sectors of society are more vulnerable to
disaster than others
 Recognize vulnerabilities of different elements exposed to specific WEEK 2- 3
hazards
 Differentiate among hazards, exposure, and vulnerabilities and
explain the relationship of the three to disaster risk.

3. Basic concept of  Define and cite examples of the types of hazards

Hazards  Explain the impact of various hazards on people and the
WEEK 4
environment
4. Earthquake Hazards  Identify various potential earthquake hazards
 Recognize the natural signs of an impending tsunami;
WEEK 5-6
 Analyze the effects of the different earthquake hazards
 Interpret different earthquake hazard maps.
5. Volcano Hazards  Explain various volcano- related hazards
 Recognize signs of an impending volcanic eruption
WEEK 7-8
 Interpret different volcano hazard maps.

EXPECTED SKILLS:
1. It aims to stir the consciousness of the students on disaster and determine their understanding on the subject
matter.
2. It aims to deepen the student’s basic understanding of disaster through activities.
3. Determine your level of appreciation on Disaster and Disaster Risk.
4. Determine your level of appreciation on Nature and Effects of Disaster.
5. Analyze the human and economic impacts of recent notable disasters and the effects of these impacts to the
economic and social development of a country.

CONCEPT MAP OF THE MODULE

Here is a simple map of the lessons you will cover in this module:
1.1 Concept of 3.1 Hazards and
Disaster Hazard types
L1. Basic
Concept of 1.2 Concept of L3. Basic
3.2 Characteristics of
Disaster and
Disaster Risk Concept of
Hazard
Disaster Risk Hazard
1.3 Nature of
Disasters 3.3 Hazard
Identification,
1.4 Effects of Assessment, and
Disaster Mapping
2.1 Various
elements that may 4.1 Ground Shaking
be exposed to
4.2 Ground Rupture
L2. Exposure hazards: L4.
and Environmental, Earthquake 4.3 Liquefaction
Vulnerability Social and Hazards
Economic 4.4 Earthquake-
induced Landslides
2.2 Vulnerability
of each exposed 4.5 Tsunamis
Element
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L5. Volcanic
Hazards
5.1 Lava Flow 5.2 Volcanic Gases

5.3 Pyroclastic
5.4 Tephra Falls and
Flows
Ballistic Projectiles
5.5 Lahars 5.6 Volcanic Debris
Avalanche

GENERAL INSTRUCTIONS:
During the entire semester, in Disaster Readiness and Risk Reduction subject, use yellow pad paper or intermediate
pad paper for your answers to the activity/assessment/practice/enrichment and evaluation in the module. Thank you.

LESSON 1: BASIC CONCEPT OF DISASTER (WEEK 1)

Objectives: As you go along in this lesson, you will be able to:
 explain the meaning of disaster;
 differentiate the risk factors underlying disasters;
 describe the effects of disasters on one’s life; and
 analyze disaster from the different perspectives (physical, psychological, socio cultural, economic, political, and
biological).
INTRODUCTION
The Philippines will never be free from hazards due to its location. Being located in the tropics and within the
“ring of fire” means that the Philippines constantly faces seismic, volcanic, and hydro meteorological hazards. Even as the
population continuous to grow, only few are informed; and even they can be caught off-guard when natural hazards occur.
When people are unprepared, a hazard could quickly turn into a disaster. With the dangers that we face, how do we cope
with hazards? Are we thinking of ways to be able to lessen the impact of disasters?
It sees no colour, knows no culture, and recognizes no geographical boundaries. It puts lives and properties at
risk. The frequency of disaster occurrences challenges the government in reducing the effects of disasters and in building
a more resilient community. The task of the government become even more challenging especially in disaster- prone’
areas like the Philippines. However, the task of disaster risk reduction is not the sole responsibility of the government. The
citizens, including students and various sectors must participate in this task. Toward this end, it is imperative to study and
understand disaster and disaster risk.
PRE-ASSESSMENT
Let’s find out how much you already know about this module. Choose the letter that you think best answers the
question. Please answer all items.
1. ____________ can cause a multidimensional impact affecting not only the socioeconomic and political life but also
the mental and cultural state of the affected area.
a. Vulnerability b. Human made c. Hazards d. Disasters
2. A situation or an occurrence with capacity to bring damages to lives, properties, and environment.
a. Vulnerability b. Hazard c. Human made d. Disasters
3. The anticipated or potential consequences of a specific hazard interacting with a specific community at a specific
time.
a. Risky b. Disaster c. Risk d. Disaster Risk
4. ___________ are natural hazards that can also cause flash floods.
a. Hurricane b. Tsunami c. Typhoon d. Earthquake
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5. A type of Hazard that the human- made hazards include civil conflict. Displacement due to development projects,
environmental degradation, industrial technological hazards like leakage of toxic waste and etc.
a. Natural Hazards b. Human-made c. Socionatural hazards d. Disaster

MOTIVATION
Objective: It aims to stir the consciousness of the students on disaster and determine their understanding on the subject
matter.
Procedure:
Wired:
You are going to watch a film entitled, “THE IMPOSSIBLE”
https://www.youtube.com/watch?v=o628L1UDJiA&pbjreload=101 Watch intently and take
note of the events that strikes you.

Unwired:
Using your textbook Phoenix Publishing House The Padayon Series Building Resilient Communities
Disaster Readiness and Risk Reduction read and understand about disaster on pages 11 to 13,
then after reading answer the process questions below.
Process Questions:
1. What are your thoughts about the disaster or the calamity happened?
2. How could people prevent disasters when a natural hazard strikes?

End of Motivation:
You just tried finding out what is disaster. What you will learn in the next sections will also enable you to
differentiate the risk factors underlying disasters and describe the effects of disasters on one’s life. Let’s start gathering
information by proceeding to the next part.

INSTRUCTION
Let’s continue this module by gathering your thoughts about the Basic Concept of Disaster and Disaster Risk.
Your goal in this section is to demonstrate and understand the concept of disaster, concept of disaster risk, nature of
disasters and effects of disasters and relate concept of disaster with the daily life.

TOPIC 1.1 CONCEPT OF DISASTER AND DISASTER RISK

A Disaster, as defined by the United Nations office for Disaster Reduction (UNISDR), is a serious disruption of
the functioning of a community or a society involving widespread human, material, economic, or environmental losses
and impacts which exceeds the ability of the effected community or society to cope using its own resources. Oftentimes,
disasters are associated with large-scale destructive events such as typhoons, earthquakes, volcanic eruptions among
 9

others. Although these events occur all over the world, some communities have ways of reducing the impact of hazards so
that they do not turn into disasters.
For some people, disaster may also be viewed as the struggles and challenges they face in getting their lives back
to normal. They have problems in rebuilding their homes, restarting their livelihood, or in dealing with the loss of loved
ones, especially when there is no immediate response from the government or local authority.

PRACTICE 1:
Objective: Determine your level of appreciation on Disaster and Disaster Risk.
Wired:
For those who have Internet connectivity follow the link:
https://www.youtube.com/watch?v=jPX1dNODRSw
Take note of the important details and information about the topic then answer the process questions
below.
Unwired:
Using your textbook read pages 34- 37 and page 40- 41, and understand about disaster to widen your
knowledge about the disaster risk and the elements of disaster risk, then answer the process
questions below.
Process Questions:
1. Do you think people in congested areas are prone to disaster risk?
2. What will happen in the community if it is low in capacity and is not well prepared?

TOPIC 1.2 NATURE AND EFFECTS OF DISASTER

PRACTICE 2:
Objective: Determine your level of appreciation on Nature and Effects of Disaster.
Wired:
For those who have Internet connectivity, follow the link: https://www.youtube.com/watch?
v=9BdTnQeS_x4 then answer the process questions below.
Unwired:
Using your textbooks read and understand pages 43- 49 to widen your knowledge about the nature and
effect of disaster. Then answer the process questions below.
 10

Process Questions:
1. What are the effects of disasters?
2. How can we mitigate or avoid the effects of a disaster?

Be sure take note of the important terms that you will encounter.
What are the terms you gathered? Do the terms sound familiar? What can help you more easily remember these
terms? Look back at your notes and try to cluster related concepts.

ENRICHMENT

Objective: Analyze the human and economic impacts of recent notable disasters and the effects of these
impacts to the economic and social development of a country.
The economic and human costs of disasters can arrest the economic and social development of a country. To
know the magnitude of the effects of disasters, let us explore the impacts of recent notable disasters.
Note:
Procedure:
a. Choose one (1) subject disaster from the following:
 1990 Luzon Earthquake (Philippines)
 1991 Pinatubo Eruption (Philippines)
 2004 Indian Ocean Earthquake and Tsunami (Indonesia)
 2011 Japan Earthquake and Tsunami (Japan)
 2013 Yolanda (Haiyan) Typhoon and Storm Surge (Philippines)
b. Gather information from news clippings and internet resources , write an essay about the cause and impact of the
disaster of your choice.
Your paper will be assessed base on the following rubric.
CATEGORY 4 3 2 1
Stays on Topic Stay on topic all Stay on topic all (99%- Stay on topic all (89- It was hard to tell
(100%) of the time 90%) of the time 75%) of the time what the topic was.
Accuracy of facts All supportive facts are Almost all supportive Most supportive facts No facts are
(content) reported accurately. facts are reported are reported reported most are
accurately. accurately. inaccurately
reported
Sequencing of In formation is Most information is Some information is There is no clear
Information organized in a clear, organized in a clear, organized logically plan for the
logical way. It is easy logical way. sequenced. An item of organization of
to anticipate the type of information seems out information.
material that might be of place.
next.
Cooperation Group delegates tasks Group delegates tasks Group delegates tasks Group of ten is not
(If Group) and shares and shares and shares effective in
responsibility responsibility responsibility delegating tasks
effectively all of the effectively most of the effectively some of the and/ or sharing
time. time. time. responsibility.
Rubrics for Process Questions:
10 points Above Standards 8 points Meets Standards 6 Points 4 points Below Standards
Approaching Standards
All supportive facts are Almost supportive facts are Most supportive facts are Most supportive facts were
reported accurately. All of reported accurately. Most of reported accurately. At least inaccurately reported.
the evidence and examples the evidence and examples one of the evidence and Evidence and examples are
are specific relevant. are specific relevant. examples are specific NOT relevant AND/ OR are
relevant. not explained.
 11

VALUES INTEGRATION
Preparedness
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helped you make these connections valuing.

EVALUATION
TEST I. MULTIPLE CHOICE
Choose the letter that you think best answers the questions. Please answer all items.
1. Causes a multidimensional impact affecting not only the socioeconomic and political life but also the mental
and cultural state of the affected area.
a. Typhoon b. Hazard c. Disaster d. Disaster Risk
2. It is the chance or likelihood of suffering harm and loss as a result of a hazardous event.
a. Disaster b. Disaster Risk c. Vulnerability d. Natural Hazards
3. The anticipated or potential consequences of a specific hazard interacting with a specific community at a
specific time.
a. Disaster Risk b. Disaster c. Vulnerability d. Risk
4. The ________________ is regarded as an important tool as it provides an illustration of the impact of
hazards.
a. Visual Risk Map b. Risk Visual Map c. Risk Probability d. Risk
5. _______________defines capacity development as “the process through which individuals, organizations,
and societies obtain, strengthen, and maintain the capabilities to set and achieve their own development
objectives overtime.”
a. DRR b. CBDRM c. UNDP d. None of the above

TEST II. ESSAY

Explain briefly.
1. How to mitigate or reduce the impacts of disaster?

SEPTEMBER 13, 2021-

Due date for submission LESSON 2: EXPOSURES AND VULNERABILITY (WEEK 2
of all the answers to the AND 3)
assessments, practices, Objectives: As you go along in this lesson, you will be able to:
enrichment, and
evaluation contained in  explain the meaning of vulnerability
this lesson.  explain why certain sectors society are more vulnerable to disaster than other’s
 recognize vulnerabilities of different elements exposed to specific hazards, and
 differentiate among hazards, exposure, and vulnerabilities and explain the relationship of the three to disaster risk.

INTRODUCTION
The concept of Vulnerability comes from many aspects, specifically, those that arise from various social,
economic, physical and environmental factors. Exposure and Vulnerability are the main components of disaster risk that
has impeded the economic growth of the Asia- Pacific Region, and causes a direct toll on a country’s economy. As the
rapid rate of urbanization continues, some people are forced to build their homes or business in hazardous areas, often
without planning involved. Even with the current steady rise in Asian economy, a disaster often pulls its down because of
the number of people and communities exposed to natural hazards. Oftentimes, the recovery takes a long while, which
 12

them affects the economy. Exposure is viewed as the total value of elements at risk. It is expressed as the number of
human lives and value of the properties that can potentially be affected.
World nations are now accepting the reality that in order to have sustainable development, they have to come up
with solid plans minimizes disaster risk. Some nations have already built and improved the resilience of their communities
through various programs and project aimed at lessening vulnerability. However, at the moment, specific concerns for
women and children, people with disabilities, and elderlies should be addressed. When there is a considerable investment
made to reduce the vulnerability of the people and the communities resilience would quickly translate to a sustained
economic growth.
PRE-ASSESSMENT
Let’s find out how much you already know about this module. According to Anderson and Woodrow (1990) there
are three (3) areas of vulnerability. The Physical /Material Vulnerability, Social/ Organizational Vulnerability and
Attitudinal/ Motivational Vulnerability. Choose from these three (3) areas of the best answers. Answer all the items.
1. Location and type of housing/ building materials.
2. Human capital: population, mortality, diseases, nutritional status, literacy, numeracy, poverty levels.
3. Attitude toward change.
4. Decision making structures (who is left out, who is in, effectiveness)
5. Relationship to government, administrative structures.

MOTIVATION
In the previous lesson, the term hazard has been mentioned casually alongside exposure and vulnerability, the
other components of the risk equation. In preparation for the next lesson which deals mainly with the detailed aspects of
natural hazards.
Let’s begin the module by considering ourselves as an explorer.

PICTURE ANALYSIS
Objective: It aims to deepen the student’s basic understanding of exposure and vulnerabilities through activities.
Instruction: Study and analyze the picture, and then answer the process questions below.

Process Questions:
1. What does the picture portray?
2. What categories of vulnerability are present in the picture/ situation?
End of Motivation:
You just tried finding out what is exposure and vulnerability. What you learn in the next sections will also enable
you to understand the elements at risk exposure, the social, environmental, and economic dimensions of exposure and
vulnerability. Lastly, the physical elements exposed to various hazards.
INSTRUCTION
Instruction: Read and understand. Take note of the important details particularly on the elements at risk and exposure,
social, environmental, and economic dimensions of exposure and vulnerability, and physical elements exposed to various
hazards then answer the activity below.
 13

Elements at Risk and Exposure

Elements at risk are the people, properties, economic activities, and private and public services potentially
threatened by a harmful event.
Risk assessment involves the identification and mapping of the elements at risk and the assessment of
vulnerability. In order to reduce risk, most of the focus is on reducing vulnerability. Do you know the reason why this is
so? Understanding the elements at risk exposed to each type of hazard is the step in reducing vulnerability.
As the risk model (Risk= Hazard x Exposure x Vulnerability) shows, risk is also a function of hazard.
Hazard refers to the probability of occurrence at a given magnitude. Exposed element can refer to the number of people
or people or structures within the exposed area. Figures for these two types of elements at risk are the most reliable and
least subjective. The combination of both hazard and exposed population provides the physical exposure.
PhExp = Hazard x Exposure
where:
PhhExp = physical exposure for the affected area
Hazard = probability of occurrence of an event at a given magnitude.
Exposure = total population living in the affected area for each event.
(Model and variable definitions after Peduzzi et al., 2019)

Summing Tropical Cyclones Tropical Cyclones Frequencies X Population Distribution = Physical Exposure

Example of Physical Exposure (Tropical Cyclones) Map

The physical exposure map was derived from a frequency map and a population distribution map. For site or
locality, the average frequency is multiplied by the population to obtain a value for physical exposure. Source: P. Peduzzi
et al., 2009 (Assessing global exposure and vulnerability toward natural hazards, Nat. Hazards Earth Syst. Sci 9., 1149-
1159, 2009; www. Nat-hazards-earth–syst-sci.net/9/1149/2009/)

Social, Environmental, and Economic Dimensions of Exposure and Vulnerability

When a disaster strikes, casualties (deaths, missing persons, and injured people) and property losses and damages
are the first to be reported tri- media. Long after a disaster, the effects to the other elements assume greater attention.
These are the consequences that cannot be measured or quantified as easily as property losses or damages.

SOCIAL

ENVIRONMENT VULNERABILITY

ECONOMIC
 14

Social- The social dimension of exposure and vulnerability covers a wide range of concerns (including migration,
social groups, health and well-being, education, culture, institutions, and governance aspects) but demography is the most
important aspect.
Economic- among the economic effects of a hazard event include business interruptions due to accessibility
problems, loss of jobs and access to work, and loss of government income due to inability of business and people to pay
taxes at a time when more funds are needed for relief and rehabilitation.
Environmental- the physical aspects of exposure and vulnerability refer to location and built structures.
PRACTICE 1: VIDEO VIEWING
Objective: Determine your level of appreciation on social, environmental, and economic dimensions of exposure
and vulnerability.
Wired:
For those who have Internet connection, follow the given link:
https://www.youtube.com/watch?v=kCd6zTwLzwo in order to have an idea of what is social,
environmental, and economic dimensions of exposure and vulnerability all about, then
answer the process questions below.
Unwired:
For those students who don’t have an internet connectivity: Read the attachment to widen your
knowledge about the social, environmental, and economic dimensions of exposure and vulnerability then
after your readings answer the process questions below.
Process Questions:
1. What are your thoughts about the exposure and vulnerabilities?
2. What can be considered as a form of vulnerability?

PHYSICAL ELEMENTS EXPOSED TO VARIOUS 2. Industrial and high potential loss facilities
HAZARDS: containing hazardous materials
1. Essential Facilities  Dams and ponds
 Educational facilities  Fuel reservoirs, pipelines, and pumps
 Medical and healthcare facilities (e.g. hospitals and  Power (electric) generating plants and lines
clinics)  Food processing facilities
 Emergency response facilities (e.g., fire station, 3. Transportation Lifelines
police station, and shelters)  Highways, bridges, railway tracks, and tunnels
 Government offices  Bus facilities
 Recreational or tourist facilities (e.g., hotels, resort,  Port and harbour facilities
parks, public gardens, camping grounds, sporting  Airport facilities and runways
areas, etc.) 4. Utility Lifelines
 Places of worship (e.g., churches or mosques)  Potable water facilities, waste water facilities,
 Banks and financial centers pipeline, and distribution lines
 Markets and shopping centers  Oil and natural gas systems facilities, pipelines, and
 Cemeteries distribution lines.
 Electric power facilities and distribution line.
 Communication facilities (stations) and distribution
lines (cables and networks)
Be sure take notes of the important terms that you will encounter. What are terms you gathered? Do the terms sound
familiar? What can help you more to easily remember these terms? Look back at your notes and try to cluster related
concepts.

PRACTICE 2: ENHANCING CRITICAL THINKING SKILLS

Procedure: Study items listed below. Which category of vulnerability does each statement relate based on the description
of Anderson and Woodrow: Select at least 5 for each column.
 Poor location and substandard of housing/ building  (no access and control) land, water, animals, capital,
materials other means of production
 15

 Discouragement  Decision – making structures (who is left out, who is

 Human capital: population, mortality, diseases, in, effectiveness)
nutritional status, literacy, numeracy, poverty levels  Low participation levels
 Marginalized in terms of social, economic, and  Low level initiative
political terms  Degree of justice, equality, access to political
 Divisions among community members and leaders process
 Family structures (weak/ strong)  Community organizations: formal, informal
 Negative attitude toward change traditional, governmental, progressive.
 Administrative structures and institutional  Relationship to government, administrative
arrangements structures

Note: Use this sample matrix/ template.

SOCIAL DIMENSIONS OF ENVIRONMENTAL DIMENSIONS ECONOMIC DIMENSIONS OF
EXPOSURE AND OF EXPOSURE AND EXPOSURE AND
VULNERABILITIES VULNERABILITIES VULNERABILITIES

ENRICHMENT

HAZARDS AROUND ME
Objective: Conduct a hazard assessment of your home.
Materials:
Camera
Bond paper and pen
Instructions:
Your Task is to conduct a hazard- hunting activity in your home. Document the said activity by taking pictures of
the hazards that were spotted. Offer suggestions as to how the hazards can be managed. Submit the pictures and
suggestions to your teacher.

Rubrics for Process Questions:

10 points Above Standards 8 points Meets Standards 6 Points 4 points Below Standards
Approaching Standards
All supportive facts are Almost supportive facts are Most supportive facts are Most supportive facts were
reported accurately. All of reported accurately. Most of reported accurately. At least inaccurately reported.
the evidence and examples the evidence and examples one of the evidence and Evidence and examples are
are specific and relevant. are specific and relevant. examples are specific and NOT relevant AND/ OR are
relevant. not explained.

VALUES INTEGRATION

ENLIGHTENED
Many experts say that human activity is the reason why climate change happens. Why is this so? What crime did
humanity commit? Are you part of this crime? Whom are we going to blame for the outcome?

Vulnerability is not weakness, and that myth is profoundly dangerous… I define

vulnerability as emotional risk, exposure, uncertainty. It fuels our daily lives.
 16

EVALUATION

Answer the following questions. Choose the letter that you think best answers the question. Please answer all items.
1. The physical aspects of exposure and vulnerability refer to location and built structures.
a. Social b. Economic c. Physical d. Environmental
2. The _____________ dimension of exposure and vulnerability covers a wide range of concerns but demography is
the most important aspect.
a. Physical b. Environmental c. Social d. Economic
3. The ______________ comes from many aspects, specifically, those that arise from various social, economic,
physical, and environmental factors.
a. Concept of Disaster b. Concept of Vulnerability c. Concept of Capacity d. Exposure and Vulnerability
4. ______________ Vulnerability is the susceptibility of individuals, communities, businesses, and governments to
absorb or cushion the effects of a hazard event.
a. Environmental b. Vulnerability c. Social d. Economic
5. These factors make them more vulnerable to disasters meaning they have difficulty surviving and recovering from
a calamity than people who are better off economically.
a. Social/Organizational Vulnerability c. Physical/ Material Vulnerability
b. Attitudinal/ Motivational Vulnerability d. None of the above

SEPTEMBER 27, 2021- Due date for submission of all the answers to the assessments, practices,
enrichment, and evaluation contained in this lesson.

LESSON 3 BASIC CONCEPT OF HAZARD (WEEK 4)

Objective: At the end of the lesson the students will able to;
 define and cite examples of the types of Hazard, and
 explain the impact of various hazards on people and the environment.

INTRODUCTION
Hazards are the potentials for damage to man and his environment that may result from the occurrence of natural
events such as volcanic eruptions, earthquakes, floods, and storm surges. An event per see does not constitute a hazard. It
is only when man and his environment are threatened that these events can be considered hazards. Without a threat to a
population, the eruption of an isolated volcano remains an event but when volcanic activity occur close to or right at the
center of a populated area, a mere event becomes a hazard. The probabilities of occurrence of hazard events may be
estimated.

PRE-ASSESSMENT
Let’s find out how much you already know about this module. Choose the letter that you think best answer to the
questions. Please answer all items.
1. A type of hazard that poses threats or cause negative impacts to people and property.
a. Human- made hazards b. Hazards c. Natural Hazard d. Combination/ Socionatural Hazard
2. Types of hazard that are due to deforestation in this event are combinations or interplay of both natural human-
made factors.
a. Natural Hazard b. Combination/ Socionatural Hazard c. Human- made hazards d. Hazards
3. A situation or occurrence with capacity to bring damage to man, lives properties, and the environment.
a. Natural Hazard b. Hazards c. Human- made hazards d. Combination/ Socionatural Hazard
 17

4. A type of hazard that’s include civil conflict, displacements due to development projects, environmental
degradation, industrial technological hazards and etc…
a. Human- made hazards b. Hazards c. Natural Hazard d. Combination/ Socionatural Hazard
5. The process of identifying the spatial variation of hazard events or physical conditions.
a. Concept map b. World map c. Hazard map d. Disaster map

MOTIVATION
SHAKING TABLE DEMONSTRATION
This activity seeks to stimulate a hazard occurrence.
Materials: Bottle, Big Mug, Plastic drinking Glass,Table
Procedure: Place a big mug, a plastic drinking glass, and an empty glass bottle on the table with the big mug at the
center, the drinking glass at the edge of the table, and the bottle anywhere on the table. With force, shake the table and
observe what happens to the mug, the glass, and the bottle.
Process Questions:
 Which object was affected the most by the shaking?
 Why do you think it was affected the most?
INSTRUCTION
Let’s continue this module by gathering your thoughts about the Basic Concept of Hazard. Your goal in this
section is to demonstrate and understand the concept of hazard, types of hazards, and the impacts of various hazards and
relate various types of hazard with specific area for ones’ preparedness.
TOPIC 3.1 CONCEPT OF HAZARD
A situation or an occurrence with capacity to bring damages to lives, properties, and the environment. Taking the
form of natural or man –made or the combination of the two, a 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.

TOPIC 3.2 TYPES OF HAZARDS

NATURAL HAZARD HUMAN- MADE HAZARD COMBINATION OR SOCIONATURAL HAZARD

 18

Natural Hazard
Natural 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.

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 Hazards
Process or phenomenon of organic 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.

Hydro meteorological hazard

Process or phenomenon of atmospheric,
hydrological or oceanographic nature that may
cause loss of life, injury or other health impacts,
property damage, loss of livelihoods and services,
social and economic disruption, or environmental
damage.

TOPIC 3.3: THE IMPACTS OF VARIOUS HAZARDS

 19

PRACTICE 1: DEVELOPING CRITICAL THINKING SKILLS

Classify hazards according to their types.
Storm Surge, industrial technological hazards, oil spill, famine, tsunami, earthquake, gaseous chemical contamination,
lahar flows, drought, fire, nuclear, civil conflict/armed conflict, drought, flooding, chemical contamination, flash flood,
typhoon, volcanic eruption, environmental degradation, red tide, pestilence, red tide.

NATURAL HAZARDS HUMAN- MADE HAZARDS COMBINATION/

SOCIONATURAL HAZARDS

Reflection Question:
1. From the three (3) types of hazards, what type of hazards can be prevented and can be anticipated and why?

ENRICHMENT
Your task is to choose one example of hazards (i. e., flooding, environmental degradation, etc...)
 Write an article about the issue.
 Explain your standpoint and your analysis if it is preventable or not.

Your paper will be assessed based on the following rubric.

CATEGORY 4 3 2 1
Stays on Topic Stay on topic all (100%) Stay on topic all (99%- Stay on topic all (89- It was hard to tell what
of the time 90%) of the time 75%) of the time the topic was.

Accuracy of All supportive facts are Almost all supportive Most supportive facts are No facts are reported
facts (content) reported accurately. facts are reported reported accurately. most are inaccurately
accurately. reported

Sequencing of In formation is organized Most information is Some information is There is no clear plan
Information in a clear, logical way. It organized in a clear, organized logically for the organization of
is easy to anticipate the logical way. sequenced. An item of information.
type of material that information seems out of
might be next. place.
Cooperation Group delegates tasks Group delegates tasks Group delegates tasks and Group of ten is not
(If Group) and shares responsibility and shares shares responsibility effective in delegating
effectively all of the time. responsibility effectively some of the tasks and/ or sharing
effectively most of the time. responsibility.
time.

ENLIGHTENED
As the saying goes “No Man is an Island” this simply means that no one lives alone. We need each other to
survive. During this time of pandemic, we should not be close- minded. We must always think of how we can survive
without causing anyone pain or hurt. For in the end, we will also be affected and suffer as much as the other person did.
 20

EVALUATION

TEST I. IDENTIFICATION
Answer the following questions. Identify and analyze the statements. Answer all items.
1. 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.
2. A type of hazard that poses threats or cause negative impacts to people and property.
3. Types of hazard that are due to deforestation in this event are combinations or interplay of both natural human-
made factors.
4. Once the onset of the hazard event is known, the _________ also becomes a concern as the chance of experiencing
severe damage will depend on how long hazards affects an area.
5. A type of hazard that includes civil conflict, displacements due to development projects, environmental degradation,
industrial technological hazards and etc.
TEST II. ESSAY
Explain briefly.
1. Are the impacts of each hazard the same? Explain.
Rubrics for Process Questions:
10 points Above Standards 8 points Meets Standards 6 Points 4 points Below Standards
Approaching Standards
All supportive facts are Almost supportive facts are Most supportive facts are Most supportive facts were
reported accurately. All of reported accurately. Most of reported accurately. At least inaccurately reported.
the evidence and examples the evidence and examples one of the evidence and Evidence and examples are
are specific relevant. are specific relevant. examples are specific NOT relevant AND/ OR are
relevant. not explained.

OCTOBER 04, 2021- Due date for submission of all the answers to the assessments, practices, enrichment,
and evaluation contained in this lesson.

LESSON 4: EARTHQUAKE HAZARDS (WEEK 5 AND 6)

 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.

INTRODUCTION
An earthquake is unexpected and rapid shaking of the earth due to the breakage and shifting of layers underneath
the earth and strikes all of the sudden at any time of the day or night. It is associated with two kinds of shocks, namely,
foreshock and aftershocks. Foreshocks are a series of light shakings that occur before the main earthquake, while
aftershocks are tremors following the main shocks.
PRE- ASSESSMENT
Let’s find out how much you already know about this module. Choose the letter that you think best answer the
questions. Please answer all items.
1. ______________ it is what we feel when energy built up by the application of stress to the lithosphere is released
by faulting during an earthquake.
 21

a. Tsunami b. Liquefaction c. Ground shaking d. Ground Rupture

2. An earthquake faults that have reached the surface and no opening or fissuring happens during movement of the
fault.
a. Ground shaking b. Ground Rupture c. Tsunami d. Liquefaction
3. _____________causes some of the most striking ground failures and damages to man-made structures.
a. Liquefaction b. Ground shaking c. Ground Rupture d. Tsunami
4. A ________________ may occur when ocean water is displaced suddenly causing the formation of waves that
reach the shore in large heights.
a. Ground Rupture b. Tsunami c. Earthquake –Induced Landslide d. Ground Shaking
5. ________________detach, transport, and deposit each materials such as solid or loose rocks and soil and aside
from earthquake, it may be triggered by a variety of events and man’s activities.
a. Tsunami b. Earthquake c. Landslide d. Liquefaction

MOTIVATION
Objective: Determine your level of appreciation on earthquake.
Wired:
You are going to watch a video clip entitled, “10 Ways to Survive an Earthquake, According to
Experts” follow this link: https://www.youtube.com/watch?v=hWSu4l1RxLg. Watch intently
and take note of the events that strike you.
Unwired:
Using your textbook/ attachment read and understand about earthquake on pages 88 to 91 to widen your
knowledge, then after reading answer the process questions below.

Process Questions:
What is an earthquake? Survival tips before earthquake strikes?

What to do during an earthquake? What to do after an earthquake?

INSTRUCTION
TOPIC 4.1 GROUND SHAKING and GROUND RUPTURE
GROUND SHAKING
Have you ever been startled by the trembling of the ground due to a passing cargo truck? We also feel the ground
vibrate when there is a large man- made explosion, perhaps from a nearby quarry. Natural events like volcanic eruptions
or landslides can also shake the ground tremendously. For many people who have experienced a very strong earthquake,
nothing is perhaps more daunting than being in a tall building that sways as if the world is ending. Ground shaking or
vibration is what we feel when energy built up by the stress applied to the lithosphere is released by faulting during an
earthquake.

GROUND RUPTURE
An earthquake can push and pull the ground, tearing the surface and pushing the ground apart and upward. These
are known as “surface ruptures.” A surface rupture may occur suddenly during an earthquake, or it can happen more
slowly- in either case, surface ruptures often happen along preexisting faults.

Using your attachment read pages 43- 66 to widen your knowledge about ground shaking and ground rupture,
then after your reading perform the given activity then answer the process questions below.
 22

PRACTICE 1:
Objective: Observe different types of fault movement on models of the earth’s surface and sections.
Wired:
You are going to watch a video clip entitled: “PHIVOLCS continuously checks extent of “GROUND
RUPTURE” in San Francisco, Surigao del Norte”, follow the link:
https://www.youtube.com/watch?v=tSeflXdLrJE and
http://www.geologypage.com/2017/10/three- main- types-faults.html
Unwired:
Using your attachment read and understand about the Ground Rupture on pages 54- 56 and perform the
given activity below.
Normal Fault Thrust Fault Strike-Slip Fault

TOPIC4.2 LIQUEFACTION
LIQUEFACTION
Takes place when loosely packed, water- logged sediments at or near the ground surface lose their strength in
response to strong ground shaking. Liquefaction occurring beneath buildings and other structures can cause major damage
during earthquakes.

PRACTICE 2:
Materials:
600 ml beaker or bottle, Small cup, Block of metal (or something heavy to stimulate a ‘’building’’), and (Fine and
well sorted or of almost equal sizes) water.
Procedure:
Fill the beaker or the bottle with 3 parts of sand and 1 part of water. Be sure to pour the water into the bottle
before adding sand. It is to ensure the bottom part of the sand is wet but the upper part is dry. Place the block of metal on
the surface of the sand. Place the beaker or the bottle with contents on top of a table, then shake the beaker by sliding it
back and forth on the surface of the table. Be careful not to overdo the shaking.
Process Questions:
 What do you expect will happen to the building once your ‘’earthquake’’ begins?
 Why do you think did the block of metal sink into the wet sand?
 What phenomenon is this? What do the metal block and the shaking of the beaker with your hands resemble in
REAL LIFE?

TOPIC 4.3 TSUNAMI

PRACTICE 3:
Objective: Determine your level of appreciation on tsunami.
Wired:
You are going to watch a video clip entitled:”Rare Video: Japan Tsunami | National Geographic,
follow the link: https://www.youtube.com/watch?v=oWzdgBNfhQU. Then answer the process
questions below.

Unwired:
Using your attachment read and understands about the tsunami on pages 92 to 94, then after reading
answer the process question below.

WHAT ARE THE

WHAT?
IMPACTS?
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TSUNAMI

NATURAL SIGNS?
TOPIC 4.4 EARTHQUAKE-INDUCED LANDSLIDE
PRACTICE 4: Picture Analysis
Objective: to explore the effect of liquefaction when a damaging earthquake strike by building a simple model and to
explore different ways to reduce liquefaction hazards.

This building hangs over the head scarp of a landslide in decomposed bedrock that was triggered by the 1995 Kobe
earthquake. Several homes were buried and over 30 people killed by the landslide.
Process Questions:
1. How earthquake-induced landslides affect the ground and man-made structures?

ENRICHMENT
ACTIVITY 8: WHAT TO DO WHEN?
Due to the fault line identified in the Philippines, earthquakes may frequently occur. Regardless of the intensity
scale, we must always be prepared in case an earthquake happens. Oftentimes, earthquake may occur without warning. It
is therefore important to be always prepared and consider the following safety tips:

 What to do when there is an Earthquake?

BEFORE DURING

AFTER
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VALUES INTEGRATION
TRANSFORMED

“We Cannot Stop Natural DISASTERS But We Can Arm, Ourselves with Knowledge;
So Many Lives Wouldn’t Have To Be Lost If There is Enough Disaster Preparedness.”

EVALUATION

I. TRUE OR FALSE
INSTRUCTION: Write TRUE if the statement is CORRECT and FALSE if the statement is INCORRECT. Write your
answer in the space provided.
1. The first main earthquake hazard is ground shaking.
2. Secondary earthquake hazards are those that are caused by the primary hazards.
3. Ground rapture is the mixing of sand or soil and ground water during the shaking of a moderate or strong earthquake.
4. Ground Shaking is an offset of the ground surface when fault rupture extends to the earth surface.
5. Liquefaction occurs on saturated soils, that is, soils in which the pace between individual particles is completely filled
with water.
II. SAFETY TIPS DURING EARTHQUAKE
The following are safety tips during an earthquake. Determine whether the precautions should be done, before, during
or after an earthquake.

1. Protecting self from falling object..

2. Discussing in advance details of emergency with the family.
3. Opening doors and windows to secure an exit
4. Helping other casualties of the earthquake.
5. Checking electrical line for defects.
Rubrics for Process Questions:
10 points Above Standards 8 points Meets Standards 6 Points 4 points Below Standards
Approaching Standards
All supportive facts are Almost supportive facts are Most supportive facts are Most supportive facts were
reported accurately. All of reported accurately. Most of reported accurately. At least inaccurately reported.
the evidence and examples the evidence and examples one of the evidence and Evidence and examples are
are specific relevant. are specific relevant. examples are specific NOT relevant AND/ OR are
relevant. not explained.

OCTOBER 18, 2021- Due date for submission of all the answers to the assessments, practices, enrichment,
and evaluation contained in this lesson.

LESSON 5: VOLCANIC HAZARDS (Week 7 and 8)

Objectives:
 explain various volcano-related hazards;
 recog nize signs of an impending volcanic eruption; and
 interpret different volcano hazard maps.

INTRODUCTION
Volcano is a vent or rupture in the earths layer over which liquefied rock from under the earth exterior erupts.
According to the Haddow, Bullock and Coppola (2011). eventually volcanoes will develop “upward and outward”
developing mountains, islands or large flat plateaus. Volcanic “mountains are form through accumulation of materials.
Such as lava, ash flows, and plates.
A volcanic material that comes out from the earth referred to as lava. The thinner lava moves quickly and
 25

becomes a large shied. The thicker lava forms steeper volcanic eruptions. If there is strong pressure from gases and molten
rocks, these gases and rocks shoot up through the opening of the volcano and will cause explosions and violent eruptions.
PRE- ASSESSMENT
Let’s find out how much you already know about this module. Choose the letter that you think best answer the
questions. Please answer all items.
1. It is a product of the quiet effusion of molten rock or magma from beneath a volcano.
a. Lava explosive b. Lava Flow c. Lava effusion d. Explosive Eruptions

2. The fastest flowing lava because of its relatively low viscosity.

a. Pillow lava b. Rhyolitic lava c. Andesitic lava d. Basaltic lava
3. A pillow- shaped rocks formed by the sudden cooling of lava that is deposited underwater.
a. Andesitic lava b. Rhyolitic lava c. Pillow lava d. Basaltic lava
4. A type of lava flow that have relatively higher viscosity that is why it is a lot slower than andesitic and basaltic lava.
a. Rhyolitic lava b. Pillow lava c. Sheet lava d. Andesitic lava
5. Type of lava that is typically associated with strato volcanoes and commonly from lava domes.
a. Basaltic lava b. Andesitic lava c. Rhyolitic lava d. Sheet lava

MOTIVATION
Objective: Determine your level of appreciation on Volcanic Hazards.
VOLCANO CONCEPT MAP
Based on the picture, give five descriptions of a volcano. Present your answer in a concept map as shown below.

Volcano

INSTRUCTION
TOPIC 5.1 VOLCANIC HAZARDS
PRACTICE 1: IDENTIFY ME.
Objective: Identify the various volcano-related hazards.
Wired:
You are going to watch a video clip entitled:”DRRM: Volcanic Hazards”, follow the link:
https://www.youtube.com/watch?v=DEtRC35ln94 Watch intently and take note of the events
that strike you.

Unwired:
Using your attachment read and understand about volcanic hazard on pages 114 to 115, then after reading
answer the Activity below.
Process Question:
1. Enumerate and define each related volcanic hazard using the concept map below.
 26

Related volcanic hazards

TOPIC 5.2 VOLCANIC HAZARDS MAP

Reference: https://www.phivolcs.dost.gov.ph/index.php/22-hazard-maps/280-volcano-hazard-maps

PRACTICE 2:
Objective: to learn about the signs of an impending volcanic eruption.
Wired:
You are going to watch a video clip entitled: “5 Most Deadly Volcanic Eruptions In Human History -
Great Animation” follow the link: https://www.youtube.com/watch?v=3iCJL9dYZK8.
Watch intently and take note of the events that strike you.
Unwired:
Using your attachment read and understand about volcanic eruption on pages 109 to 114, then after
reading answer the questions on the table below.

Process Questions:
SIGNS WHAT TO DO?

PRACTICE 3: WHAT TO DO WHEN?

Philippines have many wonderful volcanoes; volcanic eruption may frequently occur. Regardless of the intensity
scale, we must always be prepared in case volcanic eruption happens. Oftentimes, volcanic eruptions may occur without
warning. It is therefore important to be always prepared and consider the following safety tips:
 What to do when there is volcanic eruption?

Before During
 27

After

ENRICHMENT
PERFORMANCE TASK: POSTERMAKING
GOAL: Your goal is to disseminate information to the people about the safety measure, to observe/ do before, during, and
after volcanic eruption.
ROLE: MDRRRMC Member
AUDIENCE: Your target individuals to receive this information are the people living in the vicinity
SITUATION: Your house is situated near the danger zone of an active volcano. As a member of MDRRRMC you are
tasked to disseminate information to the people living in the vicinity, what to do before, during, and after a
volcanic eruption.
PRODUCT: Poster
STANDARD: Conceptualize and execute your idea and creativity through a poster

See samples below. NOTE: Do not copy your classmate’s output.

The plan will be assessed based on the following rubric:

POSTER RUBRIC

CATEGOR 4 3 2 1
Y

Required The poster includes All required All but 1 of the Several required
Elements all required elements elements are required elements elements were
as well as additional included on the are included on the missing.
information. poster. poster.

Labels All items of Almost all items of Many items of Labels are too small
importance on the importance on the importance on the to view OR no
poster are clearly poster are clearly poster are clearly important items were
labeled with labels labeled with labels labeled with labels labeled.
that can be read from that can be read from that can be read from
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at least 3 feet away. at least 3 feet away. at least 3 feet away.

Graphics - All graphics are All graphics are All graphics relate to Graphics do not
Relevance related to the topic related to the topic the topic. One or two relate to the topic
and make it easier to and most make it borrowed graphics OR several borrowed
understand. All easier to understand. have a source graphics do not have
borrowed graphics Some borrowed citation. a source citation.
have a source graphics have a
citation. source citation.

Attractivene The poster is The poster is The poster is The poster is

ss exceptionally attractive in terms of acceptably attractive distractingly messy
attractive in terms of design, layout, and though it may be a or very poorly
design, layout, and neatness. bit messy. designed. It is not
neatness. attractive.

Grammar There are no There are 1-2 There are 3-4 There are more than
grammatical/mechan grammatical/mechan grammatical/mechan 4
ical mistakes on the ical mistakes on the ical mistakes on the grammatical/mechan
poster. poster. poster. ical mistakes on the
poster

VALUES INTEGRATION

RESPONSIBLE
Knowing the things you need to do and observe when a disaster occurs is important. As a member of the
community each one of us has the responsibility to help other when need arises.

EVALUATION
I. Classify the following volcanoes wether they are active, potentially active or inactive. Write AC for the active
volcanoes, PA for potentially active volcanoes and IN for inactive volcanoes.
______________1. Pinatubo ______________6. Isarog
______________2. Taal ______________7. Hibok-hibok
______________3. Banahaw ______________8. Smith
______________4. Mayon ______________9. Gorra
______________5. Mariveles ______________10. Kanlaon

RUBRICS FOR PROCESS QUESTIONS:

10 points Above 8 points Meets Standards 6 Points 4 points Below Standards
Standards Approaching Standards
All supportive facts are Almost supportive facts are Most supportive facts are Most supportive facts were
reported accurately. All of reported accurately. Most reported accurately. At inaccurately reported.
the evidence and examples of the evidence and least one of the evidence Evidence and examples are
are specific relevant. examples are specific and examples are specific NOT relevant AND/ OR
relevant. relevant. are not explained.

NOVEMBER 02, 2021- Due date for submission of all the answers to the assessments, practices, enrichment,
and evaluation contained in this lesson.
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Prepared by:
JOHNLERY F. REPROTO