Introduction to

Different Types
of Disasters
• At the end of the lesson, the learners will be able
to:
• • explain what a hazard is;
• • define the two main categories (Natural and
Man-made) of hazards; and
• • identify the impact of hazards common in their
environment.
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RECALL:
• what are the natural processes that
shape and change our
environment?

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• 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.
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Activity 1: Classifying Phenomena according to Hazard

• A. Ground shaking • H. Typhoon

• B. Tornado • I. Forest fire
• C. Landslide • J. Liquefaction
• D. Flood • K. Storm surge
• E. Indoor fire • L. Tsunami
• F. Lava flow • M. Extreme rainfal
• G. Industrial pollution
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• 2. classify the phenomena in a table. You can classify
them in any way they want but you have to describe
the basis of your classification. write their answers in
their activity notebook. 3.
• Pair up with your seatmate you have to come up with
a final classification scheme written on a sheet of
paper.
• You should discuss the differences and similarities, if
any, and the basis for your classification with each
other.
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 NATURAL HAZARDS MAN-MADE AND
TECHNOLOGICAL HAZARDS
DEFINITION Naturally-occurring physical phenomena caused either by A hazard originating from
rapid or slow onset events technological or industrial
conditions, including
accidents, dangerous
procedures, infrastructure
failures, or specific human
activities.
BIOLOGICAL HAZARD GEOLOGICAL HYDROMETEOROLO
HAZARD GICAL HAZARD
GREEK (“bios” - life) (“ge” - (“hydro” - water)
ETYMOLOGY Earth) (“meteoros” -
sky)
DEFINITION Process or phenomenon of Geological Process or
(2009 UNISDR organic origin or conveyed by process or phenomenon of
Terminolog y biological vectors/ agents, phenomeno atmospheric,
on Disaster including exposure to pathogenic n hydrological or
Risk microorganisms, toxins and oceanographic Contoso 9
Reduction) bioactive substances nature S u i t e s
SAMPLE Natural, usually Natural process, Natural process, Man-made
RESPONSES from living originates from but involved with
sources the solid earth- the atmosphere
geosphere and/or
hydrosphere

EXAMPLE Ebola Virus, flu Ballistic Tornado, flood, Oil and chemical
virus, rabies projectiles (Rocks typhoon, forest spill, forest fire,
from an erupting fire, tsunami industrial
volcano), ground pollution
shaking,
landslide, lava
flow, liquefaction,
tsunami

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Activity 2: Role Play
• This activity is meant for the learners to think
independently and their quick analysis on the
impacts of certain hazards according to specific
locations.

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• A: Family in concrete house
near the highway far from
river and mountain
• B: Mountain climbers going up
the slope
• C: Exchange learners in a local
family home in the barrio near
the river
• D: Friends in a beach resort E:
Fishermen out on the sea
• F: Passengers in a jeep along
a road with moderate traffic
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 Imagine the impacts of certain phenomena (the hazards) on
specific settings
• A. There should be one reporter, who will explain what the group is representing
• B. The rest of the group, actors, will take on roles, whether of living or non-living things.
But there should always be at least one human in every situation. For example, they can
be all humans, or one human and the rest are either animals, plants, or inanimate objects.
• C. No member is needed to represent the hazard.
• D. The actors must represent what is happening to the living and/or non-living things
caught in the given situation. The assumption is that they are unable to avoid the
situation.
• E. 5-10 minutes to make a depiction.
• F. The grade will be based on the accuracy of the depiction of possible impacts, not on the
acting.
• G. Each group should submit the list of roles to the teacher. This will be used as a guide for
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