Disaster Readiness and Risk Reduction

The Commission on Higher Education
in collaboration with the Philippine Normal University
Teaching Guide for Senior High School
DISASTER
READINESS
AND RISK
REDUCTION
CORE SUBJECT
This Teaching Guide was collaboratively developed and reviewed by

educators from public and private schools, colleges, and universities. We
encourage teachers and other education stakeholders to email their
feedback, comments, and recommendations to the Commission on Higher
Education, K to 12 Transition Program Management Unit - Senior High School
Support Team at [email protected]. We value your feedback and
recommendations.
Development Team
Team Leader: Dr. Mario A. Aurelio
Writers: Dr. Gerry Bagtasa, John Dale B. Dianala,
Karizz Anne L. Morante, Ma. Mylene M. Villegas, This Teaching Guide by the
Dr. Mark Albert H. Zarco Commission on Higher Education is
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Table of Contents
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Chapter 1: Basic Concept of Hazard Chapter 5: Other Geological Hazards
Lesson 1: Introduction to Different Types of

Hazards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Lesson 12: Landslides and Sinkholes . . . . . . . . . . . . . 101
Lesson 13: Impending signs of Landslides and

Chapter 2: Basic Concept of Disaster and Disaster Risk Sinkholes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
Lesson 2: Introduction to Disaster Concepts . . . . . . . . . 22 Lesson 14: Interpreting Geohazard Maps . . . . . . . . . 116
Lesson 3: Identifying Classroom Hazards that can lead Lesson 15: Precautionary and Safety Measures for
to Disasters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Landslides . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122
Chapter 3: Earthquake Hazards Chapter 6: Hydrometeorological Hazards
Lesson 4: Potential Earthquake Hazards and their Lesson 16: Different Types of Hydrometeorological
Effects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 Hazards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128
Lesson 5: Tsunami Signs . . . . . . . . . . . . . . . . . . . . . . . . . 46 Lesson 17: Signs of Hydrometeorological Hazards . . 138
Lesson 18: Precautionary and Safety Measures for

Lesson 6: Earthquake Hazard Maps . . . . . . . . . . . . . . . . 55 Hydrometeorological Hazards . . . . . . . . . . . . . . . . . . 144
Lesson 7: Precautionary and Safety Measures for Lesson 19: Hydrometeorological Hazard Maps . . . . . 151
Earthquakes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
Chapter 4: Volcanic Hazards
Lesson 8: Different Types of Volcanic Hazards . . . . . . . . 66
Lesson 9: Signs of Volcanic Eruptions . . . . . . . . . . . . . . 80
Lesson 10: Volcano Hazard Maps . . . . . . . . . . . . . . . . . 89
Lesson 11: Precautionary and Safety Measures for

Volcanic Eruptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
i
Chapter 9: Concept of Disaster Risk Reduction and
Chapter 7: Fire Hazards Disaster Risk Reduction Management
Lesson 32: Concept, Principles, and Relevance of

Lesson 20: Fire Triangle . . . . . . . . . . . . . . . . . . . . . . 159 Disaster Risk Reduction . . . . . . . . . . . . . . . . . . . . . . . 233
Lesson 33: Community-based Disaster Risk

Lesson 21: Causes of Fires . . . . . . . . . . . . . . . . . . . . 164 Reduction and Management . . . . . . . . . . . . . . . . . . . 242
Lesson 22: Precautionary Measures and Proper

Procedures for Fires . . . . . . . . . . . . . . . . . . . . . . . . . 170 Lesson 34: Community Preparedness Plan . . . . . . . . 247
Lesson 23: Basic Response Procedures to Fires . . . . 175 Lesson 35: Survival Kit . . . . . . . . . . . . . . . . . . . . . . . . 253
Lesson 24: Following Fire Emergency and Chapter 10: What to Expect between the State and the
Evacuation Plans . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182 Citizens
Lesson 36: The Philippine Disaster Risk Reduction

Chapter 8: Exposure and Vulnerability and Management Law . . . . . . . . . . . . . . . . . . . . . . . . 257
Lesson 25: Concept of Exposure . . . . . . . . . . . . . . . 186 Colored Illustrations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 275
Lesson 26: Concept of Vulnerability . . . . . . . . . . . . . 192 Biographical Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 289
Lesson 27: Variation of Vulnerability across Sectors . 199
Lesson 28: Physical Vulnerability . . . . . . . . . . . . . . . . 206
Lesson 29: Identifying Exposed Elements . . . . . . . . 213
Lesson 30: Identifying Specific Vulnerabilities . . . . . 218
Lesson 31: Case Studies . . . . . . . . . . . . . . . . . . . . . . 225

Introduction
As the Commission supports DepEds implementation of Senior High School (SHS), it upholds the vision
and mission of the K to 12 program, stated in Section 2 of Republic Act 10533, or the Enhanced Basic
Education Act of 2013, that every graduate of basic education be an empowered individual, through a
program rooted on...the competence to engage in work and be productive, the ability to coexist in
fruitful harmony with local and global communities, the capability to engage in creative and critical
thinking, and the capacity and willingness to transform others and oneself.
To accomplish this, the Commission partnered with the Philippine Normal University (PNU), the National
Center for Teacher Education, to develop Teaching Guides for Courses of SHS. Together with PNU, this
Teaching Guide was studied and reviewed by education and pedagogy experts, and was enhanced with
appropriate methodologies and strategies.
Furthermore, the Commission believes that teachers are the most important partners in attaining this
goal. Incorporated in this Teaching Guide is a framework that will guide them in creating lessons and
assessment tools, support them in facilitating activities and questions, and assist them towards deeper
content areas and competencies. Thus, the introduction of the SHS for SHS Framework.
The SHS for SHS Framework, which stands for Saysay-Husay-Sarili for Senior High School, is at the
SHS for SHS core of this book. The lessons, which combine high-quality content with flexible elements to
Framework accommodate diversity of teachers and environments, promote these three fundamental concepts:
SAYSAY: MEANING HUSAY: MASTERY SARILI: OWNERSHIP

Why is this important? How will I deeply understand this? What can I do with this?
Through this Teaching Guide, Given that developing mastery When teachers empower
teachers will be able to facilitate goes beyond memorization, learners to take ownership of
an understanding of the value teachers should also aim for their learning, they develop
of the lessons, for each learner deep understanding of the independence and self-
to fully engage in the content subject matter where they lead direction, learning about both
on both the cognitive and learners to analyze and the subject matter and
affective levels. synthesize knowledge. themselves.
1
The Philippines is frequently cited as among the top countries most at risk to disasters. While disasters
can arise from man-made sources, the most inevitable ones come from natural phenomena. Even
without scientific scrutiny, every Filipino is familiar with the impacts of typhoons, earthquakes, volcanic
eruptions, and fires to everyday life and to national development. This makes learning about disaster
preparedness aligned with everyones interests.
This teaching guide for the Disaster Readiness and Risk Reduction (DRRR) subject of the Philippines
K-12 Curriculum provides a lesson-by-lesson framework for educators to help learners attain the target
competencies and outcomes. The challenge with teaching a subject like DRRR is its multi-disciplinary
nature, bringing together biological, geophysical, socio-cultural, political, and economic factors. This in
itself is an opportunity to make these various subject matters relevant to the lives of the people even if
studying disasters leans toward the sciences. With the use of these teaching guides, the teacher will be
able to handle a diverse set of materials that will enrich their existing knowledge on the natural and
social sciences. They will also be able to engage learners in a number of hands-on activities that make
use of mixed-media to maximize existing resources. And overall, lessons tackled in these guides
encourage a two-way interaction between the teachers and students that will ultimately result to
effective learning.
Lessons of these teaching guides address the content standards identified by the Department of
Education (DepEd). Some teaching guides may include multiple learning competencies as that may be
more efficiently achieved when tackled together. This guide approaches learning about DRRR by first
About this understanding the hazards that may then potentially lead to disasters, as a common confusion arises
Teaching Guide from distinguishing the concepts of hazard and disaster. Each hazard type has its own precautionary
measures and ideal responses to prevent disasters. Towards the end of the subject, learners will focus
on applications to the community and the Philippine society.
Users of these guides should note that sciences and policies related to DRRR are ever evolving along
with improvements and breakthroughs in data collection and technology; so it is expected that
reference materials also change through time. It would be important for teachers of the subject to
continually update any cited references in each guide to make sure that the lessons will also result to
cutting-edge teaching.
As a big part of understanding disasters involves projecting future possibilities, the success of teaching
the subject of Disaster Readiness and Risk Reduction may not be immediately measurable and definitely
not something anyone is looking forward to test. But while the country is exposed to hazards that can
alter the course of everyday life, bringing this subject to each classroom gives the people the power to
take control of their lives and of nation-building in whatever the situation they may encounter in the
future.
This Teaching Guide is mapped and aligned to the DepEd SHS Curriculum, designed to be highly
Parts of the usable for teachers. It contains classroom activities and pedagogical notes, and is integrated with
Teaching Guide innovative pedagogies. All of these elements are presented in the following parts:
1. Introduction
Highlight key concepts and identify the essential questions
Show the big picture
Connect and/or review prerequisite knowledge
Clearly communicate learning competencies and objectives
Motivate through applications and connections to real-life
2. Motivation
Give local examples and applications
Engage in a game or movement activity
Provide a hands-on/laboratory activity
Connect to a real-life problem
3. Instruction/Delivery
Give a demonstration/lecture/simulation/hands-on activity
Show step-by-step solutions to sample problems
Give applications of the theory
Connect to a real-life problem if applicable
4. Practice
Discuss worked-out examples
Provide easy-medium-hard questions
Give time for hands-on unguided classroom work and discovery
Use formative assessment to give feedback
5. Enrichment
Provide additional examples and applications
Introduce extensions or generalisations of concepts
Engage in reflection questions
Encourage analysis through higher order thinking prompts
6. Evaluation
Supply a diverse question bank for written work and exercises
Provide alternative formats for student work: written homework, journal, portfolio, group/individual
projects, student-directed research project
3
On DepEd Functional Skills and CHED College Readiness Standards
As Higher Education Institutions (HEIs) welcome the graduates of On the other hand, the Commission declared the College
the Senior High School program, it is of paramount importance to Readiness Standards that consist of the combination of knowledge,
align Functional Skills set by DepEd with the College Readiness skills, and reflective thinking necessary to participate and succeed -
Standards stated by CHED. without remediation - in entry-level undergraduate courses in
The DepEd articulated a set of 21st century skills that should be college.
embedded in the SHS curriculum across various subjects and tracks. The alignment of both standards, shown below, is also presented in
These skills are desired outcomes that K to 12 graduates should this Teaching Guide - prepares Senior High School graduates to the
possess in order to proceed to either higher education, revised college curriculum which will initially be implemented by AY
employment, entrepreneurship, or middle-level skills development. 2018-2019.
College Readiness Standards Foundational Skills DepEd Functional Skills
Produce all forms of texts (written, oral, visual, digital) based on:
1. Solid grounding on Philippine experience and culture;
2. An understanding of the self, community, and nation; Visual and information literacies, media literacy, critical thinking
3. Application of critical and creative thinking and doing processes; and problem solving skills, creativity, initiative and self-direction
4. Competency in formulating ideas/arguments logically, scientifically, and creatively; and
5. Clear appreciation of ones responsibility as a citizen of a multicultural Philippines and a
diverse world;
Global awareness, scientific and economic literacy, curiosity,

Systematically apply knowledge, understanding, theory, and skills for the development of
critical thinking and problem solving skills, risk taking, flexibility
the self, local, and global communities using prior learning, inquiry, and experimentation and adaptability, initiative and self-direction
Global awareness, media literacy, technological literacy,

Work comfortably with relevant technologies and develop adaptations and innovations for
creativity, flexibility and adaptability, productivity and
significant use in local and global communities accountability
Global awareness, multicultural literacy, collaboration and

Communicate with local and global communities with proficiency, orally, in writing, and
interpersonal skills, social and cross-cultural skills, leadership
through new technologies of communication and responsibility
Media literacy, multicultural literacy, global awareness,

Interact meaningfully in a social setting and contribute to the fulfilment of individual and
collaboration and interpersonal skills, social and cross-cultural
shared goals, respecting the fundamental humanity of all persons and the diversity of skills, leadership and responsibility, ethical, moral, and spiritual
groups and communities values
K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL CORE SUBJECT
Grade: 11/12
Subject Title: Disaster Readiness and Risk Reduction No. of Hours/Semester: 80 hours/semester
Prerequisite (if needed): Grades 3-10 Science
Subject Description: This course focuses on the application of scientific knowledge and the solution of practical problems in a physical environment. It is
designed to bridge the gap between theoretical science and daily living.
PERFORMANCE
CONTENT CONTENT STANDARD LEARNING COMPETENCIES CODE
STANDARD
Basic concept of The learners demonstrate The learners relate the The learners
disaster and understanding of the concept of disaster with
disaster risk daily life. 1. Explain the meaning of disaster; DRR11/12-Ia-b-1
1. Concept of disaster 2. Differentiate the risk factors underlying DRR11/12-Ia-b-2
2. Concept of disaster disasters;
risk 3. Describe the effects of disasters on ones life; DRR11/12-Ia-b-3
3. Nature of disasters 4. Explain how and when an event becomes a
4. Effects of disasters disaster; DRR11/12-Ia-b-4
5. Identify areas/locations exposed to hazards
that may lead to disasters; and DRR11/12-Ia-b-5
6. Analyze disaster from the different perspectives
(physical, psychological, socio-cultural, DRR11/12-Ia-b-6
economic, political, and biological).
K to 12 Senior High School Core Subject Disaster Readiness and Risk Reduction December 2013 Page 1 of 7
PERFORMANCE
STANDARD
Exposure and The learners demonstrate The learners conduct The learners
Vulnerability understanding of hazard hunts of exposed
elements and propose 1. Enumerate elements exposed to hazards; DRR11/12-Ic-7
corresponding corrective 2. Explain the meaning of vulnerability; DRR11/12-Ic-8
actions for ones 3. Explain why certain sectors of society are more
preparedness. vulnerable to disaster than others; DRR11/12-Ic-9
4. Analyze why certain structures are more
vulnerable to specific hazards than others; DRR11/12-Ic-10
Various elements that may

be exposed to hazards: 5. Determine the elements that are exposed to a DRR11/12-Id-11
1. Physical particular hazard;
2. Social 6. Recognize vulnerabilities of different elements DRR11/12-Id-12
3. Economic exposed to specific hazards; and
4. Environmental 7. Differentiate among hazards, exposure, and DRR11/12-Id-13
vulnerabilities and give examples from actual
Vulnerability of each situations.
exposed element.
Basic concept of The learners demonstrate The learners relate The learners
hazard understanding of the various types of hazard
with a specific area for 1. Define hazards; DRR11/12-Ie-14
1. Concept of hazard ones preparedness. 2. Give examples of the types of hazards; and DRR11/12-Ie-15
2. Types of hazards 3. Explain the impact of various hazards on DRR11/12-Ie-16
3. The impact of various different exposed elements.
hazards
PERFORMANCE
STANDARD
Earthquake The learners demonstrate The learners develop a The learners

Hazards understanding of family emergency
preparedness plan to 1. Identify various potential earthquake hazards; DRR11/12-If-g-17
Potential earthquake guide them on what to 2. Recognize the natural signs of an impending
hazards: do before, during, and tsunami; DRR11/12-If-g-18
1. Ground shaking after an earthquake. 3. Analyze the effects of the different earthquake
2. Ground rupture hazards; DRR11/12-If-g-19
3. Liquefaction
4. Earthquake-induced
ground subsidence 4. Interpret different earthquake hazard maps; DRR11/12-If-g-20
5. Tsunami and
6. Earthquake-induced 5. Apply precautionary and safety measures DRR11/12-If-g-21
landslide before, during, and after an earthquake.
Volcano Hazards The learners demonstrate The learners develop a The learners
understanding of family emergency
preparedness plan to 1. Explain various volcano-related hazards; DRR11/12-Ih-i-22
Signs of impending volcanic guide them on what to 2. Differentiate among different volcano hazards; DRR11/12-Ih-i-23
eruptions do before, during, and 3. Recognize signs of an impending volcanic
after a volcanic eruption; DRR11/12-Ih-i-24
Potential volcano-related eruption.
hazards:
1. Lahar 4. Interpret different volcano hazard maps; and DRR11/12-Ih-i-25
2. Ash fall 5. Apply appropriate measures/interventions DRR11/12-Ih-i-26
3. Pyroclastic flow before, during, and after a volcanic eruption.
4. Ballistic projectile
5. Volcanic gasses
6. Lava flow
PERFORMANCE
STANDARD
Other related The learners demonstrate The learners develop a The learners
geological hazards understanding of family emergency
preparedness plan to 1. Discuss the different geological hazards; DRR11/12-IIa-b-27
Related geological hazards guide them on what to 2. Analyze the causes of geological hazards; DRR11/12-IIa-b-28
1. Rainfall-induced do before, during, and 3. Recognize signs of impending geological DRR11/12-IIa-b-29
landslide after the occurrence of hazards;
2. Sinkhole events that cause
geological hazards.
4. Interpret geological maps; and
5. Apply mitigation strategies to prevent loss of DRR11/12-IIa-b-30
lives and properties. DRR11/12-IIa-b-31
Hydrometeorologi The learners demonstrate The learners develop a The learners

cal hazards understanding of family emergency
preparedness plan to 1. Distinguish and differentiate among and
Potential guide them on what to between different hydrometeorological
DRR11/12-IIc-d-32
hydrometeorological do before, during, and hazards;
hazards: after the occurrence of 2. Recognize signs of impending
DRR11/12-IIc-d-33
1. Typhoon events that cause hydrometeorological hazards;
2. Thunderstorm hydrometeorological
3. Flashflood hazards.
4. Flood 3. Apply appropriate measures/interventions
5. Stormsurge The learners develop before, during, and after
6. El nio proficiency in executing DRR11/12-IIc-d-34
hydrometeorological hazards;
7. La nia emergency response 4. Interpret different hydrometeorological
plans through safety DRR11/12-IIc-d-35
hazard maps; and
drills. DRR11/12-IIc-d-36
5. Use available tools for monitoring hydro-
meteorological hazards.
PERFORMANCE
STANDARD
Fire hazard The learners demonstrate The learners develop a The learners
understanding of family emergency
preparedness plan to 1. Recognize elements of the fire triangle in
DRR11/12-IIe-f-37
Fire hazards and related guide them on what to different situations;
DRR11/12-IIe-f-38
concepts: do before, during, and 2. Analyze the different causes of fires;
DRR11/12-IIe-f-39
1. Fire triangle after a fire incident. 3. Observe precautionary measures and proper
2. Causes of fires procedures in addressing a fire incident;
3. Phases of a fire
emergency
4. Apply basic response procedures during a
fire incident; and
DRR11/12-IIe-f-40
5. Follow fire emergency and evacuation
DRR11/12-IIe-f-41
plans;
Concept of The learners demonstrate The learners are able to The learners
Disaster Risk understanding of develop a community
Reduction (DRR) emergency 1. Discuss the key concepts, principles, and DRR11/12-IIg-h-42
and Disaster Risk Disaster risk reduction: preparedness plan and elements of DRR; DRR11/12-IIg-h-43
Reduction and 1. Concept of DRR community disaster 2. Recognize the importance of DRR on ones
Management 2. Importance of DRR preparedness plan to life;
(DRRM) 3. Key principles minimize vulnerability
and disaster risk in the
community and avoid or
PERFORMANCE
STANDARD
limit adverse impacts of
hazards.
Community-based disaster 3. Discuss different community-based practices

risk reduction and The learners practice for managing disaster risk to specific
management for and develop proficiency hazards; DRR11/12-IIg-h-44
preparedness in executing emergency 4. Develop a community preparedness plan;
1. Emergency plan and DRR11/12-IIg-h-45
response
2. Monitoring and 5. Prepare survival kits and materials for ones DRR11/12-IIg-h-46
Evaluation protocols/procedures family and for public information and
3. Early Warning through safety drills. advocacy.
Systems
4. Survival kits and
materials
What to expect The learners demonstrate The learners are able to The learners
between the State understanding of develop a community DRR11/12-IIi-j-47
and the citizens disaster preparedness 1. Explain DRR-related laws and policies; DRR11/12-IIi-j-48
1. Policies of DRRM -The plan to minimize 2. Avail of existing DRR-related services DRR11/12-IIi-j-49
Philippine DRRM Law vulnerability and programs and projects; and
RA 10121 and its disaster risk in the 3. Abide by public policies on DRRM.
Implementing Rules community and avoid or
and Regulations limit adverse impacts of
2. Information and hazards.
resources from the
Government (Projects
and Programs)
Code Book Legend
Sample: DRR11/12-Id-11
LEGEND SAMPLE
Learning Area and Strand/ Subject or

Disaster Readiness and Risk Reduction
Specialization
First Entry DRR11/12
Grade Level Grade 11/12
Roman Numeral
Quarter First Quarter 1
*Zero if no specific quarter
Lowercase Letter/s
*Put a hyphen (-) in between letters to indicate Week Weeks four D
more than a specific week
-
Determine the elements that are exposed to
Arabic Number Competency a particular hazard; 11
Disaster Readiness and Risk Reduction 180 MINS
Introduction to Different Types of

Disasters
Content Standard LESSON OUTLINE
The learners demonstrate understanding of the concept, Types, and their
impacts. Introduction Review: Natural Processes 5
Performance Standard Motivation Definition of Hazard 10

The learners shall be able to: Practice 1 Activity 1: Classifying Phenomena 40
relate various types of hazard with a specific area for ones preparedness.
Practice 2 Activity 2: Identifying Impacts of 125
Learning Competencies Hazards
The learners are able to:
Enrichment Hazards
define hazards (DRR11/12-Ie-14)
give examples of the types of hazards (DRR11/12-Ie-15) Materials
Activity notebook, manila paper or cartolina, visual aids for
explain the impact of various hazards on different exposed elements. instruction and activities (see procedure)
(DRR11/12-Ie-16)
Resources
Specific Learning Outcomes (1) United Nations Office for Disaster Risk Reduction. (n.d.).
At the end of the lesson, the learners will be able to: Terminlogy - unisdr. Retrieved from https://
explain what a hazard is; www.unisdr.org/we/inform/terminology
define the two main categories (Natural and Man-made) of hazards; and (2) Rep. Act No. 10121 (2010), Available at http://
identify the impact of hazards common in their environment. www.ndrrmc.gov.ph/attachments/article/95/
Implementing_Rules_and_Regulartion_RA_10121.pdf
(3) International Federation of Red Cross and Red Crescent
Societies. (n.d.). Types of disasters: Definition of hazard.
Retrieved from http://www.ifrc.org/en/what-we-do/
disaster-management/about-disasters/definition-of-
hazard/
INTRODUCTION (5 MINS) Teacher Tip:
Help the learners recall lessons on natural
Communicate Learning Objectives processes. This subject on DRRR has a big
1. Introduce the following learning objectives using any of the suggested protocols (Verbatim, Own emphasis on disasters arising from natural
Words, Read-aloud) hazards, so it is important that the learners
understand how natural hazards are part of
I will be able to: the natural cycle.
I. explain the term hazard
II. define the two main categories (Natural and Man-made) of hazards; and
III. identify the impact of hazards common in their environment.
Review: Natural Processes
2. Warm up the learners knowledge on natural processes by asking them about processes that shape
and change our environment.
Possible answers:
I. Plate tectonics leading to mountain building, volcanism, ocean formation, etc.
II. Atmospheric processes formation of clouds, precipitation, wind, etc.
III. Biological accumulation reef building, colony formation, forestation, etc.
IV. Human activities urbanization, extracting resources, geoengineering, etc.
V. Point out to the local environment any of the processes that have been mentioned.
Teacher Tip:
You can bring a newspaper article that
MOTIVATION (10 MINS) describes a historical disastrous event if you
Definition of Hazard anticipate that the learners might not be
1. Recall a recent or historical disastrous event. Ask the learners to tell the class what they know about aware about disasters in the Philippines.
it.
2. Emphasize how the Philippines is one of the most hazardous countries in the world, having more Teacher Tip:
HAZARD - UNISDR (2009) (adapted by
than 20 tropical cyclones in a year, earthquakes everyday, and more than 20 active volcanoes found
Philippines DRR Law, 2010):
all over the country. A dangerous phenomenon, substance,
3. Introduce the basic definition of Hazard and Disaster. Cold call learners to highlight the differences human activity or condition that may cause
loss of life, injury or other health impacts,
between the two terms:
property damage, loss of livelihoods and
services, social and economic disruption, or
environmental damage.
13
Teacher Tip:
Hazard - A dangerous phenomenon, substance, human activity or condition that may cause loss Comment: The hazards of concern to
disaster risk reduction as stated in footnote
of life, injury or other health impacts, property damage, loss of livelihoods and services, social
3 of the Hyogo Framework are hazards
and economic disruption, or environmental damage. of natural origin and related environmental
and technological hazards and risks. Such
hazards arise from a variety of geological,
Disaster - A serious disruption of the functioning of a community or a society involving meteorological, hydrological, oceanic,
widespread human, material, economic, or environmental losses and impacts which exceeds the biological, and technological sources,
ability of the affected community or society to cope using its own resources. sometimes acting in combination. In
technical settings, hazards are described
quantitatively by the likely frequency of
4. Have them define in their own words, English, Filipino, and local dialect (if applicable). occurrence of different intensities for
different areas, as determined from
5. Emphasize learning outcome: the definition of hazard. historical data or scientific analysis.
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.
Comment: Disasters are often described as

a result of the combination of: the exposure
to a hazard; the conditions of vulnerability
that are present; and insufficient capacity or
measures to reduce or cope with the
potential negative consequences. Disaster
impacts may include loss of life, injury,
disease and other negative effects on
human physical, mental and social well-
being, together with damage to property,
destruction of assets, loss of services, social
and economic disruption and environmental
degradation.
PRACTICE 1 (40 MINS) Teacher Tip:
Instead of just plain words, you may include
Activity 1: Classifying Phenomena according to Hazards (40 mins.) pictures of the phenomena
Pre-Activity (5 mins.)
Detailed discussions on the specific types of
1. List down these hazards on the board. Explain anything that some learners might not recall. hazards will be given in later lectures. The
A. Ground shaking goal here is to just give a brief explanation
the connection of each hazard to the solid
B. Tornado earth, atmospheric, and hydrologic
C. Landslide processes, and man-made sources.
D. Flood You may add more or change some of the

E. Indoor fire hazards as long as they still fall within
geological, hydrometeorological, or man-
F. Lava flow made hazard.
G. Industrial pollution
H. Typhoon
I. Forest fire
J. Liquefaction
K. Storm surge
L. Tsunami
M. Extreme rainfall
During Activity (5 mins.)
2. Ask the learners to classify the phenomena in a table. They can classify them in any way they want
but they have to describe the basis of their classification. Make them write their answers in their
activity notebook.
3. Ask the learners to pair up with their seatmate (if odd numbered class, one group can be three
learners) and tell them that they have to come up with a final classification scheme written on a
sheet of paper. They should discuss the differences and similarities, if any, and the basis for their
classification with each other.
Post Activity (30 mins.)

4. Choose a volunteer to share with the class the classification that they made.
5. Allow the learners to compare their answers with the one written on the board. Use this as a jump
off point to the discussion of the types of hazards listed below.
15
Teacher Tip:
MAN-MADE AND You may write this down on the board or
NATURAL HAZARDS TECHNOLOGICAL prepare a poster (cartolina or Manila paper),
HAZARDS revealing each level as the discussion flows.
You may also choose to use simpler or local
DEFINITION Naturally-occurring physical phenomena caused either by rapid or slow A hazard originating
terms if the need arises.
onset events from technological or
industrial conditions,
There may be several other types of hazards
including accidents,
identified by other references, but for this
dangerous procedures,
DRRR subject, the focus will be on
infrastructure failures,
Geological, hydrometeorological, and fire
or specific human
hazards.
activities.
Other definitions of hazards from

BIOLOGICAL GEOLOGICAL HYDROMETEORO-
International Federation of Red Cross
HAZARD HAZARD LOGICAL HAZARD (IFRC),:
GREEK (bios - life) (ge - Earth) (hydor - water) Natural hazards are naturally occurring
ETYMOLOGY (meteoros - sky) physical phenomena caused either by rapid
or slow onset events which can be
DEFINITION Process or Geological Process or geophysical (earthquakes, landslides,
(2009 phenomenon of process or phenomenon of tsunamis and volcanic activity), hydrological
UNISDR organic origin or phenomenon atmospheric, (avalanches and floods), climatological
conveyed by hydrological or (extreme temperatures, drought and
Terminolog
biological vectors/ oceanographic wildfires), meteorological (cyclones and
y on storms/wave surges) or biological (disease
agents, including nature
Disaster epidemics and insect/animal plagues).
exposure to Technological or man-made hazards
Risk pathogenic micro- (complex emergencies/conflicts, famine,
Reduction) organisms, toxins and displaced populations, industrial accidents
bioactive substances and transport accidents) are events that are
caused by humans and occur inor close to
SAMPLE Natural, usually from Natural process, Natural process, but Man-made human settlements. This can include
RESPONSES living sources originates from involved with the environmental degradation, pollution and
accidents. Technological or man-made
the solid earth- atmosphere and/or
hazards (complex emergencies/conflicts,
geosphere hydrosphere famine, displaced populations, industrial
accidents and transport accidents)
EXAMPLE Ebola Virus, flu virus, Ballistic projectiles Tornado, flood, Oil and chemical spill, Additional Definitions:
rabies (Rocks from an typhoon, forest fire, forest fire, industrial Biological hazard
erupting volcano), tsunami pollution Comment: Examples of biological hazards
ground shaking, include outbreaks of epidemic diseases,
landslide, lava flow, plant or animal contagion, insect or other
liquefaction, animal plagues and infestations.
tsunami
Geological hazard
Comment: Geological hazards include
internal earth processes, such as
6. Emphasize to the learners that this subject will mostly focus on Geological, earthquakes, volcanic activity and emissions,
and related geophysical processes such as
Hydrometeorological, and fire hazards. mass movements, landslides, rockslides,
surface collapses, and debris or mudflows.
Activity 2: Identifying Impacts of Hazards (125 mins.) Hydrometeorological factors are important
contributors to some of these processes.
Role Play Tsunamis are difficult to categorize;
1. This activity is meant for the learners to think independently and their quick analysis on the although they are triggered by undersea
earthquakes and other geological events,
impacts of certain hazards according to specific locations. they are essentially an oceanic process that
is manifested as a coastal water-related
hazard.
Figure 1. Map of locations and suggested scenarios.
A: Family in concrete house near the highway far from river and mountain Hydrometeorological hazard
Comment: Hydrometeorological hazards
B: Mountain climbers going up the slope include tropical cyclones (also known as
C: Exchange learners in a local family home in the barrio near the river typhoons and hurricanes), thunderstorms,
hailstorms, tornados, blizzards, heavy
D: Friends in a beach resort snowfall, avalanches, coastal storm surges,
E: Fishermen out on the sea floods including flash floods, drought,
heatwaves and cold spells.
F: Passengers in a jeep along a road with moderate traffic
Hydrometeorological conditions also can be
a factor in other hazards such as landslides,
Pre-activity (5 mins) wildland fires, locust plagues, epidemics,
1. Divide the class into 6 groups. Explain to the class that this activity is meant to let them imagine and in the transport and dispersal of toxic
the impacts of certain phenomena (the hazards) on specific settings. Then, assign each group a substances and volcanic eruption material.
certain setting (based on the letters above) in the same locality that they must commit to for each
hazard.
17
Additional Definition:
2. Explain the guidelines (below) for the activity: Technological hazard
Comment: Examples of technological
A. There should be one reporter, who will explain what the group is representing hazards include industrial pollution, nuclear
B. The rest of the group, actors, will take on roles, whether of living or non-living things. But there radiation, toxic wastes, dam failures,
transport accidents, factory explosions,
should always be at least one human in every situation. For example, they can be all humans,
fires, and chemical spills. Technological
or one human and the rest are either animals, plants, or inanimate objects. hazards also may arise directly as a result of
C. No member is needed to represent the hazard. the impacts of a natural hazard event.
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. Teacher Tip:
You may provide Figure 1 to the different
E. 5-10 minutes to make a depiction. groups or post it on the board.
F. The grade will be based on the accuracy of the depiction of possible impacts, not on the acting.
You may choose other scenarios that may
G. Each group should submit the list of roles to the teacher. This will be used as a guide for be more relatable to the learners. The
grading. important thing here is to allow the learners
to portray the different impacts of common
3. Assign the learners to one of the letters assigned above.
hazards if they experience them in certain
locations.
During the activity (100 mins) You may have the guidelines prepared to be
4. Collect the role sheets of each group. distributed to each group to save time.
5. Tell each group to present to the class their role play and explanation in 5
minutes. Ask the scribe to submit to you in a piece of paper the roles that
each one will depict.
6. Keep strict time observance.
7. Provide feedback after each, especially pointing out the good aspects, and
mentioning aspects they missed. Use the tables below as a guide on most
likely depictions.
Round 1 (60 mins) Choose one between the two:
A 60-minute class session might end here. Learners can prepare outside of class.
Typhoon
Earthquake
(strong winds and rain)
Family in concrete house near Relatively safe, but could have a Ground shaking can cause house
the highway far from river and power interruption. If so, fires to get cracks, falling objects can
mountain may arise from use of alternative hurt people. Fire can start.
light sources (e.g. candles).
Mountain climbers going up Difficulty climbing up, possible Injuries, death if caught by
the slope landslide landslide.
Exchange learners in a local Flooded. Drowning of non- Panic, injuries

family home in the barrio near swimmers, drowning of animals,
the river drowning of crops, destruction of
property. Stranded individuals.
Illness
Friends in an isolated beach Big waves, cannot swim at Death from a tsunami may arise if
beach, possible drowning. the earthquake is submarine.
Fishermen on the open sea Very rough sea, possible May experience very large
capsizing, man overboard waves.
Passengers in a jeep along a Wet inside jeep, traffic due to Panic, injuries
road with moderate traffic impassable, flooded roads.
19
Round 2 (40 mins)
Following the same instructions as before. These can also be given impromptu. Allow the learners 10
minutes to prepare
Landslide Faulty Electrical Wiring
Family in concrete house near the highway No effect Fire! Can be controlled
far from river and mountain
Mountain climbers going up the slope trapped, caught in debris, No effect

death.
Exchange learners in a local family home in No effect Fire! Severe effect if nipa
the barrio near the river hut.
Friends in an isolated beach No effect No to little effect.
Fishermen on the open sea No effect No effect
Passengers in a jeep along a road with No to little effect. No to little effect.

moderate traffic
Note: Expect less time for explanation here. This will allow the learners to see that certain hazards will
have no to little impact in certain situations.
Post activity (20 mins)

8. Cold call learners on what they learned from the activities. They may also write about it in their
activity notebook.
Guide questions:
a. Are the impacts of each hazard the same?
b. What kinds of hazards affected everyone? What kind of hazards did not?
c. What would you do if you were caught in one of these hazards?
9. Summarize how the impact of certain hazards can differ based on what is exposed to the hazard and
where.
ENRICHMENT
Hazards
1. Make the learners think of other specific hazards that would fall under Geological,
hydrometeorological, or man-made/technological hazards.
2. Ask the learners which of the hazards are present or could happen in the local community, and
which ones are less likely to happen and why.
EVALUATION
For Act it Out
ACT IT OUT 4 3 2 1
DEPICTION All depictions appeared to Almost all depictions Most of the depictions Very little of the depictions
be accurate and plausible. appeared to be accurate appeared to be accurate appeared to be accurate
and plausible. and plausible. and plausible.
REQUIRED ELEMENTS Learner included more Learner included all Learner included most Learner included less
information than was information that was information that was information than was
required. required. required. required.
21
Introduction to Disaster Concepts

Content Standard
The learners demonstrate understanding of the concept of disaster and
disaster risk, and the nature and effects of disasters. LESSON OUTLINE
Performance Standard Introduction Communicating Learning Objectives 3
The learners shall be able to:
Instruction Understanding Disaster Risk Factors 237
relate the concept of disaster with daily life
Practice Simulation 50
Learning Competencies
The learners are able to: Enrichment Activities and Wrap-Up 10
explain the meaning of disaster (DRR11/12-Ia-b-1) Enrichment Hazards Opt
differentiate the risk factors underlying disasters (DRR11/12-Ia-b-2)
Materials
describe the effects of disasters on ones life (DRR11/12-Ia-b-3) Individual: Activity notebook, writing materials
explain how and when an event becomes a disaster (DRR11/12-Ia-b-4) By Group: Manila paper, cartolina, colouring and writing
analyze disaster from the different perspectives (physical, psychological, materials, markers, masking tape or pins, World Atlas, map of
socio-cultural, economic, political, and biological) (DRR11/12-Ia-b-6) Southeast Asia and Oceania with scale, a lot of building
blocks, several colors but uniform sizes, human figurines or
Specific Learning Outcomes
markers, ruler, flat disc about 3-inches in diameter
At the end of the lesson, the learners will be able to:
describe a disaster; Resources
(1) United Nations Office for Disaster Risk Reduction. (n.d.). Terminlogy -
examine events that have led to a disaster; and unisdr. Retrieved from https://www.unisdr.org/we/inform/terminology
analyze the factors of disaster risk. (2) Rep. Act No. 10121 (2010), Available at http://www.ndrrmc.gov.ph/
attachments/article/95/
(3) Alliance Development Works. (n.d.). Worldriskreport: Weltrisikobericht.
Retrieved from http://www.worldriskreport.org/
(4) Dillon, C. (2015). Exposed: Why vanuatu is the world's most 'at-risk'
country for natural hazards. Retrieved from http://www.dw.com/en/
exposed-why-vanuatu-is-the-worlds-most-at-risk-country-for-natural-
hazards/a-18319825
Additional Resources at the End of this Lesson

Risk - the possibility that something bad or
Communicate Learning Objectives
unpleasant (such as an injury or a loss) will
1. Introduce the following Specific Learning Outcomes using any of the suggested protocols happen (Merriam-Webster)
(Verbatim, Own Words, Read-aloud)
I. I can explain what a disaster is.
II. I can differentiate factors that put us at risk.
III. I can explain when a disaster might happen.
2. Review the basic definition of Hazard and Disaster.

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.
INSTRUCTION (237 MINS)

Activity: Understanding Disaster Risk Factors: Part 1 (Building background knowledge protocol)
World Risk Map (Hermes, 2014)
23
Pre-activity (7 mins) Teacher Tip:
1. Divide the class into groups of four to five. In showing the mystery map, you can have a
large print out, display in the projector, or
2. Provide each group with a set of 4 different colored markers, a piece of chart paper, texts, loose leaf
distribute copies for every individual or pair.
paper, and display a copy of the mystery map Make sure to retrieve the copy at the end of
the meeting.
During the activity (50 mins) *time is highly flexible here! While the learners are sharing, make sure to
1. Have participants write down what they think the map is about and draw a line after thoughts are go around and check on how their
jotted down. (5 mins) discussions are going. Guide learners who
seem to struggle with finding meaning
2. Introduce the topic of DISASTER RISK. Ask participants to write what they know about the topic in
behind the texts.
their journals. (5 mins)
3. Ask participants, in their small groups, to share what they know about the topic. (10 mins) This is a very interactive activity and it aims
to embrace the diversity of perspectives
4. Ask participants to create a web or visualization of their collective knowledge/understanding of the needed when understanding disaster risk.
topic on a piece of chart paper using just one of the colored markers. (10 mins)
If short on time, the readings can be
5. Provide an article or essay on the topic that is interesting, offers a solid introduction to the topic,
assigned as homework.
and provides multiple perspectives. All participants read this article. (15 minutes)
Suggested article:
Exposed: Why Vanuatu is the world's most 'at-risk' country for natural hazards (http://
www.dw.com/en/exposed-why-vanuatu-is-the-worlds-most-at-risk-country-for-natural-hazards/
a-18319825)
6. Ask participants to text code the article with N for new information
7. Ask participants to add their new knowledge to their web using a different color of marker. (5 mins)
Note: A 60-minute class session will likely end here. The next part (reading) will resume in the
next meeting.
8. Distribute expert texts: Hand out a different text on the topic to each member of the group. (20
mins)
Suggested articles:
(1) State failure as a risk factor How natural events turn into disasters, World Risk report 2011,
p44-47
(2) Environmental degradation as a risk factor (Welle, Beck, and Mucke), Work Risk Report 2012,
p28-31
(3) Health and healthcare as risk factors (Michael Marx), World Risk Report 2013, p12-18
(4) Urbanization and risk challenges and opportunities (Matthias Garschagen), World Risk
Report 2014, p12-18
(5) How food insecurity influences disaster risk (Matthias Garschagen), World Risk Report 2015,
p19-26
(6) Floods, storms and quakes uproot 22 million in 2013, numbers to rise http://uk.reuters.com/
article/2014/09/16/uk-foundation-disasters-displaced-idUKKBN0HB2PC20140916
(7) Cities: Drivers of risk or resilience? http://ehs.unu.edu/blog/opinion/cities-drivers-of-risk-or-
resilience.html
Note: These five are key texts. The other two, and others that the teacher may find in the
relevant time, can be added as supplements
9. After everyone has read, each participant shares new knowledge with his/her group and captures
key points on the chart paper using the fourth color. Again, ask participants to text-code for new
information. (30 mins)
10. Return to the mystery map. Re-display the initial map again.Ask participants to go back to where
they had initially written about the mystery map; have participants note what they now think
about the mystery map. (10 mins)
Note: A 60-minute class session will likely end here. The next part will resume in the next
meeting.
11. Debrief the experience. Ask the learners to post their charts on the board or wall. Give the
learners time to observe everyones work. (10 mins)
25
12. Ask for volunteers or cold call learners to share to the class any observations on everyones output
(10 minutes).
I.Guide questions:
A. Are there similarities between each group's work?
B. Are there differences?
C. What factors define disaster risk?
D. What the process was like to read successive, multi-perspective articles.
E. Did they know much about the topic before?
F. Had they been curious about the topic?
G. What inspired their curiosity?
13. Reveal to the learners the complete World Risk Index Map.
Figure 2: World Risk Map (Hermes, 2014)

! Teacher Tip:
Numbers 4 and 5 may be done outside of
Post-activity (40 mins) class or as homework, and encourage
1. Discuss the nature of Risk = learners to to research for points that they
do not fully understand.
When applied to disasters: Disaster Risk factors are variables that either
Disaster Risk = Exposure to natural or man-made hazards x vulnerability aggravate or mitigate the effects of hazards,
affecting the degree or scope of a disaster.
(1) Physical factors would pertain to
Summarize with tangible objects or infrastructure, like
the availability of fire exits, or the
Disasters are often described as a result of the combination of: sturdiness of the building, or the
I. The exposure to a hazard; presence or absence of objects that can
harm you or help you, etc.
II. The conditions of vulnerability that are present, and; (2) Psychological factors include state of
III. Insufficient capacity or measures to reduce or cope with the potential negative mental capacity and health (e.g. are we
dealing with babies? Kids? Adults?
consequences.
People with special needs?), perception
of self (e.g. self-assessment of
capability to respond to disasters, fear),
2. From the discussion, ask the learners to write an essay about how the risk factors concern them
etc.
personally. They should try to identify (3) Socio-cultural factors include religion,
I. Physical, social status, traditions, perception by
society, etc.
II. Psychological, (4) Economic factors include assets and
III. Socio-cultural, liabilities, income, economic class, etc.
(5) Political factors include government
IV. Economic, structure, diplomatic issues, etc.
V. Political, and (6) Biological factors include flora and
fauna in environment, health, diseases,
VI. Biological risk factors that either affect or not affect them. etc.
3. Assign a group of learners for each category of disaster risk factor.

4. In preparation for presentation for the next meeting, each group should come up with a summary
of each category addressing the following key points:
I. Definition for the category
II. Examples that of factors that directly affect them and possible effects
III. Examples of factors that might not necessarily affect them
27
IV. Ways to address the factors to be ready for disasters
Teacher Tip:
5. Each group's output should be ready for presentation to the class by putting it on manila paper Numbers 4 and 5 may be done outside of
or cartolina. class or as homework, and encourage
learners to to research for points that they
do not fully understand.
Disaster Risk factors are variables that either
meeting
aggravate or mitigate the effects of hazards,
affecting the degree or scope of a disaster.
(1) Physical factors would pertain to
6. Each group will present to class their output with a maximum time of 10 minutes each.
tangible objects or infrastructure, like
7. After presentation, ask the class to prepare materials for the next activity. the availability of fire exits, or the
sturdiness of the building, or the
presence or absence of objects that can
harm you or help you, etc.
meeting (2) Psychological factors include state of
mental capacity and health (e.g. are we
dealing with babies? Kids? Adults?
PRACTICE (50 MINS) People with special needs?), perception
Simulation: When does an event become a disaster? of self (e.g. self-assessment of
capability to respond to disasters, fear),
Pre-Activity (5 mins.) etc.
1. Materials needed: (3) Socio-cultural factors include religion,
social status, traditions, perception by
I. World atlas, or map of Southeast Asia and Oceania with scale society, etc.
II. A lot of building blocks (e.g. Lego), can be several colors but uniform sizes as much as (4) Economic factors include assets and
possible liabilities, income, economic class, etc.
(5) Political factors include government
III. Human figurines or markers structure, diplomatic issues, etc.
(6) Biological factors include flora and
IV. Ruler
fauna in environment, health, diseases,
V. Flat disc about 3-inches in diameter (e.g. lid, carton cut-out) etc.
VI. Worksheet/workbook
RANK 1 2 3 Teacher Tip:
Other items (e.g. rocks, sticks, candy) can
COUNTRY VANUATU TONGA PHILIPPINES be used in lieu of building blocks. The goal
of this activity is for the learners to have a
80+ island nation in 160+ island nation in tactile appreciation of disaster risk
7,100+ island nation in
GEOGRAPHY the south Pacific the south Pacific If creating a layout model for each country
the west Pacific Ocean
Ocean Ocean based on actual shape is challenging for the
learners, you may opt to allow them to have
TOTAL AREA (LAND a rectangular (or any regular polygon) layout
12,189 sq km 747 sq km 300,000 sq km
AND WATER) instead, with the sizes proportional to the
relative sizes of the country.
272,264 106,501 100,998,376
Alternatively, if resources are available,
POPULATION urban population: urban population: urban population:
learners may use large drawings or print-
26.1% 23.7% 44.4% outs of each country. The typhoon will
just have to be larger as well. Computer
simulations can also be used if technology is
Table 1: Top 3 Countries in terms of Disaster Risk (Bndnis Entwicklung Hilft, n.d.), Data on geography, area, and population
available.
(Central Intelligence Agency, n,d.)
2. Show facts about the countries with the highest risk to disasters: Risk - interaction between exposure to
Top 3 countries in terms of Disaster Risk, from the World Risk Report 2015 published by natural hazards including the adverse effects
of climate changes and the vulnerability of
BndnisEntwicklungHilft (Alliance Development Works) (http://www.worldriskreport.org/)
societies. (World Risk Report)
Data on geography, area, and population from CIA The World Fact Book (https://www.cia.gov/
library/publications/the-world-factbook/) You may modify the questions to be
answered.
During Activity (27 mins.)

1. Ask each group to build a representation of Vanuatu, Tonga, and Philippines using the building
blocks in very rough proportion to the given facts, meaning that a country with more islands should
be represented by more blocks and the size and distribution by the actual layout of the blocks. The
maximum size for the Philippines should fit an A4-sized sheet.Ask them to mark capital areas of
each country with a single color block (e.g. red blocks for capital cities and urbanized areas). Allow
them to use a world atlas as reference to the geography and size.
2. Let the learners take note of the total number of blocks used. (5 minutes)
3. The flat disk represents a typhoon. The learners will now simulate a scenario where a typhoon
ravages each country. To do this, the learners will let the disc pass through each country slowly
according to previous typhoons tracks.
29
A. Vanuatu Typhoon Pam (2015)
Global Disaster Alert and Coordination System. (n.d.). Overall red tropical cyclone alert for
pam-15in vanuatu from 09 mar 2015 12:00 utcto 15 mar 2015 12:00 utc. Retrieved from http://
www.gdacs.org/report.aspx?eventtype=TC&eventid=1000149
B. Tonga Typhoon Ian (2014)
European Commission. (n.d.). 13 January 2014: Tonga Tropical cyclone ian. Retrieved from
http://reliefweb.int/sites/reliefweb.int/files/resources/ECDM_20130113_Tonga_IAN.pdf
C. Philippines Typhoon Yolanda (2013)
Panahon TV. (n.d.). Fig 1.1 Actual track vs. Forecast track (2pm 07 nov 2013) of typhoon yolanda
[Digital image]. Retrieved from http://www.panahon.tv/blog/wp-content/uploads/2014/11/
actua_forecast_track.png
Post Activity (20 mins.)

1. Before and while doing the simulation, ask the learners to answer the following questions in their
activity notebook:
I. What are the assumptions made by doing this simulation compared to reality?
II. What is exposure? After the simulated typhoon, how many percent of each country was
impacted by the hazard?
III. How would you compare the simulated effects of typhoons for each of the country models?
What are the similarities? What are the differences?
IV. How do these scenarios reflect actual disaster risk? What is vulnerability and are or are not
included?
ENRICHMENT (10 MINS)

Wrap-Up
1. Cold call learners to explain the concept of disasters and disaster risk.
Guide points:
I. The equation for risk.
II. The complexity of evaluating disaster risk
III. Addressing issues one at a times vs all at the same time
IV. The relevance of this subject
Activities
1. Instead of an essay at Instruction, you may have the learners get creative and make a sketch, artwork, a song, or other creative output.
2. From the results of the simulation, ask the learners to compare the impact measured from the impact of the actual events, based on the
percent of the population affected. This comparison will allow the learners to identify factors (specifically vulnerability) that cannot be
completely simulated in the building block set-up.
3. Aside from the building blocks, you may add human figurines or representations in the countries of services important in disaster response
(doctors, government officials/decision makers, teachers, etc.). These can be used to indicate factors that improve the analysis of risk from a
vulnerability stand point. For example, in countries with more doctors and not all of them are exposed to a hazard, the vulnerability is
lessened as there is a better response to medical needs. To simulate this, the learners may put doctors in each urbanized area and see how
the simulation will go.
EVALUATION
4 3 2 1
COMPREHENSIVE- The chart shows more than The chart shows 5-10 key The chart shows 1-5 key The learners were not able
NESS OF THE 10 key points and shows points and shows points only. to identify key points.
CHART relationships between them. relationships between
them.
PRESENTATION ON The group was able to The group was able to The group was able to The group did not address
DISASTER RISK discuss 5 disaster risk factors discuss 3-4 disaster risk provide touch on only 1-2 the topic.
FACTORS that either affect them or factors with a clear examples of disaster risk
not and gave a clear definition. factors but lacks a clear
definition. definition.
DISASTER The learners made a The learners made a The learners made part of The learners were not able
SIMULATION complete model and complete model and the model as instructed, but to create a model.
typhoon track was accurate; typhoon track was accurate. lacks consideration for
simulation was well aspects like scale and
organized. geography.
ANSWERS TO Learner answered questions Learner answered questions Learner answered Learner did not answer
QUESTIONS and was able to define and was able to define questions, but was not able questions.
exposure and vulnerability exposure and vulnerability. to define factors of
and cite examples. exposure and/or
vulnerability.
31
Additional Resources:
(1) Central Intelligence Agency. (n.d.). The world factbook. Retrieved from https://www.cia.gov/library/publications/the-world-factbook/
(2) Bndnis Entwicklung Hilft. (2011). State failure as a risk factor How natural events turn into disasters. In Author, Worldriskreport 2011.
Retrieved from http://www.worldriskreport.org/fileadmin/PDF/2011/WorldRiskReport-2011_online_EN.pdf
(3) Welle, T., Beck M. W., and Mucke P. (2012). Environmental degradation as a risk factor, in Alliance Development Works, Worldriskreport
2012. Retrieved from http://www.worldriskreport.org/fileadmin/PDF/2012/WRR_2012_en_online.pdf
(4) Marx, M. (2013). Health and healthcare as risk factors, in Alliance Development Works, Worldriskreport 2013. Retrieved from http://
www.worldriskreport.org/fileadmin/PDF/2013/WorldRiskReport_2013_online.pdf
(5) Garschagen, M. (2014). Urbanization and risk challenges and opportunities, in Alliance Development Works, Worldriskreport 2014.
Retrieved from http://www.worldriskreport.org/fileadmin/PDF/2014/WorldRiskReport_2014_online.pdf
(6) Garschagen, M. (2015). How food insecurity influences disaster risk, in Bndnis Entwicklung Hilft, Worldriskreport 2015. Retrieved from
http://www.worldriskreport.org/fileadmin/PDF/2015/WRR_2015_engl_online.pdf
(7) Onita, L. (2014). Floods, storms and quakes uproot 22 million in 2013, numbers to rise. Retrieved from http://uk.reuters.com/article/uk-
foundation-disasters-displaced-idUKKBN0HB2PC20140916
(8) Garschagen, M. (2015). Cities: Drivers of risk or resilience? Retrieved from http://ehs.unu.edu/blog/opinion/cities-drivers-of-risk-or-
resilience.html
(9) Global Disaster Alert and Coordination System. (n.d.). Overall red tropical cyclone alert for pam-15in vanuatu from 09 mar 2015 12:00 utcto
15 mar 2015 12:00 utc. Retrieved from http://www.gdacs.org/report.aspx?eventtype=TC&eventid=1000149
(10) European Commission. (n.d.). 13 January 2014: Tonga Tropical cyclone ian. Retrieved from http://reliefweb.int/sites/reliefweb.int/files/
resources/ECDM_20130113_Tonga_IAN.pdf
(11) Panahon TV. (n.d.). Fig 1.1 Actual track vs. Forecast track (2pm 07 nov 2013) of typhoon yolanda [Digital image]. Retrieved from http://
www.panahon.tv/blog/wp-content/uploads/2014/11/actua_forecast_track.png
(12) Bndnis Entwicklung Hilft. (2015). Worldriskreport 2015. Retrieved from http://www.worldriskreport.org/fileadmin/PDF/2015/
WRR_2015_engl_online.pdf
(13) Merriam-Webster. (n.d.). Risk. Retrieved from
(14) http://www.merriam-webster.com/dictionary/risk
(15) Hermes, E. (2014). World risk map [Digital image].
Identifying Classroom Hazards that can

Lead to Disasters
The learners demonstrate understanding of the concept of disaster and
Introduction Communicating Learning Objectives 5
disaster risk, and the nature and effects of disasters.
Practice Classroom Hazard Mapping 105
Performance Standard
The learners shall be able to: Enrichment Activities and Wrap-Up 10
relate the concept of disaster with daily life. Materials
Learning Competencies Any existing hazard map (e.g. DENR-MGB Flood and
The learners are able to: Landslide Hazard Map)
describe the effects of disasters on ones life (DRR11/12-Ia-b-3) Individual: Activity notebook or sheet of paper, writing
materials
identify areas/locations exposed to hazards that may lead to disasters
(DRR11/12-Ia-b-5) Br group: Manila paper or cartolina, colouring and writing
materials, markers, masking tape or pins
At the end of the lesson, the learners will be able to: Resources
(1) United Nations Office for Disaster Risk Reduction. (n.d.).
identify safe and dangerous areas in terms of disasters; and
Terminlogy - UNISDR. Retrieved from https://
describe these potential disasters. www.unisdr.org/we/inform/terminology
(2) Rep. Act No. 10121 (2010), Available at http://
www.ndrrmc.gov.ph/attachments/article/95/
33
INTRODUCTION (5 MINS) Definitions:
You can bring a newspaper article that
Communicate Learning Objectives describes a historical disastrous event if you
1. Introduce the following Specific Learning Outcomes using any of the suggested protocols anticipate that the learners might not be
(Verbatim, Own Words, Read-aloud): aware about disasters in the Philippines.
I. I will be able to Identify safe and dangerous areas in terms of disasters. HAZARD
II. I will be able to describe these potential disasters. UNISDR (2009) (adapted by Philippines DRR
Law, 2010):
A dangerous phenomenon, substance,

2. Review the basic definition of Hazard and Disaster. human activity or condition that may cause
Hazard - A dangerous phenomenon, substance, human activity or condition that may cause loss loss of life, injury or other health impacts,
of life, injury or other health impacts, property damage, loss of livelihoods and services, social property damage, loss of livelihoods and
services, social and economic disruption, or
and economic disruption, or environmental damage. environmental damage.
Disaster - A serious disruption of the functioning of a community or a society involving Comment: The hazards of concern to
widespread human, material, economic, or environmental losses and impacts which exceeds the disaster risk reduction as stated in footnote
3 of the Hyogo Framework are hazards
ability of the affected community or society to cope using its own resources.
of natural origin and related environmental
and technological hazards and risks. Such
hazards arise from a variety of geological,
3. Have them define in their own words, English, Filipino, and local dialect (if applicable).
meteorological, hydrological, oceanic,
biological, and technological sources,
sometimes acting in combination. In
technical settings, hazards are described
quantitatively by the likely frequency of
occurrence of different intensities for
different areas, as determined from
historical data or scientific analysis.
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.
PRACTICE (105 MINS) Continuation (for Introduction)
Comment: Disasters are often described as
Activity: Creating a Classroom Hazard Map a result of the combination of: the exposure
Overview: The learners will identify hazards in the classroom to a hazard; the conditions of vulnerability
that are present; and insufficient capacity or
measures to reduce or cope with the
Pre-Activity (15 mins) potential negative consequences. Disaster
impacts may include loss of life, injury,
1. Individually, ask the learners to get out a piece of paper or their assigned activity notebook for
disease and other negative effects on
writing. human physical, mental and social well-
2. Ask the learners to list 10 hazards in the classroom. Their answers should be specific to certain being, together with damage to property,
destruction of assets, loss of services, social
locations in the classroom (e.g. the shelf at the corner near the door can fall on someone). (5
and economic disruption and environmental
minutes) degradation.
Group Discussion (10 minutes)

1. Group the learners into teams of five to discuss their list of hazards.
2. One will act as group Facilitator to guide the discussion.
3. Two will report the group output to the class (the Reporters).
4. Two will take note of the discussions in the group and the reporting (the Scribes).
5. The groups should come up with a consensus of the hazards, and how it could lead to a disaster
(the impact), that everyone has identified.
During the Activity (40 mins)

1. Each group should have:
I. A sheet of manila paper or cartolina
II. Coloring materials
2. Learners are to create a Classroom Hazard Map based on their discussion. The maps should be
easy to follow and understand and still roughly to scale.
3. Potential hazards should be colored in red and labeled properly. Possible impacts of these hazards
should be noted by the scribe and reporters.
4. Safe areas and paths should be colored blue.
35
5. Works will be graded by the teacher based on this rubric: Teacher tips:
Learners should be able to use the
definition of hazard when creating and
4 3 2 1
discussing their list. To ensure this, make
sure to go around each group and guide
The map shows The map shows The map shows Map does not
their discussion. Common answers would
5-7 potential 5-7 potential 1-4 hazards only. show hazards. be falling books and furniture, glass
hazards correctly hazards correctly breaking, collapsing structures, etc.
and potential and potential
The map shows Does not show The number of hazards required to be
disasters were disasters were
COMPREHENSIVE- described. 1-2 safe spaces. safe spaces. identified in the classroom may be adjusted
described. depending on the room. The rubric may
NESS OF THE then be adjusted proportionally. But in
MAP most cases, limiting the responses to 10 will
The map shows The map shows allow the learners to have more unique
all safe spaces most safe spaces. answers than with their other classmates,
and the path allowing for livelier discussions.
going out of the

Depending on the size and arrangement of
room. the classroom, you may ask different groups
of learners to go to other rooms (e.g.
Not Applicable Members of the Learners do not library, offices, canteen) or in the school
group know their know their roles grounds, or assign them to specific parts of
All the members roles but and has no the classroom.
of the group discussion was cooperation.

ROLES AND Colors for potential hazards and safe areas
accomplished not very active. may be different depending on availability
TEAMWORK
their roles well of materials.
and were active
during discussion.
Note: A 60-minute class session will likely end here. The next part (reading) will resume in the
next meeting.
Post-activity (55 mins)
1. Each group will post their map in a designated area in the classroom using masking tape.
Reporters must be by their map at all times.
2. The rest of the group will go around and listen to the reports of the other groups. They are
encouraged to ask questions and make constructive reviews of their classmates works.
3. The scribe of each group should take note of potential hazards they might have missed.
4. When everyone is done, debrief the activity.
Guide questions:
I. What will you do should an earthquake happen?
II. What can be done to prevent a disaster in the classroom?

Wrap-Up (5 mins.)
1. Ask: will a hazard always cause a disaster?
Sample situation: There is a volcano in the middle of an uninhabited desert. What is the
hazard? Will there be a human disaster if the volcano erupts?
Activities
1. The Classroom Hazard maps may be used by the class for the whole year. Learners can recreate
their work using digital media, if possible.
2. You can introduce a long-term project where in the learners will identify hazards and create a hazard
map of their home, their classroom, the school, or a place that they frequent. As the course
continues, the learner may improve their map, and develop disaster mitigation plans.
37
Potential Earthquake LESSON OUTLINE
Hazards and their Before the

Lesson
Learner and Teacher Preparation
Effects
Motivation Sharing of Stories 10
Content Standard Practice Activity 80
The learners demonstrate understanding of potential earthquake
hazards Enrichment Reflection Questions 20
Materials
Jelly, large pan with sand and water and brick
Performance Standard Manila paper, markers, papers cut into metacards
The learners shall be able to: Resources
develop a family emergency preparedness plan to guide them on (1) Philippine Institute of Volcanology and Seismology. (2008).
what to do before, during, and after an earthquake (2) PHIVOLCS Earthquake Monitoring. Retrieved from http://
www.phivolcs.dost.gov.ph/index.php?
option=com_content&view=article&id=38&Itemid=75
(3) Philippine Institute of Volcanology and Seismology. (2013). Bohol Earthquake
Learning Competencies 2013. http://www.phivolcs.dost.gov.ph/index.php?
The learners are able to: option=com_phocadownload&view=category&id=37:earthquake&Itemid=44
(4) Philippine Institute of Volcanology and Seismology. (2005). Ang Lindol at mga
identify various potential earthquake hazards (DRR11/12-If-g-17) panganib na dulot nito [Flyer]. Retrieved from http://www.phivolcs.dost.gov.ph/
analyze the effects of the different earthquake hazards (DRR11/12- images/IEC/lindol_panganib.pdf
If-g-19) (5) Philippine Institute of Volcanology and Seismology. (2006). Earthquake and
Earthquake Hazards [Flyer]. Retrieved from http://www.phivolcs.dost.gov.ph/
images/IEC/earthquake_hazards.pdf
(6) PHIVOLCS 200x. Earthquake hazards poster (link to be provided later)
Specific Learning Outcome (7) Incorporated Research Institutions for Seismology. (2014). Liquefaction during
At the end of the lesson, the learners will be able to: the 1906 San Francisco Earthquake. Retrieved from http://www.iris.edu/hq/
inclass/animation/liquefaction_during_the_1906_san_francisco_earthquake
explain the different potential earthquake hazards (8) Alexandra Kowalyk. (2009, November 24). Liquefaction [Video file]. Retrieved
from https://www.youtube.com/watch?v=PwvvYxSZ7PI
(9) Philippine Institute of Volcanology and Seismology. (2011). Tsunami Preparedness
[Flyer]. Retrieved from http://www.phivolcs.dost.gov.ph/index.php?
option=com_phocadownload&view=category&id=17:tsunami-flyer&Itemid=44
BEFORE THE LESSON
Task for Learners:
1. As introduction/ preparation to this lesson, give out as assignment to learners at least a week
before, any of the following, whichever is appropriate:
I. (For areas where learners have internet access) Search the internet for any article/ material
about a major earthquake occurrence. Better if the earthquake that occurred affected the local
area. Submit a 1-page report describing this event (When, What happened, Effects to people
and surroundings). Download photos of impacts/effects/damages and include in your report.
II. (For areas with no access to internet). Interview your grandparents, parents, uncles/aunts, older
brother/sister, neighbor who have experienced earthquake in the past. Ask the following
questions: a. When did this earthquake occur (Month/Year if possible). b. Can you describe
what you felt during the earthquake, what you did, and what were the effects that you saw after
the earthquake. If no adult in the household ever personally experienced an earthquake, ask the
adult if he/she can recall an earthquake event in other places. Submit a 1-page written report of
their story/ narratives.
Task for Teacher:

1. Search the internet and download photographs of impacts/effects of earthquakes. Print some of
these photos in pagesize papers or bigger.
INTRODUCTION (10 MINS)

Communicate Learning Objectives (5 mins)
1. Identify the possible different effects from a major earthquake
2. Relate the different effects with associated earthquake hazards
3. Identify and explain the different earthquake-related hazards that can affect my home and
community
Review (5 mins)
1. Ask the class what they think of when they hear the word earthquake. Write these on the board. Teacher Tip.
This part is a review of JHS topics on earth
Sample responses: Shaking, damages- collapse of building, injuries, deaths,
science.
39
2. Define what an earthquake is.
Answer. An earthquake is a feeble shaking to violent trembling of the ground produced by the
sudden displacement of rocks or rock materials below the earths surface. There are two types of
earthquakes: tectonic and volcanic earthquakes. Tectonic earthquakes are those generated by
the sudden displacement along faults in the solid and rigid layer of the earth. Earthquakes
induced by rising lava or magma beneath active volcanoes are called volcanic earthquakes.
This lesson will focus on tectonic earthquakes
3. Define what a fault is.

Answer. 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 active fault if it has
historical and contemporary seismicity, has evidence of fault slip based on displaced rocks or
soil units of known age and displaced landforms; an active fault is defined as a fault which has
moved within the last 10,000 years
4. Ask the class what is the meaning of hazard to them.

Answer. A dangerous phenomenon (substance or human activity) that may cause loss of life,
injury or other health impacts, property damage, loss of livelihood and services, social and
economic disruption or environmental damage
Teacher Tip.
MOTIVATION (10 MINS) Answers will depend on location
Sharing of Stories Possible answers:
1. Based on learners answers on the assignment, ask the learners to name earthquake events that Local events: 16 July 1990 Luzon
they were able to research on whether by internet or interviews. Earthquake, 1976 Moro Gulf Earthquake,
2013 Bohol Earthquake, 2012 Negros
2. Write the answers on the board for reference of learners for later discussion.
Earthquake, E Samar Earthquake, etc
3. Why are these earthquake events remembered? (Possible Answers: Because of its impacts, the
damages, the deaths and injuries, it directly affected learner, affected relatives, etc) International events: 2010 Chile
Earthquake, 2011 March Eastern Japan
Earthquake, 2004 Banda Aceh, Indonesia
Earthquake, 2015 Nepal earthquake;
Several China earthquakes (note need to
search..)
PRACTICE (80 MINS)
Lecture Part
1. Post some photos of impacts of earthquake on the board.
2. Discuss the 5 different earthquake-related hazards using the photos.
3. Hazards are events or phenomena that may cause loss of life, injury or other health impacts,
property damage, loss of livelihood and services, social and economic disruption or environmental
damage. The following are the most common earthquake-related hazards: ground rupture, ground
shaking, liquefaction, tsunami, and earthquake-induced landslides.
I. Ground shaking- disruptive up-down and sideways movement or motion experienced during
an earthquake.
A. Strong ground shaking can cause objects to fall, break windows among others.
B. Strong ground shaking can also result to minor damages to buildings and worse, cause
collapse of a structure. (e.g. collapse of Hyatt Hotel, Baguio City after the 16 July 1990
Luzon Earthquake).
C. Most part of the Philippines will experience shaking at different degrees depending on
magnitude of earthquake, distance of ones location from the fault that moved, local below
surface conditions, etc)
A. Demonstrate ground shaking using jelly. You need to prepare the jelly the night before
the activity so that it is fully set when learners begin the activity. Pour the jelly into eight
8-inch square pans to be shared by 3 groups (divide jelly into 3) or in one large pan
for the entire class to share
B. Ask the learners what they observe.

Note: The discussion on ntensity will be linked later on the hazard maps topic.
41
II. Ground rupture- displacement on the ground due to movement of fault .
A. This will be experienced by areas where fault passes through (note not all cracks on
the ground that people see after a strong earthquake are faults, some may just be
surficial cracks because of ground failure)
B. The movement may have vertical and horizontal component and may be as small as
less than 0.5 meters (Masbate 1994 earthquake) to as big as 6 meters (16 July 1990
Earthquake).
III. Tsunami- sea waves resulting from the disturbance of ocean floor by an earthquake
A. This is a series of giant sea waves commonly generated by under-the-sea earthquakes and
whose heights could be greater than 5 meters.
B. Examples of recent tsunami events in the Philippines are the August 1976 Moro Gulf
Earthquake and Tsunami and the November 1994 Oriental Mindoro Earthquake and
Tsunami, December 2004 Banda Aceh Earthquake (Indonesia), and March 2011 Eastern
Japan http://www.phivolcs.dost.gov.ph/index.php?
option=com_phocadownload&view=category&id=17:tsunami-flyer&Itemid=44 (Tsunami
Flyer, English)28 August 2015
IV. Liquefaction- is 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. As a result, any heavy load on top of the sediment body will either sink or tilt as the sediment
could no longer hold the load, such as what happened in Dagupan City during the 16 July 1990
earthquake. (e.g. San Francisco 1906: http://www.iris.edu/hq/inclass/animation/
liquefaction_during_the_1906_san_francisco_earthquake)
B. Demonstrate liquefaction using a pan, put sand to fill up to half the height of pan slowly pour
water to into it half level of sand. Put a heavy object (brick, etc) on top. Shake the pan. The
brick/ heavy object should tilt.
C. Ask the learners, what can you observe?
V. Earthquake-induced landslide- failures in steep or hilly slopes triggered by an earthquake
A. loose thin soil covering on the slopes of steep mountains are prone to mass movement,
especially when shaken during an earthquake.
B. Many landslides occur as a result of strong ground shaking such as those observed on
the mountainsides along the National Highway in Nueva Ecija and the road leading up to
Baguio City during the 16 July 1990 earthquake.
4. Prepare this template on a large manila paper, put enough space for learners to put their metacards
and provide for each group.
EARTHQUAKE-INDUCED
GROUP GROUND RAPTURE LIQUEFACTION TSUNAMI
LANDSLIDE
Name of Learner
Name of Learner
Name of Learner
PART 2. Group Activity (40 mins)

Pre-Activity (5 mins)
1. Divide the class into 3 groups. For each group, learners should identify 1 Facilitator to lead the
discussion, 1 person to act as Secretary to write the final answers, another person as Reporter to
discuss the results of group discussion. All learners should write the identified impacts on the
metacards. And there should be group discussion.
43
During Activity (15 mins)
1. Ask the learners to share their assignment about stories of past earthquake events with their group.
2. Let them write on metacards specific impacts or effects that they gathered based on descriptions
from stories they downloaded or from descriptions of the adults that they interviewed. Ask them to
write as many as they can identify (at least 10, can be more).
3. Ask the learners to classify these, can they identify under which of the 5 hazards do these impacts
fall? (example: shelves and cabinets that toppled down, building collapse, building damage- are
due to ground shaking; buildings that tilt/ experience some form of subsidence/ sinking after an
earthquake is a result of liquefaction); Post answers under appropriate columns.
Post-Activity (20 mins)

1. Post the manila paper as accomplished by each group. Give learners 5 minutes per group to
explain their answer. (15 minutes)
2. Discuss the answers, summarize for the learners (5 minutes)

Reflection Questions
1. Reinforce, reiterate where / in which environment each of the hazard is experienced or is more
prominent.
2. Ask the learners, based on what they have learned so far, think of their home, what are the possible
impacts/ effects of the 5 earthquake hazards to their home/s?
3. Ask the learners to write this checklist in their notebook:
What are the potential hazards that can affect me, my home and my community. How?
Will I be affected by (check all the will apply)
I. Ground Rupture (only if a fault passes through my home) (Note: This will be important for areas with known presence of faults)
II. Ground shaking: Yes
III. Liquefaction (Note, only for areas near rivers, coastal areas, underlain by soft sediments or water-saturated materials)
IV. Earthquake-induced landslide (if my home is near/ at the base or on the slope of a mountain side)
V. Tsunami (if my home is near the coast)
Those I have checked are the hazards I need to prepare for.
Note: This part shall be linked with DRR11/12-If-g-20- Different earthquake hazards maps-
activity will validate answers to this enrichment section.
EVALUATION
4 3 2 1
SUMMARY TABLE OF The table shows The table shows 50-70% The table shows 10-40% The table does not show
HAZARDS AND 80-100% of impacts of impacts identified of impacts identified any of the impacts were
IMPACTS identified were correctly were correctly placed were correctly placed correctly placed under
placed under associated under associated hazard under associated hazard the associated hazard
hazard
COOPERATION AMONG The Facilitator was able The Facilitator, The learners know their The learners do not
MEMBERS to lead the discussion Secretary, Reporter and roles but were not know their roles and the
well, the Reporter was the rest of the members actively portraying their discussion was not
able to clearly present were able to help each responsibilities the properly facilitated
the summary of the other and were able to entire time among the learners
groups output within come up with a
the given time. comprehensive output.
45
Tsunami Signs
The learners demonstrate understanding of potential earthquake hazards. Before the Task for Learners and Teackers
Lesson
The learners shall be able to: Introduction Communicating Learning Objectives 5
develop a family emergency preparedness plan to guide them on what to Motivation Sharing of Stories 5
do before, during, and after an earthquake
Practice Activity 40
Learning CompetencY
The learners are able to: Evaluation Quiz and Reflection Questions 10
recognize the natural signs of an impending tsunami (DRR11/12-If-g-18) Materials
Manila paper, permanent markers
Specific Learning Outcome
At the end of the lesson, the learners will be able to: Resources
(1) 1976 Moro Gulf Earthquake (n.d.). Retrieved from http://
explain the three (3) important natural signs of an impending tsunami 202.90.128.66/1976MoroGulfEQ/index-moro.html
(2) Buck, P. S. (n.d.). The big wave. Retrieved from http://
www.nplainfield.org/cms/lib5/NJ01000402/Centricity/Domain/873/
bigwave%20entire%20text.pdf
(3) Caribbean Disaster Emergency Management Agency. (2010). Tsunami
smart teacher education resource kit. Retrieved from http://
www.uwiseismic.com/downloads/
tchws_pae_teacherresourcekit_final.pdf
(4) International Tsunami Information Center. (2010). Where the first wave
arrives in minutes: Indonesians lessons on surviving tsunamis near their
sources. Retrieved from http://itic.ioc-unesco.org/images/docs/
where_the_first_wave_arrives_in_minutes_sml.pdf
(5) International Tsunami Information Center. (2013). Tsunami glossary.
Retrieved from http://itic.ioc-unesco.org/index.php?
option=com_content&view=article&id=1328&Itemid=1142&lang=en

BEFORE THE LESSON
Task for Learners:
1. As introduction/ preparation to this lesson, give out as assignment to learners at least a week
before, any of the following, whichever is appropriate:
I. Research Activity/Assignment. Search the internet for any article/ material about a major
earthquake worldwide and local. Better if the earthquake that occurred affected the local area.
Submit a 1-page report describing this event (When, What happened, Effects to people and
surroundings). Download photos of impacts/effects/damages and include in your report. Write
and submit report.
Task for Teacher:

1. Search the internet and download resources.
Communicate Learning Objectives (5 mins)
1. Identify the 3 natural signs of an impending tsunami.
2. Discuss how one may prepare and protect oneself in case of a tsunami generating earthquake.
Review (5 mins) Teacher Tip:
1. Ask the class what they remember about the major hazards related with earthquake event. This part is a review of previous meetings
lesson on earthquake hazards (DRR11/12-If-
2. Define what a tsunami is (see Teacher Tip) g-17 and 12-If-g-19)
Answer. A tsunami is a series of giant sea waves commonly generated by under-the-sea
earthquakes and whose heights could be greater than 5 meters.
MOTIVATION (10 MINS)

Sharing of Stories
1. Show a map of the Philippines with plots of historical tsunamis.
2. You may state:
This is a map of the Philippines showing locations of most destructive tsunami events recorded
in Philippine history. We had around 90 destructive earthquakes, around 40 tsunamis for past
400 years, and our coastal areas at eastern and western margins fronting major seas and inland
seas have been affected by tsunamis.
47
3. Based on learners answers on the assignment, ask the learners to share tsunami stories that they Possible Answers
were able to research on. Local events: 1976 Moro Gulf Earthquake,
1994 Mindoro Earthquake and Tsunami
4. Write the answers on the board for reference of learners for later discussion.
International events: 1960 Chile event 2010
YEAR or Chile Earthquake, 2011 March Eastern
LOCATION OF LOCAL or
MAJOR IMPACTS Japan Earthquake, 2004 Banda Aceh,
DATE EVENT INTERNATIONAL Indonesia Earthquake,
PRACTICE (80 MINS)

PART 1: Teacher to Discuss as Introduction (10 mins)
1. Tsunami- sea waves resulting from the disturbance of ocean floor by an earthquake; is a series of
giant sea waves commonly generated by under-the-sea earthquakes and whose heights could be
greater than 5 meters.
2. Tsunami vs Storm surge. A tsunami is a Japanese word meaning harbor waves. A tsunami is
commonly generated by disturbances associated with earthquakes occurring below or near the
ocean floor. It occurs when the earthquake is shallow-seated and strong enough to displace parts of
the seabed and disturb the mass of water over it. In addition, underwater volcanic eruptions and
landslides can also generate a tsunami.
Sometimes, tsunamis are erroneously called tidal waves. Remember that tsunamis are generated
by earthquakes and tsunami waves are generated because of movement of fault under the sea.
Tsunamis have nothing to do with high tide and low tide which is caused by the gravitational pull
between the earth and moon. The increase in wave heights associated or during typhoons (when
there are strong winds) or tropical cyclones are called storm surges.
Storm surges (wind-generated waves on the surface of the sea) are not tsunamis (undersea
earthquake-generated) (from PHIVOLCS, 2008, Training Module School Teachers Seminar-Training
on Natural Hazards Awareness and Preparedness Focus on Earthquakes and Volcanoes )
3. Two kinds of Tsunami. There are two types of tsunami generation: (1) local tsunami (2) and far field
or distant tsunami. The coastal areas in the Philippines especially those facing the Pacific Ocean,
South China Sea, Sulu Sea and Celebes Sea can be affected by tsunamis that may be generated by
local earthquakes.
Local tsunamis are confined to coasts within a hundred kilometers of the source usually
earthquakes and a landslide or a pyroclastic flow. It can reach the shoreline within 2 to 5 minutes.
Far field or distant tsunamis can travel from 1 to 24 hours before reaching the coast of the nearby
countries. These tsunamis mainly coming from the countries bordering Pacific Ocean like Chile
(1960 2010, 2015), Alaska in USA and Japan (2011). PTWC (Pacific Tsunami Warning Center) and
NWPTAC (Northwest Pacific Tsunami Advisory Center) are the responsible agencies that closely
monitor Pacific-wide tsunami event and send tsunami warning to the countries around the Pacific
Ocean. (from PHIVOLCS, 2008, Training Module School Teachers Seminar-Training on Natural
Hazards Awareness and Preparedness Focus on Earthquakes and Volcanoes )
4. Local tsunami. Discuss Examples of recent tsunami events in the Philippines are the August 1976
Moro Gulf Earthquake and Tsunami and the November 1994 Oriental Mindoro Earthquake and
Tsunami, December 2004 Banda Aceh Earthquake (Indonesia), and March 2011 Eastern Japan
http://www.phivolcs.dost.gov.ph/index.php?
option=com_phocadownload&view=category&id=17:tsunami-flyer&Itemid=44 (Tsunami Flyer,
English) 28 August 2015, The natural signs of impending tsunami using the reading materials.
49
PART 2. GROUP LEARNING ACTIVITY: READING and DISCUSSION SESSION (30 MINS)
1. Divide the class into 3 groups . 1 answer sheet per group. Analyze reading materials to be
discussed in class. (Distribute the 3 reading materials).
2. Give the learners 5 mins to read the assigned material, and another 5 minutes to discuss. The group
should answer this question:
Can you recognize what sign was observed by the main narrator of the story?
READING No. 1 (Warnings of a Tsunami Underway from Where the First Wave Arrives in
Minutes (2010), UNESCO
1. Ask a volunteer learner from group 1 to read this first material.
2. From the reading ask learners to write what they think were the signs mentioned in the text.
Answer: 1. Strong shaking, Earthquake
READING NO. 2 (The Sea May Withdraw Shortly Before it Attacks from Yulianto and Others, 2010.
from Where the First Waves Arrive in Minutes, UNESCO)
1. Ask another learner volunteer from group 2 to read this material.
2. According to the story, as soon as the strong shaking or earthquake stopped, what did the man
observe?
I. This reading highlights the sign that there might be observed changes in the sea level. This time
it is more specific and states the sea may withdraw before it attacks
II. Ask the learners to write in their answer sheet the 2nd sign
3. So, now, we have 2 signs:
I. Strong earthquake and
II. Sea will withdraw. Rapid lowering of sea level or noticeable rise and fall of coastal water
READING NO. 3. (The Sea May Boom from Yulianto (2010). Where the First Wave Arrives in Minutes)
1. Ask a volunteer from group 3 to read this last material. To those who grew up and lived by the sea,
they know the normal sound of the sea.
2. According to the reading material, under a different situation such as a strong earthquake, and
observance of changes in the behavior of the sea. What is the third observation that confirms
incoming tsunami waves?
Based on eyewitnesses, there is a distinct rumbling sound made by incoming waves- described
as Distinct roaring sound, strange unusual strong sound (e.g. sucking sounds), rumblings of
many trucks or jet-like or gush of strong rain. So, this is the 3rd natural sound.
3. In summary, Natural Signs of an Approaching Tsunami

To mitigate the effect of the tsunami, the community should be aware of the natural signs that
they might observe. The three natural signs of an approaching tsunami are:
I. A strong felt earthquake,
II. Unusual sea level change: sudden sea water retreat (exposed sea beds coral flats,
fishes, etc..) or rise, and
III. Unusual rumbling sound of approaching waves (e.g. sound like that of a train)
4. Based on stories from eyewitnesses and survivors of past tsunamis, the following are the natural
signs of an impending tsunami
I. Feel an earthquake. If the ground shakes under your feet in a coastal region, a tsunami may
have been caused by a strong undersea earthquake. However, you may not feel an earthquake if
the event is far away.
II. See ocean water disappear from the beach, bay or river Before a tsunami arrives, water may
recede from the shoreline before returning as a fast-moving wall of water. If you notice the water
is disappearing, tell your family and friends and prepare to move inland or to higher ground.
III. Hear an unusual roaring sound If you hear a loud roar approaching (a bit like a passenger jet or
a train), tell your family and friends. It could be a tsunami approaching.
51
EVALUATION (10 MINS)
Quiz - True or False?
1. Ask your learners to answer true or false to the following sentences.
A. I should go to the shore to watch a tsunami. [FALSE]
B. All undersea earthquakes cause tsunami. [FALSE]
C. If I felt a strong earthquake while near the coast, I should wait to hear the rumbling sound before
moving to high ground (FALSE )
D. If a small tsunami is coming, I should get out of the water and wait until I hear it is safe to return.
[TRUE]
E. Is a big tsunami is coming, I should move as far inland as I can or to higher ground. [TRUE]
F. If I am swimming when a small tsunami comes, I could get dragged out to sea by the strong rips
and currents. [TRUE]
G. A tsunami is most often caused by undersea earthquakes. [TRUE]
Reflection Questions
1. Ask the learners, based on what they have learned so far, what are the areas (in their city,
municipality or province) that can possibly be affected by tsunami ?
A. If my home is near the coast, will I be affected by Tsunami? (depends if their area is fronting a
known offshore/ under the sea earthquake generator)
B. How do I prepare for tsunami? (How far is your home/ school from the coast? To elevated area?)
2. Learners write their responses in their notebooks.
Note: This part shall be linked with DRR11/12-If-g-20-

Different earthquake hazards maps- activity will validate answers to this Evaluation Section.
4 3 2 1
SUMMARY The list is complete and has The list shows 2 of identified The list mentions 1 of the The list from each group
TABLE: the 3 natural signs. natural signs natural signs does not show any of the
TSUNAMI expected answers (3 natural
EVENTS AND signs)
THEIR IMPACTS
COOPERATION The Facilitator was able to The Facilitator, Secretary, The learners know their roles The learners do not know
AMONG lead the discussion well, the Reporter and the rest of the but were not actively their roles and the discussion
MEMBERS Reporter was able to clearly members were able to help portraying their was not properly facilitated
present the summary of the each other and were able to responsibilities the entire among the learners
groups output within the come up with a time.
given time. comprehensive output.
1. International Tsunami Information Center. (2014). Surviving a tsunami: Lessons from Chile, Hawaii, and Japan. Retrieved from http://itic.ioc-
unesco.org/images/stories/awareness_and_education/surviving_a_tsunami/Surviving_v2014_sm_Eng_20150109.pdf
2. Martinez-Villegas, M. L. (2015). Filipinos in japan: Narratives of experience from the march 11, 2011 great east japan earthquake and
tsunami. Journal of Disaster Research, 10(1), 135-144.
3. Philippine Institute of Volcanology and Seismology. (1994). The 15 november 1994 mindoro earthquake. Retrieved from http://
earthweb.ess.washington.edu/tsunami/specialized/events/mindoro/report.html
4. Philippine Institute of Volcanology and Seismology. (2006). Tsunami [Flyer]. Retrieved from http://www.phivolcs.dost.gov.ph/index.php?
option=com_phocadownload&view=category&id=17:tsunami-flyer&Itemid=44
5. Philippine Institute of Volcanology and Seismology. (2008). Phivolcs earthquake monitoring. Retrieved from http://
www.phivolcs.dost.gov.ph/index.php?option=com_content&view=article&id=38&Itemid=75
6. Philippine Institute of Volcanology and Seismology. (2013). The great east japan earthquake and tsunami 11 march 2011: Ang huling
sayonara [Comics]. Retrieved from http://satreps.phivolcs.dost.gov.ph/images/jica_materials/
comics_no2_lornaKikuta_anghulingsayonara.pdf
7. Philippine Institute of Volcanology and Seismology. (2013). The great east japan earthquake and tsunami 11 march 2011: Bagong pag-asa
[Comics]. Retrieved from http://satreps.phivolcs.dost.gov.ph/images/jica_materials/comics_no4_bagong_pag_asa.pdf
53
8. Philippine Institute of Volcanology and Seismology. (2013). The great east japan earthquake and tsunami 11 march 2011: Daang
mapanganib [Comics]. Retrieved from http://satreps.phivolcs.dost.gov.ph/images/jica_materials/
comics_no1_imeldasuzuki_daangmapanganib.pdf
9. Philippine Institute of Volcanology and Seismology. (2013). The great east japan earthquake and tsunami 11 march 2011: Oras ng peligro
[Comics]. Retrieved from http://satreps.phivolcs.dost.gov.ph/images/jica_materials/comics_no3_oras_ng_peligro.pdf
10. Philippine Institute of Volcanology and Seismology. (2014). Philippine tsunami and seiches (1589-2012). Retrieved from http://
www.phivolcs.dost.gov.ph/index.php?option=com_content&view=article&id=3547&Itemid=500038
11. ProVention Consortium. (2008, August 5). Tales of disasters 3. Tsunami (English) [Video file]. Retrieved from https://www.youtube.com/
watch?v=aiBR45Ntk_0
12. Short amateur video on 2004 December Banda Aceh Tsunami and 2011 March Japan Tsunami
13. U.S. Geological Survey. (1999). Surviving a tsunami: Lessons from chile, hawaii, and japan. Retrieved from http://pubs.usgs.gov/circ/c1187/
Earthquake Hazard Maps

The learners interpret different earthquake hazard maps Introduction Communicating Learning Objectives 10
Performance Standard Practice Hazard Maps 30
Practice Take-home activity 20
develop a family emergency preparedness plan to guide them on what to
do before, during, and after an earthquake Materials:
Hazard Maps, Bond paper, Tracing Paper, Pens
Learning Competency
The learners are able to: Suggested Resources
(1) U.S. Geological Survey. (2015). Earthquake Hazards 101 - the Basics.
Interpret different earthquake hazard maps (DRR11/12-If-g-20) Retrieved from http://earthquake.usgs.gov/hazards/about/basics.php
(2) U.S. Geological Survey. (2014). Earthquake Hazards 201 - Technical
Specific Learning Outcome Q&A. Retrieved from http://earthquake.usgs.gov/hazards/about/
At the end of the lesson, the learners will be able to: technical.php#use
(3) Udono, T. and Sah, A. K. (2002, August 7). Hazard Mapping and
use the different earthquake hazard maps and integrate this information Vulnerability Assessment. Paper presented in Regional Workshop on
into the class disaster preparedness plan Total Disaster Risk Management, Asian Disaster Reduction Center.
Kobe, Japan: Asian Disaster Reduction Center
(4) Hazard map. (n.d.). Retrieved DATE from Wikipedia: https://
en.wikipedia.org/wiki/Hazard_map
(5) Philippine Institute of Volcanology and Seismology. (2010). Philippine
Fault Zone Maps. Retrieved from http://www.phivolcs.dost.gov.ph/
index.php?
(6) Philippine Institute of Volcanology and Seismology. (n.d.). VFS Atlas.
Retrieved from http://www.phivolcs.dost.gov.ph/index.php?
option=com_wrapper&view=wrapper&Itemid=500043
(7) Earthquake brochure PHIVOLCS (no date) Philippine Institute of
Volcanology and Seismology. (n.d.). PHIVOLCS Earthquake Intensity
Scale (PEIS). Retrieved from http://www.phivolcs.dost.gov.ph/
index.php?
option=com_phocadownload&view=category&id=13:peis&Itemid=44
(8) Philippine Institute of Volcanology and Seismology. (n.d.). Philippine
Institute of Volcanology and Seismology. Retrieved from http://
www.phivolcs.dost.gov.ph/
55
Teacher Tip
Communicate Learning Objectives (5 mins) This part is a review of previous meetings
1. Interpret different earthquake hazard maps. lesson on earthquake hazards DR
R11/12-If-g-17 and 12-If-g-19
Review (5 mins)
1. Ask the class what they remember about the major hazards related with earthquake event.
PRACTICE (30 MINS)

Hazard Maps
1. Briefly discuss the following:
2. You may state:
PHIVOLCS Earthquake Intensity Scale here
This is a map of the Philippines showing locations of most destructive tsunami events recorded For reference, see PHIVOLCS Earthquake
in Philippine history. We had around 90 destructive earthquakes, around 40 tsunamis for past Intensity Scale (n.d.).
400 years, and our coastal areas at eastern and western margins fronting major seas and inland
An alternative is if the learners are not from
seas have been affected by tsunamis.
QC or the school is in a place outside NCR,
3. Based on learners answers on the assignment, ask the learners to share tsunami stories that they then Teacher can choose to
were able to research on.
(1) provide specific location for learners to
4. Write the answers on the board for reference of learners for later discussion. use
(2) download earthquake hazard maps
available using this link:
I. Concepts of Magnitude and Intensity http://www.phivolcs.dost.gov.ph/
A. Magnitude of an earthquake refers to the amount of energy released, measured by the go to HAZARD MAPS to use other
hazard maps available
amount of ground displacement or shaking. It is calculated based on record of the
earthquake (seismograph). It is represented by Arabic numbers (ex. 4.8, 9.0)
B. Intensity is the strength of an earthquake as perceived and 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. The intensity is generally higher near the epicenter. It is
represented by Roman Numerals (ex. II, IV, IX) .
II. Hazard Maps - People and properties are affected by earthquake due to any or a combination
of the following: unsafe location, poor construction, people dont believe or know that they be
affected, people dont know how they can be affected, people dont know what to do, and
there is lack of timely and proper response.
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.
A. As we learned in earlier modules, for earthquakes, there are at least 5 earthquake-related

hazards that one needs to consider: ground rupture, ground shaking, liquefaction,
earthquake-induced landslides and tsunami.
B. Hazard Maps are maps that show different hazards that may affect a certain area. For
earthquakes, a ground shaking hazard map shows the distribution of earthquake shaking
levels that have a certain probability of occurring. A ground rupture hazard map shows
areas wherein faults cut across. There are hazard maps for liquefaction, earthquake- MAP A: DISTRIBUTION OF ACTIVE
induced landslide and tsunami. FAULTS IN QUEZON CITY
III. These maps were generated to provide the most accurate and detailed information possible to
assist engineers in designing buildings, bridges, highways, and utilities that will withstand
shaking from earthquakes in an area. These maps are used by local governments to help
establish zoning, construction requirements necessary to preserve public safety and for
purposes of general planning for disaster risk reduction and mitigation.
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 symbols mean)
C. Scale (refer to the bar scale as this helps determine distances, etc)
MAP B: QUEZON CITY GROUND

SHAKING HAZARD MAP
57
5. Hands-on Activity using the maps
A. An example of hazard map for ground rupture. Below (A) is the map of Quezon City showing
areas where the fault known as the Valley Fault System (VFS) passess through.
B. Map B is the Ground shaking hazard map for Quezon City. As discussed earlier, if the scenario is
a Magnitude 7.2 earthquake, the map which is now color-coded shows areas that will
experience various Intensities from 6-9. (refer to the legend)
6. Using the map A, locate where your community is. Find where the red line is, this significies where
the VFS is located. How far is your community from the fault.
7. Using map B, what is the likely intensity that your community will experience during a Magnited 7.2
earthquake.
PRACTICE (40 MINS)

Take-Home Activity - Learners submit a report a week after
PART I.
1. Learners to search the internet, go to PHIVOLCS site, refer to hazard maps to identify the different
hazards likely to affect their community. Use the following table to assess the communitys exposure
to hazard.
PART II. Elements at risk

1. Using the provided Active Faults Map of your barangay, study the map carefully and its legend.
2. Can you identify where the trace of the VFS is?
3. Identify major streets that you can recognize. Write the street name on the map.
4. Identify and mark the following on the map:
I. Barangay Hall
II. Village Clubhouse
III. Schools, DayCare Center
IV. Hospitals, Clinics,
V. Groceries, Markets
VI. Important infrastructures (bridges, gymnasium/ open or covered courts, etc)
VII. Water tanks; deep wells, Using the ruler or string, determine the distance of some of these
elements from the trace of the VFS nearest some elements at risk.
5. Take note if any of these identified elements on your map fall within any of the identified hazard
zones (groundshaking, liquefaction and earthquake induced landslide ).
6. Are any of the identified elements at risk transected by the VFS? Take note of these.
HAZARD INTENSITY REMARKS
GROUND SHAKING High Moderate Low
EARTHQUAKE INDUCED LANDSLIDE High Moderete Low

(Circle)
LIQUEFACTION (Circle) High Moderete Low
ACTIVE FAULT (Circle) TRANSCECTED NOT TRANSECTED
PART III. Open spaces and evacuation routes.

1. Identify open spaces that are available within your barangay or nearby. List as many as you can
identify. Show location on the map.
HAZARDS 4 3 2 1
EVALUATION OF ASSIGNMENT High Moderate Report Report answers Report does not answer
Report answers answers 70-89% of 50-69% of the guide most of the guide
90-100% of guide the guide questions in questions in the take questions in the take
questions in the take the take home activity home activity home activity
home activity
59
Precautionary Measures for Earthquakes

The learners apply precautionary measures for earthquakes. Before the Tasks for Learners and Teachers
Lesson
develop a family emergency preparedness plan to guide them on what to Motivation Photographs 10
do before, during, and after an earthquake.
Practice Group Discussion 35
Learning Competency
The learners are able to: Evaluation True or False? 5
apply precautionary and safety measures before, during and after an Enrichment Inquiry 5
earthquake (DRR11/12-If-g-21)
Materials:
Specific Learning Outcomes Manila paper from previous lesson, list of earthquake hazard and impacts,
cartolina
explain how to prepare before, during and after an earthquake; Suggested Resources
(1) Philippine Institute of Volcanology and Seismology. (2011). Earthquake
identify what are the proper actions to do during an earthquake; and preparedness guide [Flyer]. Retrieved from http://
design a promotional material that tackles preparedness before, during www.phivolcs.dost.gov.ph/index.php?
option=com_phocadownload&view=file&id=41:earthquake-
and after an earthquake
preparedness-guide-pocketsize&Itemid=44
(2) Philippine Institute of Volcanology and Seismology. (2013).
Earthquake!!! Are you prepared? [Poster]. Retrieved from http://
option=com_phocadownload&view=file&id=71:earthquake-are-you-
prepared&Itemid=44
BEFORE THE LESSON
For Learners
1. Learners present their posters in a display.
Paano mo matutulungan ang iyong pamilya na maghanda bago, habang at pagkatapos ng
lindol? How can you help your family to prepare before, during and after an earthquake?
For Teachers
1. Teachers prepare a cartolina with this written Earthquakes alone dont injure or kill people. It is
our practices at home, in school, in the workplace or outside that could hurt or injure us and
others.
1. Explain and give examples on how to prepare before, during and after an earthquake Teacher Tip:
2. Discuss how one may prepare and protect oneself in case of an earthquake This part is a review of previous meetings
lesson on earthquake hazards DRR11/12-If-
Review g-17 and 12-If-g-19
1. Ask the class what they remember about the major hazards related with earthquake event.

Photographs
1. Show these photos of impacts of a major earthquake.
61
2. Ask: How can we avoid this from happening?
3. Post the cartolina you prepared with this Earthquakes alone dont injure or kill people. It is our
practices at home, in school, in the workplace or outside that could hurt or injure us and others.
W5 is this so?
PRACTICE (35 MINS)

Part 1: Group Discussion Session to be Facilitated by Teacher (20 mins) Teacher Tip:
1. Divide the class into 3 groups. Identify a leader to lead the discussion, a secretary to write down Source: PHIVOLCS flyer
answers in the Manila paper and a speaker to present the group outputs. EARTHQUAKE PREPARENDESS
GUIDE
2. Provide manila paper and pens per group. Ask the learners to discuss the assigned topics / tasks for
discussion:
I. Group 1. List the ways by which we can prepare before an earthquake. http://www.phivolcs.dost.gov.ph/
index.php?
II. Group 2. List actions that one must do during an earthquake.
option=com_phocadownload&view
III. Group 3. List possible actions that one must do after an earthquake. =category&id=12:earthquake-what-
to-do-before-during-and-after-an-
earthquake&Itemid=44
Discussion Guide to Teacher
1. What to do BEFORE an earthquake
I. The key to effective disaster prevention is planning.
A. Know the earthquake hazards in your area
B. Follow structural design and engineering practices when constructing a house or a building
C. Evaluate structural soundness of the buildings and houses; strengthen or retrofit if necessary
II. Prepare your homes, workplace or schools:
A. Strap or bolt heavy furniture, cabinets to the walls
B. Check the stability of hanging objects like ceiling fans and chandeliers
C. Breakable items, harmful chemicals and flammable materials should be stored properly in
the lowermost secured shelves
III. Familiarize yourself with the exit routes.
IV. Know where fire extinguishers, first aid kits, alarms and communication facilities are located.
Learn how to use them beforehand.
A. Prepare a handy emergency supply kit with first aid kit, canned food and can opener, water,
clothing, blanket, battery-operated radio, flashlights and extra batteries
V. Conduct and participate in regular earthquake drills
2. What to do DURING an earthquake.

I. When you are INSIDE a structurally sound building or homeSTAY there! Do the Duck, Cover
and Hold on
A. If possible, quickly open the door for exit.
B. Duck under a sturdy desk or table, and hold on to it, or protect your head with your arms
C. Stay away from glass windows, shelves and other heavy objects
D. Beware of falling objects. Be alert and keep your eyes open.
II. If youre OUTSIDE.. move to an open area!
A. Stay away from trees, power lines, posts and concrete structures
B. Move away from steep slopes which may be affected by landslides
C. If youre near the shore and feel an earthquake especially if its too strong, MOVE QUICKLY
TO HIGHER GROUNDS. Tsunamis might follow.
III. If youre in a moving vehicle, STOP and get out! Do not attempt to cross bridges, overpasses or
flyovers which may have been damaged.
3. What to do AFTER an earthquake.

I. Be prepared for aftershocks. Once the shaking stops, take the fastest and safest way out of the
building.
II. DONT
A. use elevators
B. enter damaged buildings
C. use telephone unless necessary
D. PANIC
63
Teacher Tip:
III. CHECK Take note of additional, useful answers that
A. yourself and others for injuries learners might come up with.
B. ..water and electrical lines for damages

C. for spills of chemical, toxic and flammable materials
D. and control fires which may spread
IV. If you need to evacuate your residence, leave a message stating where you are going and bring
your emergency supply kit
V. Keep updated on disaster prevention instructions form battery-operated radios.
Part 2: Group Discussion Session to be Facilitated by Teacher (15 mins)

1. Each group is given 5 minutes to present their work
2. Let the learners have time to explain and discuss the answers.
ASSESSMENT (5 MINUTES)
Quiz - True or False? Answer Key:
1. When the shaking starts, I should run immediately and leave the room to get out of the building as 1. False
fast as I could. 2. False
3. True
2. During an earthquake and I am outside, it is best to take shelter under trees, power lines, posts and 4. False
concrete structures. 5. False
6. True
3. If near the shore and a very strong earthquake is felt, one must move quickly to higher ground
even if there is no immediate information of the possible source and location of the earthquake.
4. During an earthquake, to make it faster to get out of the building, use the elevator.
5. In the chemistry lab, breakable items, harmful chemicals and flammable materials are be stored
properly in the uppermost secured shelves.
6. After a very strong earthquake, employees of an office located on the 10th floor of the building
should immediately evacuate by going down the building and finding the designated open space
for temporary evacuation area.
ENRICHMENT (5 MINUTES)
Teacher Tip:
Inquiry Another alternative project or culminating
1. Going back to the earlier question posed by Teacher to the class: activity for this Chapter on Earthquake is to
ask the learners to come up with their own
Earthquakes alone dont injure or kill people. It is our practices at home, in school, in the emergency bag, basic content: first aid kit,
workplace or outside that could hurt or injure us and others. Why is this so? canned food and can opener, bottle of
Sample Response: Because we did not prepare ourselves and our surroundings. We have water, clothing, blanket, battery-operated
radio, flashlights and extra batteries,
to be conscious of the various ways by which we can prepare ourselves, our school and the medicine, hygiene kit for women.
community.
2. Ask the learners to answer this question:
How can I help spread the right information about earthquake preparedness?
Possible answers: Discuss at home. Discuss with friend. Help in the organization of
earthquake drills. Seriously participate in the earthquake preparedness activities of the
school
Assignment
1. Design a poster in a cartolina, showing at least one important action on earthquake preparedness
as discussed in class.
2. This poster will be displayed in class in the next scheduled meeting.
4 3 2 1
SUMMARY TABLE The list is complete. The list of answers from The list of answers from The list of answers from
TSUNAMI EVENTS AND the learners has 60%- the learners has the learners does not
THEIR IMPACTS 90% of expected items 25%-60% of expected show any of expected
as mentioned in the items as mentioned in items as mentioned in
teachers guide the teachers guide the teachers guide
COOPERATION AMONG The Leader was able to The Leader, Secretary, The learners know their The learners do not
MEMBERS facilitate the discussion Reporter and the rest of roles but were not know their roles and the
well, the Reporter was the members were able actively portraying their discussion was not
able to clearly present to help each other and responsibilities the properly facilitated
the summary of the were able to come up entire time among the learners
groups output within with a comprehensive
the given time. output.
65
Different Types of Volcanic Hazards

Content Standards LESSON OUTLINE
The learners demonstrate understanding of volcano-related hazards Before the Pre-Activity
Lesson
Performance Standards
develop a family emergency preparedness plan to guide them on what to Instruction Volcanic Phenomena 30
do before, during, and after a volcanic eruption
Practice Learner Activity and Presentations 30
The learners are able to: Evaluation True or False? 10
explain various volcano-related hazards (DRR11/12-Ih-i-22) Enrichment Inquiry 20
differentiate among different volcano hazards (DRR11/12-Ih-i-23) Materials:
Manila paper, permanent pens, masking tape
At the end of the lesson, the learners will be able to: Suggested Resources
identify the most common volcano-related hazards in the Philippines; and (1) Fisher, R. V. (1997). Hazardous volcanic events. Retrieved
from http://volcanology.geol.ucsb.edu/hazards.htm
explain the differences of the various volcano-related hazards
(2) Geography Video 4 the UC. (2010, December 31). Dome
collapse and pyroclastic flow at unzen volcano [Video file].
Retrieved from https://www.youtube.com/watch?
v=Cvjwt9nnwXY
(3) GNS Science, Te P Ao. (2010). Volcanic hazards.
Retrieved from http://gns.cri.nz/Home/Learning/Science-
Topics/Volcanoes/Volcanic-Hazards

BEFORE THE LESSON
For Learners
1. Ask the learners to research about the following volcanoes: Pinatubo, Taal, Mayon, Bulusan,
Kanlaon, and Hibok-hibok
2. Ask them to research on the following topics: Location, provinces around the volcano, history of
eruptions, last recorded eruption, and kinds of hazards present.
3. Bring researched materials to class.
Teacher Tip:
Communicate Learning Objectives This portion is just a review of JHS topic on
1. Identify the most common volcano-related hazards in the Philippines volcanoes
2. Explain the differences of the various volcano-related hazards
Review
1. Ask the class to name several volcanoes they know of (aside from the assigned list)
Expected answers: (Pinatubo, Taal,Mayon, Bulusan, Kanlaon, Hibok-hibok)
Possible answers: local; Makiling, Banahaw, Iriga, Isarog, Matutum, Parker- see list
Possible answers: international- Kraratau, Mt Unzen, Mt St Helens, etc
2. What do they know about major volcanic eruptions in the Philippines?
Possible Answers:
I. Pinatubo June 1991 ashfall reached Manila, devastated provinces of Pampanga, Zambales
and Tarlac.
II. Mayon 1984, 1993, 2000-2001, 2009 eruptions. Lahar events that occurred after major
eruptions such as during Typhoon Luming and Dinang in 1981, Typhoon Reming in 2006.
The 1814 euption of Mayon buried the famous church of Cagsawa.
III. Taal Volcano 1911, 1965 eruptions killed many people in Taal Volcano Island and the lke
coastal communities.
3. What are the negative impacts during an eruption?
Possible Answer: Destruction of properties, deaths and injuries, displacement of people.
67
Photographs Teacher Tip:
There are several kinds of events caused
1. Show these photos of impacts of volcanic eruptions.
from volcanic action that can be harmful to
2. What do we have here? (2 kinds of eruption, one violent or explosive and one effusive or quiet) life and property. These include lava flows,
lahars, ash falls, debris avalanches, and
pyroclastic density currents (pyroclastic
flows and surges) RV Fisher
http://volcanology.geol.ucsb.edu/
hazards.htm
INSTRUCTION (30 MINS)!

1. Discuss: Volcanic hazards are phenomena arising from volcanic activity that pose potential threat Teacher Tip:
to persons or property in a given area within a given period of time. Below is a list of volcanic Different sources (USGS, GNS, etc) will have
varying list of identified volcanic hazards,
hazards common in Philippine active volcanoes.
and this all depends on location of the
NEGATIVE IMPACTS / WHY IT IS volcano and type of volcano.
VOLCANIC PHENOMENA What are listed on the discussion guide are
HAZARDOUS volcanic hazards common for Philippine
volcanoes.
Lava Flows are stream-like flows of Lava flows rarely threaten human life because
incandescent molten rock erupted from a crater lava usually moves slowly -- a few centimeters
or fissure. When lava is degassed and/or very per hour for silicic flows to several km/hour for
viscous, it tends to extrude extremely slowly, basaltic flows. Most characterize this as quiet
forming lava domes. effusion of lava. Major hazards of lava flows --
burying, crushing, covering, burning everything
in their path.
NEGATIVE IMPACTS / WHY IT IS Teacher Tip:
VOLCANIC PHENOMENA An exceptionally fast flow (extremely rare)
HAZARDOUS at Mt. Nyiragongo, Zaire (30-100 km/hour),
overwhelmed about 300 people. Sometimes
Lava Flows Lavas can burn. The intense heat of lavas melt lava melts ice and snow to cause floods and
and burn. As lava flows are hot and lahars. Lava flows can dam rivers to form
incandescent, areas it covers are burned (forest, lakes that might overflow and break their
dams causing floods. Methods for
built up areas, houses).
controlling paths of lava flows: (1) construct
barriers and diversion channels, (2) cool
advancing front with water, (3) disruption of
Lavas can bury. Lavas can bury homes and
source or advancing front of lava flow by
agricultural areas under meters of hardened explosives (Fisher, http://
rock. Areas affected by lava flows once solidified volcanology.geol.ucsb.edu/hazards.htm)!
are also rendered useless and will not be useful
anymore (for agriculture, etc) for years due to
the solid nature of the lava deposit. Lavas can
also block bridges and highways, affecting
mobility and accessibility of people and
Lava flow can bury large area and render it useless for
communities.
years. Lava flow from the 2000 eruption of Mayon Volcano
Photo from PHIVOLCS
Collapsing viscous lava domes can trigger
dangerous pyroclastic flows.
Ashfall or tephra fall are showers of airborne Ashfall endanger life and property by
fine- to coarse-grained volcanic particles that During peak of eruption with excessive ash, can
fallout from the plumes of a volcanic eruption; cause poor or low visibility (driving, slippery
ashfall distribution/ dispersal is dependent on roads)
prevailing wind direction
Loss of agricultural lands if burial by ashfall is
greater than 10 cm depth,
Producing suspensions of fine-grained particles

in air and water which clogs filters and vents of
motors, human lungs, industrial machines, and
nuclear power plants.
69
NEGATIVE IMPACTS / WHY IT IS
VOLCANIC PHENOMENA
HAZARDOUS
Ashfall or Tephra Fall Ash suspended in air is also dangerous for

aircrafts as the abrasive ash can cause the
engines to fail if the suspended ash is
encountered by the airplane
Carrying of harmful (even poisonous,

unpleasant) gases, acids, salts, and, close to the
vent, heat.
Burial by tephra can collapse roofs of buildings,

break power and communication lines and
damage or kill vegetation. Even thin (<2 cm)
Ash fall from Mt. Pinatubo, 1991, Creative Commons, falls of ash can damage such critical facilities as
Wikimedia hospitals, electric-generating plants, pumping
stations, storm sewers and surface-drainage
systems and sewage treatment plants, and short
circuit electric-transmission facilities, telephone
lines, radio and television transmitters.
Pyroclastic flows and surges (Pyroclastic Pyroclastic flows and surges are potentially Teacher Tip:
density current) are turbulent mass of ejected highly destructive owing to their mass, high Many people and the cities of Pompeii and
Herculaneum were destroyed in 79 AD from
fragmented volcanic materials (ash and rocks), temperature, high velocity and great mobility. an eruption of Mount Vesuvius; 29,000
mixed with hot gases (200oC to 700oC to as hot Pyroclastic flows can people were destroyed by pyroclastic
as 900oC) that flow downslope at very high Destroy anything on its path by direct surges at St. Pierre, Martinique in 1902;
speeds (>60kph). Surges are the more dilute, >2000 died at Chichnal Volcano in
impact southern Mexico in 1982 from pyroclastic
more mobile derivatives or pyroclastic flows.
Burn sites with hot rocks debris surges.
Burn forests, farmlands, destroy crops and

buildings
NEGATIVE IMPACTS / WHY IT IS
VOLCANIC PHENOMENA
HAZARDOUS
Pyroclastic Flows and surges (Pyroclastic Deadly effects include asphyxiation (inhalation
Density Current of hot ash and gases), burial, incineration (burns)
and crushing from impacts.
Pyroclastic flow
The only effective method of risk mitigation is
from Pinatubo Volcano
eruption, June 1991 evacuation prior to such eruptions from areas
Photo from PHIVOLCS likely to be affected by pyroclastic density
currents
Lahars are rapidly flowing thick mixture of Lahars have destroyed many villages and lives
Teacher Tip:
volcanic sediments (from the pyroclastic living on Pinatubo and Mayon Volcano because Nevado del Ruiz, Colombia
materials) and water, usually triggered by most people live in valleys where lahars flow. A special case of lahar event occurred
intense rainfall during typhoons, monsoons and during the eruption of Nevado del Ruiz,
thunderstorms. Lahar can occur immediately Colombia in 1985. The 21,000 lives lost at
Lahars can destroy by direct impact (bridges, Armero, Colombia, was from a lahar that
after an eruption or can become long-term
roads, houses) formed during the eruption of Nevado del
problem if there is voluminous pyroclastic Ruiz in 1985. It was generated by meltwater
Lahars can block tributary stream and form a
materials erupted such as the case of 1991 from the interaction of pyroclastic surges
lake. This can submerged villages within the with snow and ice, from a very small
Pinatubo eruption. Lahars can also occur long
valley of the tributary that was blocked, eruption. (http://hvo.wr.usgs.gov/
after an eruption has taken place such as the volcanowatch/archive/2009/09_10_29.html)
there is also the danger of the dammed lake
lahars at Mayon Volcano after the 1984 eruption
breaching or lake breakout and if this
.
happens, this puts to danger the lives of Lahars at Mayon Volcano
people in communities downstream http://www.typhoon2000.ph/stormstats/
lahars.htm
Lahars can bury valleys and communities
with debris
71
NEGATIVE IMPACTS / WHY IT IS Teacher Tip:
VOLCANIC PHENOMENA Additional references
HAZARDOUS Volcanic Gases and their effects
http://pubs.usgs.gov/of/1997/of97-262/
Lahars Lahars can lead to increased deposition of of97-262.html
sediments along affected rivers and result to
long-term flooding problems in the low-lying Impact of volcanic gases on climate, the
environment and people
downstream communities.
http://pubs.usgs.gov/of/1997/of97-262/
of97-262.html
Volcanic gases- gases and aerosols released Sulfur dioxide (SO2), carbon dioxide (CO2), and
into the atmosphere, which include water vapor, hydrogen flouride (HF) are some volcanic gases Debris avalanche
hydrogen sulfide, sulfur dioxide, carbon that pose hazard to people, animals, agriculture https://www.google.com.ph/search?
monoxide, hydrogen chloride, hydrogen and property. SO2 can lead to acid rain. High q=debris
+avalanche&biw=1280&bih=705&tbm=isch
fluoride concentrations of CO2 which is colorless and
&tbo=u&source=univ&sa=X&sqi=2&ved=0
odorless can be lethal to people, animals and CEMQsARqFQoTCJW6nIXy9cgCFQLzYwod
vegetation. Fluorine compounds can deform 4rYGfg#imgrc=_0VK13baG73Z9M%3A
and kill animals that grazed on vegetation
covered with volcanic ash.
https://www.google.com.ph/search?
q=volcanic+debris
Debris avalanche or volcanic landslide- When a huge portion of the side of a volcano +avalanche&biw=1280&bih=705&tbm=isch
massive collapse of a volcano, usually triggered collapses due to slope failure. This results to &tbo=u&source=univ&sa=X&ved=0CDQQs
by an earthquake or volcanic eruption. An massive destruction similar to what happened in ARqFQoTCKC9uNzs98gCFYGLlAod-
example of recent debris avalanche event Mt. St. Helens in the USA in 1980. The huge BkL8A#imgrc=TVABvwuJdokw7M%3A
occurred during the 1980 eruption of Mt. St volcanic debris avalanche typically leaves an
Helens. Based on present morphology of amphitheater-like feature and at the base of
volcanoes, Iriga Volcano in Camarines Sur, volcanoes with debris avalanche event, a
Banahaw Volcano and Quezon Province and hummocky topography (small hills all over).
Kanlaon Volcano had pre-historic debris
avalanche events.
Ballistic projectiles are Volcanic materials Ballistic projectiles endanger life and property
directly ejected from the volcanos vent with by the force of impact of falling fragments, but
force and trajectory this occurs only close to an eruption vent.
NEGATIVE IMPACTS / WHY IT IS For information about eruption
VOLCANIC PHENOMENA history:
HAZARDOUS Pinatubo Volcano
http://www.phivolcs.dost.gov.ph/html/
Tsunami- sea waves or wave trains that are An eruption that occurs near a body of water update_VMEPD/Volcano/VolcanoList/
generated by sudden displacement of water may generate tsunamis if the pyroclastic pinatubo.htm
(could be generated during undersea eruptions materials enter the body of water and cause it to
Taal Volcano
or debris avalanches) be disturbed and displaced, forming huge
waves. update_VMEPD/Volcano/VolcanoList/
taal.htm
PART 2. Learner ACTIVITY and PRESENTATIONS (30 minutes) Mayon Volcano

1. Attributing impacts to specific hazards as discussed. http://www.phivolcs.dost.gov.ph/html/
update_VMEPD/Volcano/VolcanoList/
2. Based on the researched materials brought by learners, ask learners to identify which type of
mayon.htm
volcanic hazards are present in the 6 most active volcanoes of the Philippines
3. Each group is given 5 minutes to present their work Bulusan Volcano
4. Let the learners have time to explain and discuss the answers. update_VMEPD/Volcano/VolcanoList/
5. Prepare this template on a large manila paper, put enough space for learners to put their bulusan.htm
metacards) and provide for each group
Kanlaon Volcano
DESCRIBE IMPACTS BASED update_VMEPD/Volcano/VolcanoList/
GROUP ON MATERIALS VOLCANIC HAZARDS kanlaon.htm
RESEARCHED
Hibok hibok
Pinatubo http://www.phivolcs.dost.gov.ph/html/
Taal hibok.htm
Mayon
Bulusan
Kanlaon
Hibok-hibok
Note: Keep this Manila paper as this will be used and referred to for the succeeding sessions.
73
EXPECTED POSSIBLE ANSWERS Teacher Tip:
Learners can download news articles
DESCRIBE IMPACTS BASED photographs of impacts. The purpose is for
GROUP ON MATERIALS VOLCANIC HAZARDS learners to be able to relate the impact with
type of hazard.
RESEARCHED
Pinatubo 1991 eruption Pyroclastic flow

The volcano slope turned into gray Ashfall
desert, vegetation was covered Lahars (lahar occurrences
and destroyed, the Aetas were continued to be a problem for the
displaced succeeding 5 years after the 1991
Roof of houses collapsed, killing eruption)
people in Zambales
Flights cancelled
During the rainy season weeks or
months after June eruption,
houses were buried, bridges
destroyed
Taal 1754, 1911, 1965 eruption Ashfall/ tephra fall

Ash covered the communities on Pyroclastic flow
the island as well as those nearby Lava flow (1968-1969)
Whole island was devastated
Mayon 1814,1984, 1993, 2000-2001, Ballistic projectiles

2014-sudden phreatic explosion Ashfall
killed some tourists/hikers Pyroclastic flows
1993- about 70 people mostly Lahars
tending their vegetable farms Lava flow
were killed
1984- a Typhoon brought heavy
rains that caused lahars to be
generated and buried
communities near a river
Areas covered by molten lava
flows have been rendered useless
and could not be used for
farming anymore
Bulusan Small eruptions caused ashfall Ashfall

!
DESCRIBE IMPACTS BASED

GROUP ON MATERIALS VOLCANIC HAZARDS
RESEARCHED
Kanlaon 1993- phreatic event killed a Ashfall

tourist/hiker
Hibok-hibok 1951- about 500 casualties from Pyroclastic flows

the town of Mambajao when
pyroclastic flows swept the area
EVALUATION (10 MINUTES)

1. Pyroclastic flows and surges are potentially highly destructive owing to their mass, high 1. True
temperature, high velocity and great mobility. 2. True
3. False
2. Lahars are rapidly flowing thick mixture of volcanic sediments (from the pyroclastic materials) and 4. True
water, usually triggered by intense rainfall during typhoons, monsoons and thunderstorms. Lahars 5. True
can occur immediately after an eruption or can become long-term problem for as long as there are 6. True
excess sediments on the volcanos slope and water to remobilize these.
3. Lava flows are considered the most dangerous type of hazard from a volcano and is always a big
threat to human lives.
4. During eruption, excessive ashfall is dangerous as it can cause poor or low visibility.
5. 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.
6. High concentrations of CO2 which is colorless and odorless can be lethal to people, animals and
vegetation.
75
ENRICHMENT (20 MINUTES)
Inquiry
1. Reinforce, reiterate where / in which environment each of the hazard is experienced or is more
prominent.
2. Ask the learners, based on what they have learned so far, think of their home (if near volcano), or
think of areas such as Taal and Mayon, what are the possible impacts/ effects of the volcanic
hazards to the home/s around these volcanoes?
3. Ask the learners to write this checklist in their notebook:
OPTION 1. (IF IN AREAS with nearby volcano)

What are the potential volcanic hazards that can affect me, my home and my community. How?
Will I be affected by (check all the will apply)
Lava flows
Ashfall
Pyroclastic flows
Lahars
Volcanic gases
Debris avalanche
Ballistic projectiles
Tsunami
Those I have checked are the hazards I need to prepare for.
OPTION 2. (IF IN AREAS far from a volcano)

What is the nearest volcano near my place?
It is very unlikely that I will be directly affected by an eruption coming from this volcano. But, indirectly, what can possibly be the effect of a
major eruption to us?
For example:
1. Travel and accessibility- Lahars from Pinatubo greatly affected major highways (North Luzon Express Way and Highways going to the
north) due to destroyed bridges by the lahars
2. Supply chain will be affected as trucks carrying supplies will not be able to pass by major road networks
3. Kanlaon is known as the vegetable basket of the Visayas, if an eruption occurs, the source of vegetables will be very affected. There will
be shortage of supplies and this will in turn affect other businesses
4. Ash suspended in air from major eruptions can also disrupt air travel- flight may be delayed and cancelled.
Note: This part shall be linked with DRR11/12-Ih-i-26- Different volcano hazards maps- activity will validate answers to this ENRICHMENT
SECTION
EVALUATION
4 3 2 1
SUMMARY TABLE The list is complete. The list of answers from The list of answers from The list of answers from
VOLCANO EVENTS AND the learners has 60%- the learners has the learners does not
THEIR IMPACTS 90% of expected items 25%-60% of expected show any of expected
as mentioned in the items as mentioned in items as mentioned in
teachers guide the teachers guide the teachers guide
COOPERATION AMONG The Leader was able to The Leader, Secretary, The learners know their The learners do not
MEMBERS facilitate the discussion Reporter and the rest of roles but were not know their roles and the
well, the Reporter was the members were able actively portraying their discussion was not
able to clearly present to help each other and responsibilities the properly facilitated
the summary of the were able to come up entire time among the learners
groups output within with a comprehensive
the given time. output.
77
1. International Association of Volcanology and Chemistry of the Earth's Interior. (n.d.). Understanding volcanic hazards [Video file]. Retrieved
from http://www.iavcei.org/IAVCEI_publications/videos_IAVCEI.htm
2. Martinez-Villegas, M. L. (2001). Proceedings from PHIVOLCS 01: An introduction to volcanic hazards in the philippines, in learning to expect
the unexpected. Quezon City, Philippines: Author.
3. Philippine Institute of Volcanology and Seismology. (2008). School teachers seminar-training on natural hazards awareness and
preparedness: Focus on earthquakes and volcanoes. Quezon City, Philippines: Author.
4. Philippine Institute of Volcanology and Seismology. (2008). Volcanic hazards [Flyer]. Retrieved from http://www.phivolcs.dost.gov.ph/
index.php?option=com_phocadownload&view=category&id=25:volcanoes-and-volcanic-hazards&Itemid=44
5. Philippine Institute of Volcanology and Seismology. (2008). Volcano monitoring. Retrieved from http://www.phivolcs.dost.gov.ph/index.php?
6. Philippine Institute of Volcanology and Seismology. (2010). Ang mga sensyales kon maglupok ang bulkan kanla-on [Poster]. Retrieved from
http://www.phivolcs.dost.gov.ph//images/attachments/article/757/EULogo_Poster_KANLAON_TRANSLATED_Precursor_ilonggo.jpg
7. Philippine Institute of Volcanology and Seismology. (2010). Mga sensyales aron mahibaw-an nga mobuto ang bulkang kanla-on [Poster].
Retrieved from http://www.phivolcs.dost.gov.ph//images/attachments/article/757/
EULogo_Poster_KANLAON_TRANSLATED_Precursor_Cebuano.jpg
8. Tilling, R. I. (1989). Volcanic hazards and their mitigation: progress and problems. Reviews of Geophysics, 27(2), 237-269.
9. U. S. Geological Survey. (2008). What are volcano hazards?, Fact sheet 002-97. Retrieved from http://pubs.usgs.gov/fs/fs002-97/
10. U. S. Geological Survey. (n.d.). Preparing for volcanic emergencies. Retrieved from http://volcanoes.usgs.gov/vhp/preparedness.htmlhttp://
volcanoes.usgs.gov/hazards/planning.php
11. Philippine Institute of Volcanology and Seismology. (1984). Mayon volcano eruption: An example of pyroclastic flow event [Photograph].
12. Philippine Institute of Volcanology and Seismology. (1984). Mayon volcano eruption: An example of lava flow event [Photograph].
13. U. S. Geological Survey. (n.d.). Lava flow can burn forest and farm areas along its path [Photograph]. Retrieved from http://
volcanoes.usgs.gov/Imgs/Jpg/Kilauea/30210600-045_large.jpg
14. Philippine Institute of Volcanology and Seismology. (2000). [Untitled photograph of lava flow from mayon volcano eruption].
15. Impact of heavy ashfall during the 1991 Pinatubo Eruption, Clark Airbase. (1991).
16. Philippine Institute of Volcanology and Seismology. (1993). [Untitled photograph of pyroclastic flow from mayon volcano eruption].
17. Philippine Institute of Volcanology and Seismology. (2000). [Untitled photograph of pyroclastic flow from pinatubo volcano eruption].
18. Garcia, A. (1991). [Untitled photograph of a truck in front of the pinatubo volcano eruption]. Retrieved from https://www.google.com.ph/
search?q=Pinatubo+Volcano+eruption
+impacts&biw=1280&bih=705&tbm=isch&tbo=u&source=univ&sa=X&ved=0CDUQsARqFQoTCNqdlcLDqsgCFcUUlAod170LWA#imgrc=ij
VzHDr1ETbT6M%3
19. Philippine Institute of Volcanology and Seismology. (1991). [Untitled photograph showing how after a series of lahar events, a house located
along the river was eventually buried].
20. U. S. Geological Survey. (2009). Lessons learned from the armero, colombia tragedy. Retrieved from http://hvo.wr.usgs.gov/volcanowatch/
archive/2009/09_10_29.html
21. Alojado, D. (2008). Lahars at mayon volcano, albay, philippines. Retrived from http://www.typhoon2000.ph/stormstats/lahars.htm
22. McGee, K. A., Doukas, M. P., Kessler, R., Gerlach, T. M. (1997). Impacts of volcanic gases on climate, the environment, and people.
Retrieved from http://pubs.usgs.gov/of/1997/of97-262/of97-262.html
23. U. S. Geological Survey. (n.d.). Debris avalanche or volcanic landslide [Digital image]. Retrieved from http://volcanoes.usgs.gov/Imgs/Jpg/
Photoglossary/30210600-078_large.jpg
24. U. S. Geological Survey. (n.d.). [Untitled photograph of the hummocky terrain of the debris avalanche north of mount shasta]. Retrieved from
http://volcanoes.usgs.gov/vsc/images/image_mngr/200-299/img265_350w_235h.jpg
25. Philippine Institute of Volcanology and Seismology. (n.d.). Pinatubo volcano. Retrieved from http://www.phivolcs.dost.gov.ph/html/
update_VMEPD/Volcano/VolcanoList/pinatubo.htm
26. Philippine Institute of Volcanology and Seismology. (n.d.). Taal volcano. Retrieved from http://www.phivolcs.dost.gov.ph/html/
update_VMEPD/Volcano/VolcanoList/taal.htm
27. Philippine Institute of Volcanology and Seismology. (n.d.). Mayon volcano. Retrieved from http://www.phivolcs.dost.gov.ph/html/
update_VMEPD/Volcano/VolcanoList/mayon.htm
28. Philippine Institute of Volcanology and Seismology. (n.d.). Bulusan volcano. Retrieved from http://www.phivolcs.dost.gov.ph/html/
update_VMEPD/Volcano/VolcanoList/bulusan.htm
29. Philippine Institute of Volcanology and Seismology. (n.d.). Kanlaon volcano. Retrieved from http://www.phivolcs.dost.gov.ph/html/
update_VMEPD/Volcano/VolcanoList/kanlaon.htm
30. Philippine Institute of Volcanology and Seismology. (n.d.). Hibok hibok volcano. Retrieved from http://www.phivolcs.dost.gov.ph/html/
update_VMEPD/Volcano/VolcanoList/hibok.htm
79
Signs of Volcanic Eruptions

LESSON OUTLINE
Content Standard
The learners demonstrate understanding of volcano-related hazards Before the Learner Task
Lesson (Assigned 2 weeks before this lesson)
develop a family emergency preparedness plan to guide them on what to Motivation Photographs 10
do before, during, and after a volcanic eruption
Instruction Gallery Walk 35
Learning Competency
The learners are able to: Evaluation Quiz 5
recognize signs of an impending volcanic eruption (DRR11/12-Ih-i-24) Enrichment Inquiry 5
Specific Learning Outcomes Materials:

At the end of the lesson, the learners will be able to: Manila paper, permanent pens, masking tape
identify the different parameters used to monitor volcanoes; and Suggested Resources
(1) Earth Observatory. (n.d.). Sensing remote volcanoes: Feature articles.
explain the common signs of an impending volcanic eruption Retrieved from http://earthobservatory.nasa.gov/Features/monvoc/
monvoc2.php
(2) Lastog561. (2007, June 9). Mt. Pinatubo explosion at clark air base,
philippines part 1 [Video file]. Retrieved from https://
www.youtube.com/watch?
v=SMe0VPQftsc&list=PLvK95S7LA5_LGKDQQDZJ3EorompbMWhOO
(3) Oregon State University. (n.d.). What are the signs that a volcano is
about to erupt? Retrieved from http://volcano.oregonstate.edu/what-
are-signs-volcano-about-erupt
(4) Philippine Institute of Volcanology and Seismology. (2008). Phivolcs
volcano monitoring. Retrieved from http://www.phivolcs.dost.gov.ph/
index.php?option=com_content&view=article&id=50&Itemid=86
(5) Philippine Institute of Volcanology and Seismology. (2010). Ang mga
sensyales kon maglupok ang bulkan kanla-on [Poster]. Retrieved from
http://www.phivolcs.dost.gov.ph//images/attachments/article/757/
EULogo_Poster_KANLAON_TRANSLATED_Precursor_ilonggo.jpg

BEFORE THE LESSON Teacher Tip:
Precursors of an Impending Volcanic
This work must be assigned 2 weeks before actual day of lesson Eruption
1. Divide class into 5 groups, assign the 1 topic per group to research on The following are commonly observed signs
that a volcano is about to erupt. These
I. Ground deformation (geodetic measurements- ) as used in monitoring volcanoes precursors may vary from volcano to
II. Geochemistry: Gas emissions from volcanoes (what types of gases are measured/monitored? volcano.
1. Increase in the frequency of volcanic
What kinds of instruments are used?- getting samples from vents, fumaroles and analyzing in
quakes with rumbling sounds;
the laboratory, remote and direct measurement) occurrence of volcanic tremors
III. Seismic activity (a seismometer is installed on the volcano to detect volcanic earthquakes, 2. Increased steaming activity; change in
color of steam emission from white to
IV. Monitoring signs of impending eruption by remote sensing (what are some tools used? gray due to entrained ash
Advantages and disadvantages of using remote sensing) 3. Crater glow due to presence of magma
at or near the crater
V. Sensory observations (visual, auditory, olfactory, tactile). Expect - will some learners mention
4. Ground swells (or inflation), ground tilt
unusual animal behavior? and ground fissuring due to magma
2. Prepare a group poster presentation on the assigned group topic intrusion
5. Localized landslides, rockfalls and
I. Size: whole illustration board, or 2 cartolinas landslides from the summit area not
II. Content of poster: Include brief explanation of different monitoring parameters and equipment/ attributable to heavy rains
6. Noticeable increase in the extent of
instrument; include pictures or illustrations
drying up of vegetation around the
3. Bring the poster to class on assigned date. volcano's upper slopes
7. Increase in the temperature of hot
springs, wells (e.g. Bulusan and
Canlaon) and crater lake (e.g. Taal) near
the volcano
8. Noticeable variation in the chemical
content of springs, crater lakes within
the vicinity of the volcano
9. Drying up of springs/wells around the
volcano
10. Development of new thermal areas
and/or reactivation of old
ones;appearance of solfataras
From:
http://www.phivolcs.dost.gov.ph/index.php?
option=com_content&view=article&id=50&I
temid=86
81
This portion is just a review of JHS topic on
Communicate Learning Objectives volcanoes.
1. Identify the different parameters used to monitor volcanoes
2. Explain the common signs of an impending volcanic eruption

Photographs Teacher Tip:
1. Show these photos of impacts of volcanic eruptions.
2. What do we have here? (2 kinds of eruption, one violent or explosive and one effusive or quiet) life and property. These include lava flows,
lahars, ash falls, debris avalanches, and
pyroclastic density currents (pyroclastic
flows and surges) by RV Fisher
http://volcanology.geol.ucsb.edu/
hazards.htm

Gallery Walk!
1. Each group is given 7 minutes to present their work to the whole class
2. Let the learners have time to explain and discuss their poster.
3. Reiterate important points within the topic
Discussion!
1. Discuss:
Most volcanoes provide various types of warnings before eruptions begin. Some volcanoes,
especially those that have not erupted for a long time (hundreds of years) might display obvious
precursors of reactivation months to weeks before a major eruption (ex. Pinatubo in 1991).
Some volcanoes might explode without warning if the type of eruption is what is known as
phreatic. Also known as steam-blast eruptions, these events could occur with little or no warning
as superheated water flashes to steam similar to what happened at Mayon volcano in 2013 and
Ontake Volcano, Japan (2014) https://www.youtube.com/watch?v=aQtkoLxqUNQ and https://
www.youtube.com/watch?v=3ObsOj9Q2Do
It is important to be able to observe warning signs of volcanic unrest so that people can evacuate in
time, to minimize injuries and casualties. It is therefore important to be able to monitor a volcanos
activity, and this is normally done with the aid of different tools or instruments to monitor the
different parameters.
The assessment of a volcanos status (if it is quiet or in normal state, in state of unrest, expected to
erupt, erupting) is based on the different parameters that can be observed. Volcanologists often
use a combination of as many data available from the different parameters used for evaluation. For
example the number of earthquakes as recorded by the seismograph may increase from
background levels of 0-5 per week and may escalate into 100s in a day.
This is further confirmed and supported by increasing number of earthquakes felt by the local
people. In addition other parameters such as gas measurements and water acidity may also show
signs of increasing trend.
83
PARAMETERS EQUIPMENT / INSTRUMENT / TOOLS WHAT TO OBSERVE
Ground deformation Precise engineering methods of surveying using Some subtle (in millimeters) ground
the instrument Electronic Distance Meter (EDM) to movements may be detected only by
measure accurately to millimeter changes on sensitive instruments/ equipment
ground (if the slope for the volcano swells
Swelling of the ground surface can be detected by
using precision instruments and techniques that
measure minute changes in slope, distance, or
elevation at the ground surface.
Deformation on ground is also measured using
data of repeated measurements from permanent
Global Positioning System (GPS) installed around
the volcano.
Use of Remote sensing images also help compare
before and afer features.
PARAMETERS EQUIPMENT / INSTRUMENT / TOOLS WHAT TO OBSERVE
Geochemistry (Gas, Water, Direct measurement of temperature and Changes in temperature

temperature) chemistry ground water, spring water or lakes Water becomes more acidic
(using a thermometer /thermocouple, pH meter)
Geochemistry (Gas, Water, Gas being emitted by volcanic can be measured Some gas, for example SO2 from base
temperature) directly by gas monitoring equipment levels of 100 tons/day jump to 4,000
Collect gas and water samples from vents and tons/day s can be an indication of unrest
fumaroles and analyze in the laboratory (X-Ray
Flourescence XRF)
Remote monitoring Gas monitoring equipment
(COSPEC- correlation spectrometer for FlySPEC/
ScanDOAS for SO2; and CO2 flux meter for CO2)
Seismic activity/ Seismicity/ volcanic Seismometer is the equipment used to detect Increase in number of volcanic
earthquakes occurrence of volcanic earthquakes earthquakes recorded
People living near volcanoes may observe premonitory events before an eruption
Visual, observations Intensified steaming activity

What used to be white steam slowly or
drastically change to gray to dark
(suggests increasing presence of ash)
Drying up of vegetation, drying up of
streams, water wells
Crater glow at the summit area
Increasing frequency of rolling rocks from
the summit; localized landslides not
related to heavy rains
Summit area appears to glow or becomes
incandescent at night
85
People living near volcanoes may observe premonitory events before an eruption
Auditory observations Hear rumbling sound
Olfactory Smell of sulfur (rotten eggs)
Feel (Tactile) Ground movement/ volcanic

earthquake increasingly become felt
SOME DEFINITIONS
Ground deformation- Ground deformation refers to surface changes on a volcano, such as subsidence
(sinking), tilting, or bulge formation, due to the movement of magma below the surface. Deformation
changes at a volcano, such as those related to magnitude or location, may indicate that an eruption is
about to occur. (http://earthobservatory.nasa.gov/Features/monvoc/monvoc2.php)
Use of remote sensing technology or techniques as applied to volcano monitoring. Monitoring

surface changes on a volcano from afar- using available tools such as satellite images; advantage: less
exposure on the ground for volcanologists, safer; but sometimes interpretation needs field verification.
Seismic activityfrom earthquakes to swarms of earthquakes. Most unrest in volcanoes start with
volcanic earthquakes. Volcanoes and earthquakes go hand in hand. The challenge is to determine
which patterns of seismic waves precede an eruption. When magma makes its way up to the surface it
breaks the rocks along the way, and in so doing, earthquakes are generated.
Gasestypes and rate of emission. Gases rise through vents called fumaroles (from the Latin for
smoke) and other cracks. Sometimes the concentrations are high enough to create acid rain that kills
vegetationthe trees at the Long Valley, California, caldera, for example. Thats one very visible sign of
activity, but scientists have several ways to measure the rate of emissions more precisely. They can
collect samples from vents directly, but it is safer to use remote sensing instruments. Scientists mount/
install infrared and correlation spectrometers from airplanes, for example, and fly through a plume of
gas. These instruments read energy signaturesthermal output or electromagnetic frequenciesto
identify and quantify the gases. (source: http://www.planetseed.com/relatedarticle/major-warning-
signs)
ASSESSMENT (5 MINS) Answer Key:
1. FALSE
Quiz - True or False? 2. TRUE
1. In order to assess and forecast a volcanos activity, volcanologists need only to use one parameter. 3. TRUE
4. TRUE
2. Aside from instrumental monitoring, people living near volcanoes on their own, may observe
5. TRUE
premonitory events before an eruption such as intensified steaming activity. 6. TRUE
3. As the volcano unrest progresses into an eruption, volcanic earthquakes not only increase in
number but the number of earthquakes felt by many people become more and more frequent.
4. Measuring the amount of gases being emitted by volcanoes is also an important aspect of volcano
monitoring.
5. The development and use of remote sensing technology in monitoring volcanoes has greatly
contributed to the safety of scientists.
6. In visual observation, it is not only the increase in volume of steam that is observed but the color of
steam, which might drastically change from white to dark gray.
ENRICHMENT (5 MINS)
1. Go back to the earlier question posed. Why it is important to monitor a volcanos status?
4 3 2 1
GROUP POSTER Group members demonstrate full Group members at ease with topic Group members uncomfortable with Group members do not have grasp
PRESENTATION (FORMAT, grasp of topic, presents complete and presents accurate information information, leaves out important of information , many statements are
LAYOUT, CONTENT, FIGURES) and accurate information details and/or presents inaccurate incorrect and unsupported
information
Poster has excellent design and Poster has nice design and layout. It The poster needs significant
layout. Neat and easy to understand is neat and easy to read The poster needs improvement in improvement in design, layout or
the content design , layout or neatness neatness
Most pictures and graphics are clear
Pictures and graphics are clear and and relevant The learners pictures are not clear
relevant Few of the pictures and graphics are and relevant
clear and relevant
COOPERATION AMONG The Leader was able to facilitate the The Leader, Secretary, Reporter and The learners know their roles but The learners do not know their roles
MEMBERS discussion well, the Reporter was the rest of the members were able were not actively portraying their and the discussion was not properly
able to clearly present the summary to help each other and were able to responsibilities the entire time. facilitated among the learners.
of the groups output within the come up with a comprehensive
given time. output.
87
(1) Philippine Institute of Volcanology and Seismology. (2010). Mga sensyales aron mahibaw-an nga mobuto ang bulkang kanla-on [Poster].
Retrieved from http://www.phivolcs.dost.gov.ph//images/attachments/article/757/
EULogo_Poster_KANLAON_TRANSLATED_Precursor_Cebuano.jpg
(2) The Major Warning Signs. (n.d.). Retrieved from http://www.planetseed.com/relatedarticle/major-warning-signs
(3) U.S. Geological Survey. (n.d.). Monitoring and studying volcanoes faqs. Retrieved from http://www.usgs.gov/faq/categories/9818/3783
(4) Philippine Institute of Volcanology and Seismology. (1984). Mayon volcano eruption: An example of pyroclastic flow event [Photograph].
Philippine Institute of Volcanology and Seismology. (1984). Mayon volcano eruption: An example of lava flow event [Photograph].
(5) Fisher, R. V. (1997). Hazardous volcanic events. Retrieved from http://volcanology.geol.ucsb.edu/hazards.htm
(6) robertsc1. (2014, Septermber 27). Japan's mount ontake volcano erupted/eruption, killing 34 people, report BBC (corrected aspect) [Video
file]. Retrieved from https://www.youtube.com/watch?v=3ObsOj9Q2Do
(7) BBC News. (2014, September 29). Video: Japan volcano shoots rock & ash on mount ontake - Bbc news [Video file]. Retrieved from https://
www.youtube.com/watch?v=aQtkoLxqUNQ
Volcano Hazard Maps

LESSON OUTLINE
Content Standard
The learners demonstrate understanding of volcano-related hazards. Before the Prerequisite Learner Knowledge and
Lesson Competencies
develop a family emergency preparedness plan to guide them on what to Instruction Activity 35
do before, during, and after a volcanic eruption and Practice
Learning Competency Enrichment Group Work 15

Materials:
Interpret different volcano hazard maps (DRR11/12-Ih-i-25) Manila paper, permanent pens, masking tape
Specific Learning Outcomes Suggested Resources

At the end of the lesson, the learners will be able to: (1) GNS Science, Te P Ao. (n.d.). Hazard Maps. Retrieved from http://
gns.cri.nz/Home/Learning/Science-Topics/Volcanoes/Eruption-What-
identify the different types of volcano hazard maps; to-do/Hazard-maps
demonstrate how to use the different volcano hazard maps for evacuation (2) Philippine Institute of Volcanology and Seismology. (2011). Taal
Volcano Alert Level. Retrieved from http://www.phivolcs.dost.gov.ph/
planning; and index.php?
explain what Volcano Alert Levels mean option=com_content&view=article&id=815&Itemid=500044
(3) Philippine Institute of Volcanology and Seismology. (2015). Mayon
Volcano Alert Level. Retrieved from http://www.phivolcs.dost.gov.ph/
index.php?
(4) Philippine Institute of Volcanology and Seismology. (n.d.). Mayon
Volcano Hazard Maps. Retrieved from http://
www.phivolcs.dost.gov.ph/html/update_VMEPD/vmepd/vmepd/
mayonhazmaps.htm
(5) Philippine Institute of Volcanology and Seismology. (n.d.). Taal Volcano
Hazard Maps. Retrieved from http://www.phivolcs.dost.gov.ph/html/
update_VMEPD/Volcano/VolcanoList/taal.htm
Additional Resources at the Back
89
BEFORE THE LESSON
Prerequisite Knowledge and Competencies
1. This module will require more than one hour of seriously studying the maps- to know what they
mean and how to use them.
2. It is also assumed that the learners already have background knowledge on map reading.
3. The in-class activity is meant to introduce the learners to the concepts. As the time is limited, it is
suggested to focus on the most dangerous of hazards from volcanoes, which is the pyroclastic flows
or surges.

Teacher Tip:
Communicate learning objectives (5 mins)
After the end of the lesson, the learners will be able to volcanoes.
1. Identify the different types of volcano hazard maps
2. Demonstrate how to use the different volcano hazard maps for evacuation planning
3. Explain what Volcano Alert Levels
Review (5 mins)
1. Ask the class what they remember about the major hazards related with volcano eruption event
INSTRUCTION AND PRACTICE (35 MINS)

Introduction of the Topic (15 mins) Teacher Tip:
For more information about Taal Volcano,
1. Discuss:
see this link: http://
Volcano Alert Levels. In the Philippines, we use a system of Volcano Alert Signals to define the www.phivolcs.dost.gov.ph/html/
current status of each volcano. The alert levels range from 0 to 5. The alert levels are used to update_VMEPD/Volcano/VolcanoList/
taal.htm
guide any appropriate response from the Local Government Units (LGUs). Examples of Volcano
Alert Levels for the 6 most active volcanoes in the Philippines can be found in this link: http://
www.phivolcs.dost.gov.ph/index.php?option=com_content&view=article&id=50&Itemid=86 For more information about Mayon Volcano
see this link: http://
www.phivolcs.dost.gov.ph/html/
mayon.htm
For each of the Alert Level, there should be a corresponding action coming from authorities.
For example, take a look at Mayon Volcano Alert Levels, if Alert Level 1 is declared, it is advised
the people should not venture into the 6-kilometer radius Permanent Danger Zone.
The Permanent Danger Zone (PDZ) for volcanoes is an delineated and identified where no
permanent habitation is recommended due to the possible impact of various hazards at any
time. For Mayon Volcano, the area covered within 6-kilometer radius from the summit is
delineated as the PDZ. As soon as Alert Level is raised from 0 to 1, it is recommended that
people should not venture within this area at any time. This is already part of the precautionary Resource:
action taken by the Province of Albay when Alert 1 is declared. Pyroclastic flow from Pinatubo Volcano
eruption, June 1991
Photo from PHIVOLCS
Geologists gain better understanding of likely future hazards by studying the geology of the
volcano, observing eruptions and monitoring background levels of activity. These are then
shown in hazard maps.
Hazard maps illustrate potential for ground-based volcanic impactslava flows, pyroclastic
flows, ashfall, volcanic gases, and more far-reaching hazards (such as lahars) in valleys that drain
the volcano (USGS, http://volcanoes.usgs.gov/observatories/cvo/hazards.html). To help
understand the areas that may be affected by specific volcanic eruption phenomena, hazard
maps are used. These maps show areas that can be affected and areas that are safe (http://
gns.cri.nz/Home/Learning/Science-Topics/Volcanoes/Eruption-What-to-do/Hazard-maps).
Hazard maps are generated for various uses and are most useful in determining risks of living in
identified potentially hazardous areas. Hazard maps can also help people to become aware of
specific dangers (lava flow , pyroclastic flows, ashfall, lahars, etc) they might face in the event
that a volcano reactivates.
91
Hands-On: Case Studies - Taal Volcano and Mayon Volcano (20 mins)
1. Divide the class into 4 groups. Groups 1 and 2 will use the Taal Volcano Base Surge Hazard Map
while Groups 3 and 4 will use the Mayon Volcano Pyroclastic flow Hazard Map.
2. Remember our previous lesson about volcanoes- there are several hazards associated with erupting
volcanoes: lava flows, ash fall, pyroclastic flows/ surges, lahars, volcanic gases among others.
3. For today we will focus on one of the most dangerous hazards from a volcano. Pyroclastic flows
and surges (Pyroclastic density current)- turbulent mass of ejected fragmented volcanic materials
(ash and rocks), mixed with hot gases (200oC to 700oC to as hot as 900oC) that flow downslope at
very high speeds (>60kph). Surges are the more dilute, more mobile derivatives or pyroclastic flows.
4. Pyroclastic flows and surges are potentially highly destructive owing to their mass, high temperature, Resource:
Taal Volcano Base Surges Hazard Map
high velocity and great mobility. Pyroclastic flows can:
I. Destroy anything on its path by direct impact
II. Burn sites with hot rocks debris
III. Burn forests, farmlands, destroy crops and buildings
5. Deadly effects include asphyxiation (inhalation of hot ash and gases), burial, incineration (burns) and
crushing from impacts.
6. The only effective method of risk mitigation is evacuation prior to such eruptions from areas likely
to be affected by pyroclastic density currents
7. For today, examine the Taal Volcano Base Surge Hazard Map, or the Mayon Volcano Pyroclastic
Flow Hazard Map. Again, as we have learned, for any map, before using the map, be sure that you
understand the basic parts-
I. Map Title (tells you what the map is all about);
II. Legend (details of what each symbols/ colors mean)
III. Scale (refer to the bar scale as this helps determine distances, etc)
8. Based on the hand, For Mayon Volcano, which municipalities have communities on the slope of
Mayon? Write these on the Table provided.
Resource:
9. Using the map, Fill in Table 1 and Table 2 Present in Class. Mayon Volcano Pyroclastic Flow Hazard
Map
Group Report
Name of Volcano: ______________________________________
1. For Taal Volcano, based on the hazard map identify the municipalities/Cities that are likely to be
affected by the pyroclastic flows or surges .
2. For Mayon Volcano, for each municipality, identify barangays that are within 6-kilometer PDZ. Which
barangays are within 6-7 km? 7-8 km?
Table 1.
BARANGAYS WITHIN BARANGAYS WITHIN BARANGAYS

PUT SPECIFIC NAME
6 KM 6-7 KM WITHIN 7-8 KM
Municipality 1
Municipality 2
Municipality 3
Municipality 4
Municipality 5
3. Part of what disaster officers need to do prior to any event, as part of a disaster plan is to identify
areas for evacuation. If you are to identify sites for evacuation, where will you put this? Take note, it is
important to be sensitive to the needs of the people living in affected communities. An evacuation
area should be outside the identified hazard zone, accessible, least inconvenience for the evacuees.
Table 2.
DISTANCE OF EVACUATION
BARANGAY TO BE RECOMMENDED AREAS FOR
AREA FROM BARANGAY
EVACUATED EVACUATION
LOCATION
93
4. Fill out Table 2. For each of the Barangay you listed in Table 2, select a temporary evacuation area
based on parameters mentioned in #3. Which areas will you suggest/ recommend for temporary
evacuation? Why did you suggest this?

1. Each group should present the results of their work. ( 3 minutes/ group = total of 12 minutes)
2. Teacher to ask the class for questions or comments about the work of each group.
3. Teacher to give her final comments (3 minutes)
4 3 2 1
SUMMARY TABLE The list is complete. The list of answers from the The list of answers from the The list of answers from the
learners has 60%- 90% of learners has 25%-60% of learners does not show any of
expected items as mentioned in expected items as mentioned in expected items as mentioned in
the teachers guide. the teachers guide. the teachers guide.
COOPERATION AMONG The Leader was able to facilitate The Leader, Secretary, Reporter The learners know their roles but The learners do not know their
the discussion well, the Reporter and the rest of the members were not actively portraying roles and the discussion was not
MEMBERS
was able to clearly present the were able to help each other their responsibilities the entire properly facilitated among the
summary of the groups output and were able to come up with a time. learners.
within the given time. comprehensive output.
(1) Philippine Institute of Volcanology and Seismology. (n.d.). Taal Volcano. Retrieved from
(2) http://www.phivolcs.dost.gov.ph/html/update_VMEPD/Volcano/VolcanoList/taal.htm
(3) Philippine Institute of Volcanology and Seismology. (n.d.). Mayon Volcano. Retrieved from
(4) http://www.phivolcs.dost.gov.ph/html/update_VMEPD/Volcano/VolcanoList/mayon.htm
(5) U.S. Geological Survey. (2014). Volcano Hazards in the Cascade Range. Retrieved from http://volcanoes.usgs.gov/observatories/cvo/hazards.html
(6) Philippine Institute of Volcanology and Seismology. (2008). PHIVOLCS Volcano Monitoring. Retrieved from http://www.phivolcs.dost.gov.ph/index.php?
(7) Garcia, A. (1991). [Untitled photograph of a truck in front of the pinatubo volcano eruption]. Retrieved from https://www.google.com.ph/search?q=Pinatubo+Volcano
+eruption+impacts&biw=1280&bih=705&tbm=isch&tbo=u&source=univ&sa=X&ved=0CDUQsARqFQoTCNqdlcLDqsgCFcUUlAod170LWA#imgrc=ijVzHDr1ETbT6M%3
Precautionary Safety Measures for

Volcanic Eruptions
LESSON OUTLINE
Content Standards
The learners demonstrate understanding of volcano-related hazards.
Motivation Pose a Question 5
The learners shall be able to: Instruction Role Playing and Discussion 45
develop a family emergency preparedness plan to guide them on what to and Practice
do before, during, and after a volcanic eruption. Evaluation True or False 5
Learning Competencies Materials:
The learners are able to: Manila paper, permanent pens, masking tape
identify appropriate measures or interventions before, during and after a Suggested Resources
volcanic eruption (DRR11/12-Ih-i-26) Precautionary Measures
(1) Centers for Disease Control and Prevention. (2014). Key Facts About
Protecting Yourself During a Volcanic Eruption. Retrieved from http://
At the end of the lesson, the learners will be able to: emergency.cdc.gov/disasters/volcanoes/during.asp
identify the different measures/interventions before a volcanic eruption (2) Daskeo, F. (n.d.). Precautionary Measures Before, During, and After
Volcanic Eruptions. Retrieved from https://science1.knoji.com/
identify the different measures to take during a volcanic eruption precautionary-measures-before-during-and-after-volcanic-eruptions/
identify the different measures to take after a volcanic eruption (3) GNS Science, Te P Ao. (2010). Be Prepared: Volcanic Ash Fall.
Retrieved from http://www.gns.cri.nz/Home/Learning/Science-Topics/
Volcanoes/Eruption-What-to-do/Be-Prepared-Volcanic-Ash-Fall
(4) Ideas for Action : Save, Recycle and Do Not Pollute. (1992). Retrieved
from http://collections.infocollections.org/ukedu/en/d/Jii25ie/
5.9.html#Jii25ie.5.9
(5) Lastog561. (2007, June 9). Mt. Pinatubo Explosion At Clark Air Base,
Philippines Part 1 [Video file]. Retrieved from https://
www.youtube.com/watch?v=SMe0VPQftsc

95
Communicate learning objectives (5 mins) volcanoes.
After the end of the lesson, the learners will be able to
1. Identify the different measures/interventions before a volcanic eruption
2. Identify the different measures to take during a volcanic eruption
3. Identify the different measures to take after a volcanic eruption
MOTIVATION (5 MINS) Teacher Tip:

Pose a Question
1. From previous lesson, we learned about the dangers from erupting volcanoes. Below are some life and property. These include lava flows,
photos showing impacts of volcanic eruptions. lahars, ash falls, debris avalanches, and
2. How can we protect ourselves? pyroclastic density currents (pyroclastic
flows and surges) RV Fisher
3. How can we avoid or minimize the negative impacts of volcanic eruptions? http://volcanology.geol.ucsb.edu/
hazards.htm
Note: This portion must be assigned after the discussion on volcano hazards (DRR11/12-Th-i22
and DRR11/12-Ih-I 23) before actual class for the learners to have time to prepare.

Role Playing: Demonstrate What to do before, during and after (30 minutes)
1. You have divided the class into 3 groups during the previous meeting (based on DRR 11/12-Ih-i22
and DRR 11/12-Ih-i-23) .
I. Group 1 what to do BEFORE a volcano eruption
II. Group 2, what to do DURING a volcano eruption
III. Group 3. What to do AFTER a volcano eruption
2. Each group is given 10 minutes to present their chosen situation on how to best represent as many
what to dos
Discussion (15 mins) Teacher Tip:
3. After the role-playing, to emphasize important details, teacher will discuss in the class the following: Each volcano will have different
characteristics of eruption depending on
VOLCANIC ERUPTION PREPAREDNESS. Teacher may opt to check out from the list what type (composition which can be learned
have been demonstrated in the role play. from the rocks from the volcano). As such,
Alert Level descriptions will vary.
Active volcanoes are being monitored for possible unrest so that major eruptions can be Examples of Alert Level Scheme can be
forecast and predicted. An eruption can affect the surrounding environment, destroy structures found in the following links:
and cause deaths and injuries to man. Taal Volcano - http://
option=com_content&view=article&id=
Although volcanoes are dangerous when in eruptive stage, there are still also many benefits that 815&Itemid=500044
man derive from a volcano when it is quiet. As volcanoes do not erupt frequently, during its long Mayon Volcano - http://
periods of quiescence, the rich fertile soil derived from the volcanoes provide land for www.phivolcs.dost.gov.ph/index.php?
agriculture and livestock , such that economic activities and communities have flourished in the option=com_content&view=article&id=
shadow of volcanoes. There are many ways by which man can prepare and protect himself 816&Itemid=500045
from volcanic eruptions. Bulusan Volcano - http://

Volcanic Eruption Preparedness 817&Itemid=500046
Before
Hibok hibok Volcano - http://
1. For longer-term development planning, consult available volcano hazard maps that indicate areas www.phivolcs.dost.gov.ph/index.php?
declared as permanent danger zones (PDZs) and areas likely to be affected by different volcanic option=com_content&view=article&id=
hazards so that these areas are avoided when choosing sites for developing new residential areas, 1237&Itemid=500047
commercial/ business areas, siting for critical facilities etc.
Pinatubo Volcano - http://
2. Be aware of the kinds of volcanic hazards present in your area. Determine the distance of your www.phivolcs.dost.gov.ph/index.php?
residence, workplace and livelihood (farms, etc) from the volcano. Know if you are within what option=com_content&view=article&id=
kilometer radius from the volcano summit your location is. 1236&Itemid=500048
3. Be aware of the meanings of Alert Levels, and recommended actions. Make sure your family Kanlaon Volcano - http://
emergency plan has taken this into consideration. www.phivolcs.dost.gov.ph/index.php?
4. Be aware of community efforts such as identified evacuation areas as well as designated pick up 1238&Itemid=500049
points . Make sure that the whole family knows about this. If you do not plan to stay in evacuation
area, and has other alternatives (another house, relatives in another town), make sure that the whole
family is aware of this.
97
5. Stock enough non-perishable off and potable water. Cooking fuel, emergency light,/ flashlight, Teacher Tip:
whistle, battery operated radio, medicines, first-aid kit, dust mask, should be made part of your Tephra- is fragmental material produced by
a volcanic eruption regardless of
emergency kit.
composition, fragment size or emplacement
6. Consider provisions for pet animals, etc. mechanism. Volcanologists also refer to
airborne fragments as pyroclasts. Once
7. Always listen to the radios latest PHIVOLCS Alerts (See Teacher Tip #1) and information. Heed
clasts have fallen to the ground they remain
the advise of community leaders or LGUs about evacuation procedures.
as tephra
During Size ranges > 64 mm volcanic bombs/blocks

2- 64 mm lapilli
1. Stay inside the house or evacuation area. Do not go sightseeing. < 2 mm ash
2. Listen to the radio for advise and information.
3. If you are outside and very near the volcano, leave the area immediately. If caught in ashfall or
tephra* fall, seek shelter immediately. Sometimes, pieces of rocks may be hot, seek care for burns
right away.
4. Do not drive. If you must drive, keep the ca windows up and do not operate the air conditioning
system as this will bring in ash from outside. Drive slowly as ashfall will reduce visibility. Ash on road
surface can cause the roads to become slippery.
5. Check that your pet or livestock have enough food.
6. Do not try to clean or shovel the ashfall during eruptions.
7. Protect yourself from ashfall.
I. Close windows and doors to stop the ash from entering the house.
II. Turn off all electric fans and airconditioning units.
III. Wear dust-mask or cover your face with clean wet towel or cloth to prevent ash from irritating
the eyes and entering the respiratory track.
IV. Better to use bottled water. If you must use tap water, always boil water first before using.
After
1. Listen to the latest update about Alert Levels, other information from the radio.
2. Cook food thoroughly.
3. If the family has evacuated during the eruption, only the adult members of the family should be
allowed to go home to inspect the house condition.
4. Only when local authorities- the LGUs have declared that it is safe to go home that the family
should return.
5. How to clean up an ashfall
I. As soon as the ashfall has stopped, remove the ash immediately.
II. Wear dust mask before you start cleaning.
III. The recommended method to clean the ash is to lightly damp the ash so that it does not
billow when swept.
IV. Clean house roofs first, to prevent damage to gutters and down-pipes.
V. Do not dump ash in sewage systems.
VI. Inside the house, use damp cloth to remove ash. Avoid vigorous rubbing as ash particles are
very abrasive.
VII. To remove ash from your car, wash with plenty of water.
EVALUATION (5 MINS)
1. True
1. Be aware of community efforts such as identified evacuation areas as well as designated pick up points. 2. False
2. At the peak or height of eruption, one can go out and do sightseeing as eruptions are a sight to see. 3. True
4. True
3. Heavy ashfall can severely reduce visibility, that is why people are advised not to drive. 5. False
4. During and after heavy ashfall, if you must use tap water, always boil water first before using. 6. False
5. To remove ash inside the house, use damp cloth and vigorously rub off the surface covered with ash.
6. Wear dust-mask or cover your face with clean dry towel or cloth to prevent ash from irritating the eyes
and entering the respiratory track.
Assignment:
1. Bring bond paper and pencil for the next meeting.
99
4 3 2 1
ROLE PLAY 6 or more measures were There are 4-5 measures Able to incorporate 2-3 Only 0-1 of preparedness
demonstrated in the role included in the presentation measures as listed measures as listed was
play Usually willing and focused Adequate communication demonstrated
Always willing and focused during group work and of characters feelings, Group members rarely
during group work and presentation situation and motives willing and focused during
presentation Competent communication Purpose id established but group work and
Convincing communication of characters feelings, may not be sustained presentation
of characters feelings, situations and motives Satisfactory variety of non- Limited communication of
situation and motives Purpose is clearly verbal cues (voice, gestures, characters feelings,
Purpose is clearly established and generally eye contact, props, situation and motives
established and effectively sustained costumes) used in an Purpose is vaguely
sustained Good variety of non-verbal acceptable way established and may not be
Impressive variety of non- cues (voice, gestures, eye Choices demonstrate sustained
verbal cues are used in an contact, props, costumes) awareness and developing Limited variety of non-
exemplary way are used in a competent acceptably enhance role verbal cues (voice, gestures,
Choices demonstrate way play eye contact, props,
insightful and powerfully Choices demonstrate costumes)
enhanced role play thoughtfulness and Choices demonstrate little
completely enhance role awareness and do little to
play enhance role play.
1. Philippine Institute of Volcanology and Seismology. (2010). Ang mga sensyales 10. Philippine Institute of Volcanology and Seismology. (2011). Taal Volcano Alert
kon maglupok ang bulkan kanla-on [Poster]. Retrieved from http:// Signal. Retrieved from http://www.phivolcs.dost.gov.ph/index.php?
www.phivolcs.dost.gov.ph//images/attachments/article/757/ option=com_content&view=article&id=815&Itemid=500044
EULogo_Poster_KANLAON_TRANSLATED_Precursor_ilonggo.jpg 11. Philippine Institute of Volcanology and Seismology. (2015). Mayon Volcano
2. Philippine Institute of Volcanology and Seismology. (2010). Mga sensyales aron Alert Levels. Retrieved from http://www.phivolcs.dost.gov.ph/index.php?
mahibaw-an nga mobuto ang bulkang kanla-on [Poster]. Retrieved from http:// option=com_content&view=article&id=816&Itemid=500045
www.phivolcs.dost.gov.ph//images/attachments/article/757/ 12. Philippine Institute of Volcanology and Seismology. (2011). Bulusan Volcano
EULogo_Poster_KANLAON_TRANSLATED_Precursor_Cebuano.jpg Alert Signals. Retrieved from http://www.phivolcs.dost.gov.ph/index.php?
3. ProVention Consortium. (2008, August 7). Tales of Disasters 4. Volcano option=com_content&view=article&id=817&Itemid=500046
(English) [Video file]. Retrieved from https://www.youtube.com/watch? 13. Philippine Institute of Volcanology and Seismology. (2011). Hibok-hibok
v=6bPdmvLPo_0 Volcano Alert Signals. Retrieved from http://www.phivolcs.dost.gov.ph/
4. U.S. Geological Survey. (2014). . Retrieved from https://volcanoes.usgs.gov/ index.php?option=com_content&view=article&id=1237&Itemid=500047
ash/ashfall.html 14. Philippine Institute of Volcanology and Seismology. (2011). Pinatubo Volcano
5. U.S. Geological Survey. (2015). Volcanic Ash Impacts and Mitigation. Retrieved Alert Signals. Retrieved from http://www.phivolcs.dost.gov.ph/index.php?
from option=com_content&view=article&id=1236&Itemid=500048
6. https://volcanoes.usgs.gov/volcanic_ash/ 15. Philippine Institute of Volcanology and Seismology. (2015). Kanlaon Volcano
7. Fisher, R. V. (1997). Hazardous volcanic events. Retrieved Alert Level Scheme. Retrieved from http://www.phivolcs.dost.gov.ph/
8. from http://volcanology.geol.ucsb.edu/hazards.htm index.php?option=com_content&view=article&id=1238&Itemid=500049
9. Impact of heavy ashfall during the 1991 Pinatubo Eruption, Clark Airbase.
(1991). Retrieved from [insert URL here]
Landslides and Sinkholes

The learners demonstrate understand of related geological hazards Introduction Communicating Learning Objectives 3
including: rainfall-induced landslides and sinkholes.
Motivation Video clips 7
The learners shall be able to: Instruction Interpretation of Geohazard Map 40
and Practice
develop a family emergency preparedness plan to guide them on
what to do before, during and after the occurrence of events that Evaluation Quiz 10
are caused by geological hazards. Enrichment Research on Historical Landslide Disasters
Learning Competency Materials:
The learners are able to: Computer and access to internet; Ruler which can be used for measuring distances.
Optional: Handheld GPS Receiver
interpret geological maps (DRR11/12 IIa-b-30)
Suggested Resources
Specific Learning Outcomes (1) Center for Environmental Geomatics - Manila Observatory. (2005). Mapping
At the end of the lesson, the learners will be able to: Philippine Vulnerability to Environmental Disasters. Retrieved from http://
vm.observatory.ph/
1. identify the different elements of a geohazard map; (2) Department of Environment and Natural Resources. (n.d.). Retrieved from http://
www.denr.gov.ph/
2. interpret geohazard maps provided by the Mines and (3) Environmental Science for Social Change. (n.d.). Retrieved from http://
Geosciences Bureau to identify areas prone to landslide and essc.org.ph/content/
(4) Geological Map Reading. CEDD, 2008.
flooding; (5) Hong Kong Slope Safety Website of Geotechnical Engineering Office. (2009).
Surveying the Landscape - Introduction to Geological Mapping. Retrieved from
3. be aware of how geologically dynamic is the area in which they http://hkss.cedd.gov.hk/hkss/eng/education/GS/eng/hkg/chapter3.htm
live in; (6) Mines and Geosciences Bureau. (n.d.). Retrieved from http://www.mgb.gov.ph
(7) Philippine Information Agency. (n.d.). Retrieved from http://news.pia.gov.ph/
4. be aware of the potential geohazards they are exposed to in their (8) ANC videos. (2011, October 21). ANC Future Perfect: Philippine Geohazard Map
1/3 [Video file]. Retrieved from https://www.youtube.com/watch?
barangay; and v=X5F1_o_h40A&feature=youtu.be
(9) untvweb. (2014, April 22). Completing the Geohazard Map of the Philippines
5. identify possible safe evacatuion routes in case of landslides and [Video file]. Retrieved from https://www.youtube.com/watch?
floods. v=0ysL_W9b7rE&feature=youtu.be
(10) untvweb. (2014, April 14 ). Mas detalyadong geohazard map ng MGB, 80%
complete na (APR142014) [Video file]. Retrieved from https://www.youtube.com/
watch?v=qG0R9Q1yjWU&feature=youtu.be
101
1. Explain that the class will learn how to use geohazard maps to identify hazardous places and safe
places.
2. Write the specific learning outcomes for the lesson on the board and ask learners to read them.
I. I can identify the different elements of a geohazard map.
II. I can interpret geohazard maps provided by the Mines and Geosciences Bureau to identify
areas prone to landslide and flooding.
III. I can be aware of how geologically dynamic is the area in which they live in.
IV. I can be aware of the potential geohazards they are exposed to in their barangay.
V. I can identify possible safe evacatuion routes in case of landslides and floods.
MOTIVATION (7 MINS)
Video Clips
1. Post one of following videos on geohazard maps:
I. https://youtu.be/X5F1_o_h40A
II. https://youtu.be/0ysL_W9b7rE
III. https://youtu.be/qG0R9Q1yjWU
2. After watching the video, ask the following questions:
I. What are the different colors of areas prone to rain-induced landslides and what action should
be taken corresponding to each of these colors?
II. What are the different colors of areas prone to flooding and what actions should be taken
corresponding to each of these colors?
INSTRUCTION AND PRACTICE (40 MINS) Additional)Notes:)
FOR RAIN-INDUCED LANDSLIDE
Interpretation of Geohazard Maps PRONE AREAS, THERE ARE THREE
1. Show the map below. COLORS:
2. Together with the class, identify the following parts of the map: Yellow: low susceptibility-less likely to be
experience landslide; Be prepared.
I. Title
II. Legend Green: moderately susceptible; be
cautiouns.
III. Orientation Compass
IV. Map Ruler /Bar Scale Red: highly susceptible; Be alert and ready
to evacuate.
V. Coordinates
3. Give the class two minutes to study the hazard map below, after which ask the class the following FOR FLOOD-PRONE AREAS:
questions: Pink: Low to moderately susceptible. Be
cautions.
I. What are the different colors used to distinguish different areas in the map?
II. What does each color mean regarding the susceptibility of an area for a specific hazard? (see Violet: Highly susceptible; be alert and
ready to evacuate.
comments to the right).
III. For each hazard and level of susceptibility, what actions should someone in a particular area take
during periods of intense rain?
Landslide and Flood Susceptibility Map of QC Quadrangle
103
4. Show class how to download geohazard maps from one of the four sources above. For MGB Teacher)Tip:)
website, you should show the following steps: Ideally maps should have a scale of at least
1:10,000 if not larger (lower 2nd number)
I. Go to http://www.mgb.gov.ph
II. Click on the icon on the top left hand-side of the MGB webpage for GEOHAZARD MAPS. This
will bring you to !http://gdis.denr.gov.ph/mgbpublic/ which will show a map of the Philippines
with squares superimposed on top.
III. Click on the square containing the city or municipality where the school is located in. This
action will download the map in jpeg format.
5. Class views the downloaded map.
6. Again, make sure that the learners can identify the different elements of the map:
I. Title
II. Orientation compass
III. Legend
IV. Map ruler
V. Coordinates.
7. Ask learners to identify the main and secondary roads and locate the school relative to these roads.
8. If handheld GPS is available, show the coordinates of the school and asks learners to look for the
school on the map using the GPS coordinates. If no GPS is available, mark the approximate
location of the school with a dot.
9. Ask learners to measure the distance of the school to the different main and secondary roads using
a ruler and the map ruler or bar scale.
Bonus: Ask a learner to study the map and determine what the scale of the map is. (Maps are
generally 1:50,000. See note on teaching map scale).
10. Then, ask the following questions:
I. Where are the areas of high susceptibility to landslides? What can you conclude regarding the
topography of such areas? (These areas are normally mountainous areas with steep slopes with
little vegetative cover and high levels of human development).
II. Where are the areas of moderate susceptibility to landslides?
III. Where are the areas of low susceptibility to landslides?
IV. Where are the areas of high susceptibility to flooding? What can you conclude regarding the
topography of such areas? (These are normally low lying areas adjacent to rivers and lakes as
well as areas in valleys).
V. Where are the areas of moderate to low susceptibility to flooding?
VI. What areas are considered generally safe during period of strong rain (areas with low
susceptibility to both flooding and landslide)?
VII. Is the school located in an area that is susceptible to rain-induced landslides?
VIII. Is the school located in an area that is susceptible to floods?

Quiz
1. Provide each learner with a copy of the geohazard map where the learners house is located.
2. Ask the learners to do the following:
I. Obtain the approximate location of his/her house in terms of coordinates?
II. The approximate distance of his/her house to the closest major road
III. Is his/her house located in an area susceptible to rain-induced landslides?
3. Is his/her house located in an area susceptible to flooding?
ENHANCEMENT: (OUT OF CLASS ACTIVITY)

1. Have learners choose from among the following activities.
2. Have learners research historical landslide disasters, including:
I. Cherry Hill Subdivision, Antipolo, Rizal August 1999
II. Barangay Guinsaugon, St. Bernard, Southern Leyte February 2006
III. Little Kibungan, Barangay Puguis, La Trinidad, Benguet October 2009
3. Have learner locate this in the geohazard maps which can be download from the sources given
above. Based on the maps, what is the susceptibility to landslides and floods? Are there any safe
areas within the area?
4. Have learners check the PHIVOLCS website (www.phivolcs.dost.gov.ph) for hazard maps for
earthquake induced hazards (earthquake induced landslides, ground rupture, ground shaking,
liquefaction, or tsunami). Maps are available at the National scale, and in some cases at the
Provincial scale.
105
I. If a map is available for the Province in which the learners home or school is located, have the learner download the corresponding
map(s), and identify the high risk areas within the province. For all earthquake-induced hazards for which there is an available hazard
map, have the learner determine if the barangay in which he/she lives is a high, medium or low risk area. For cases in which the
barangay is identified as high risk with regards to a specific hazard, have learner interview people in the barangay who have live there
for a long time about their experiences regarding the hazard at which the barangay is exposed to. Also ask them to suggest based on
their experiences what are the safe areas within the barangay.
II. If there is no available hazard map for the province in which the learner is from, have the learner download the hazard maps for
liquefaction susceptibility and earthquake-induced landslides for the Philippines. Have the learner identify what areas have a high risk
with respect to liquefaction and earthquake-induced landslides. Have the learner list down what are the common characteristics of these
areas. Ask the learner if these characteristics are common to the area in which he/she lives in.
EVALUATION 4 3 2 1
Learner is able to identify the Learner is able to identify the title, Learner is able to identify Learner is only able to Learner is unable
different elements of a legend, orientation compass, map the title, legend, orientation identify the title and legend. to identify any of
geohazard map. ruler and coordinates. compass, map ruler and the main elements
coordinates. of a geohazard
Learner is able to determine the map.
scale of the map.
Learner is able to measure distances

using the map ruler.
Learner is able specify the location

of point on the map using its
coordinates.
Learner is able to interpret Learner is able to distinguish Learner is able to distinguish Learner is able to distinguish Learner is unable
geohazard maps provided by between the different zones in the between the different zones between the different zones to distinguish
the Mines and Geosciences map. Learner is able to locate a in the map. Learner is able in the map. Learner is able between the
Bureau to identify areas prone given point on the map and is able to locate a given point on to locate a given point on different zones in
to landslide and flooding. to determine if the area is the map and is able to the map, but is unable to the map.
susceptible to rain induced determine if the area is determine if the area is
landslides and/or flooding. susceptible to rain induced susceptible to rain induced
landslides and/or flooding. landslides and/or flooding.
Learner is able to identify all
susceptible areas as well as areas
that are safe.
Impending Signs of Landslides and

Sinkholes LESSON OUTLINE - DAY 1
Content Standard Motivation Definition of Terms 3

The learners demonstrate understand of related geological hazards including: Instruction Group Activity 30
rainfall-induced landslides and sinkholes.
Practice Film Viewing 20
The learners shall be able to: Evaluation Definition of Landslide 5
develop a family emergency preparedness plan to guide them on what to Suggested Resources
do before, during and after the occurrence of events that are caused by (1) Burns, S.F., Harden, T.M., and Andrew, C.J. (n.d.). Homeowners Guide
to Landslides. Retrieved from http://www.oregongeology.org/sub/
geological hazards.
landslide/homeowners-landslide-guide.pdf
Learning Competencies (2) Byrd, D. (2013). What causes sinkholes? Retrieved from http://
earthsky.org/earth/what-causes-sinkholes
(3) CBS Evening News. (2014, April 19). Wyoming landslide splits home in
Discuss the different geologic hazards (DRR11/12 IIa-b-27) two, creeps towards resort town [Video file]. Retrieved from https://
www.youtube.com/watch?v=_zcjbF6omWI&feature=youtu.be
Analyze the causes of geologic hazards (DRR11/12 IIa-b-28)
(4) Cruden, D.M., Varnes, D.J., 1996. Landslide Types and Processes:
Chapter 3 in Turner, A.K, and Schuster, R.L., (Editors) 1996: Landslides
- Investigation and mitigation. Special Report 247, Transportation
Specific Learning Outcomes Research Board, National Research Council. National Academy Press
At the end of the lesson, the learners will be able to: Washington D. C, 1996, pp 3675.
(5) GabeHashTV. (2013, April 19). EPIC LANDSLIDE CAPTURED ON
explain in his/her own words the definition of a landslide;
VIDEO IN FRENCH ALPS APRIL 19, 2013 [Video file]. Retrieved from
explain the different types of landslides; https://www.youtube.com/watch?v=SlGTirtRP4c&feature=youtu.be
(6) globalnational. (2012, July 13). EPIC mudslide caught on camera (Raw
explain the causes of landslides;
Video) [Video file]. Retrieved from https://www.youtube.com/watch?
explain in his/her own words the definition of a sinkholes; v=n1cCs-S5EKc&feature=youtu.be
explain in her/her own words the different types of sinkholes; and
explain the causes of sinkholes. Additional Resources at the End of this Lesson
107
Before the class session, learner can watch
Communicate learning objectives (5 mins) the following documentary videos on
After the end of the lesson, the learners will be able to landslides to be able to get more
information and have more time to
1. explain in his/her own words the definition of a landslide understand the material.
2. explain the different types of landslides.
https://youtu.be/p01ioGURkwE
3. explain the causes of landslides. https://youtu.be/G7qpzPQM2uM
https://youtu.be/sQjbBOKtah0
MOTIVATION (3 MINS)
Definition of Terms
Teacher Tip:
1. Ask 2 to 3 learners to describe how they would define what a landslide is. Teacher can also ask the Another alternative would be to interview
class if anyone has seen or experienced a landslide, and ask them to share their experiences. on video a victim of a landslide disaster.
2. Suspend judgement on whether learners answers are right or wrong, but instead states that they
will be able to determine if their answers are correct after the lesson.

Group Activity Teacher Tip:
1. Divide the class into groups, and asks each group to appoint a scribe who documents the answers This exercise is based on an exercise
contained in resource (1) above but
of the group.
modified to specifically relate to rainfall-
2. Learners watch the following videos: induced landslide hazards even though the
term landslides can be used to describe
I. USGS (2013)
many different types of motion of sand, soil,
II. News Direct (2013) mud, rocks, and other earth structures.
III. BBC Earth Unplugged (2013)

Landslides occur in response to a variety of
3. Learner read the following resource materials: both natural and manmade triggering
events, such as earthquakes, heavy rainfall,
I. Homeowners Guide to Landslides
volcanic activity, or road and building
II. Varnes Classification of Landslides (Classifies landslides according to material and type of construction.
movement)
III. A review of the Classification of Landslides of the Flow type (explains the velocity scale).
4. Learners answer the following questions:
Teacher Tip:
5. What are landslides? Try paraphrasing the definition in your own words. There are more variations in landslide
I. What are the different types of landslides? mechanisms and triggering events than can
be covered in an introductory course.
II. What are the causes of landslides?
III. After 10 minutes, learners share their answers with the class. Therefore, the most important outcome of
any lesson on landslides is that learners
develop the curiosity and willingness to
critically evaluate what their surroundings
can tell them about landslides.
PRACTICE (20 MINS)

Film Viewing
1. Teachers shows each of the following videos (ranging in time from 2 to 3 minutes). After showing
each video, teacher asks learners to identify the type of movement, slope material and velocity of
flow.
2. After showing the videos, learner exchange papers and check each others papers based on the
following solution key.
MOVEMENT MATERIAL VELOCITY Teacher Tip:

The number of videos can be increased or
PINOY NEWS BLOGGER Slump Soil Rapid to very rapid replaced with other available videos. It is
(2015) https://youtu.be/ suggested that videos of well known recent
yZjebZGLUEg landslides be used.
POJCDK (2007) https:// Debris slide Rocks, soil, water Extremely rapid
youtu.be/51C7vEAVbxk?
list=PLD585D2210775E1CD.
GABEHASHTV (2013) https:// Rock fall Rocks and dry soil Extremely rapid
youtu.be/SlGTirtRP4c
CBS EVENING NEWS (2014) Creep Soil Very slow to slow

https://youtu.be/
_zcjbF6omWI
BBC NEWS (2015) https:// Mudslide Soil Extremely rapid

youtu.be/eeKb0fv85Ik
109
EVALUATION (5 MINS) Sample Answer:
Landslides are a downward movement of
Definition of Landslide geological materials such as soil and rock.
1. Explain in your own words what a landslide is. Landslides occur when the sum of
downward driving forces (gravity, seepage,
2. Describe the different types of landslides according to the Varnes classification system. earthquake forces, etc) is greater than the
3. Explain some of the causes of landslides. sum of the resisting forces (strength of the
material, lateral confining forces due to a
4. Suggest some other causes of landslide not discussed in the lecture materials. retaining wall).
The general types of landslides are slumps,

rockfall and topples, mudslides, debris
slides and flow, creep. Creep are generaly
slow, involve soil, and travel short distances;
Slumps can involve both soil and rock, travel
short distances and vary from slow to very
rapid. Rockfall and topples involve rocks,
are very to extremely rapid and can travel
great distances; When debris from rockfalls
and slumps mix with water, they can
transform into debris slides that can travel
great distances. Mudslides generally involve
saturated soils moving at very to extremely
rapid velocities and travel great distances.
Landslides can be triggered by saturation of

slope by extreme rainfall, or by vibration
caused by earthquakes by human activity.
Impending Signs of Landslides and

Sinkholes
Content Standard
The learners demonstrate understand of related geological hazards including: rainfall-induced landslides and sinkholes.
develop a family emergency preparedness plan to guide them on what to do before, during and after the occurrence of events that are
caused by geological hazards.
Discuss the different geologic hazards (DRR11/12 IIa-b-27)
Analyze the causes of geologic hazards (DRR11/12 IIa-b-28)

explain in his/her own words the definition of a landslide;
explain the different types of landslides;
explain the causes of landslides;
explain in his/her own words the definition of a sinkholes;
explain in her/her own words the different types of sinkholes; and
explain the causes of sinkholes.
111
Teacher Tip:
Communicate learning objectives (5 mins) Before the class session, learner can watch
After the end of the lesson, the learners will be able to the documentary (https://youtu.be/
1. explain in his/her own words the definition of a sinkholes wVGFJeIxOsA) on sinkholes to be able to
get more information and provide more
2. explain in her/her own words the different types of sinkholes. time to understand the material.
3. explain the causes of sinkholes.
MOTIVATION (3 MINS)
Teacher Tip:
Definition of Terms Another alternative would be to interview
on video a victim of a landslide disaster.
1. Ask 2 to 3 learners to describe how they would define what a sinkhole is. Teacher can also ask the
class if anyone has seen or experienced a landslide, and ask them to share their experiences.
2. Suspend judgement on whether learners answers are right or wrong, but instead states that they
will be able to determine if their answers are correct after the lesson.

Group Activity Definition:
1. Divide the class into groups, and asks each group to appoint a scribe who documents the answers Sinkholes are depressions or openings in
of the group. the ground surface. They are generally
formed as the result of a collapse in the
2. If online resources and equipment are available, learners watch the following videos: ceiling of an underground cavity or cavern.
I. USGS (2013) Sinkholes typically develop slowly, but can
also form suddenly when a collapse occurs.
II. News Direct (2013)
III. BBC Earth Unplugged (2013) Sinkholes naturally occur in areas underlain
by soluable carbonate or evaporite rocks
3. If online resources and/or equipment is not available, teacher downloads the following materials like limestone, dolomite, gypsum, and salt.
and prints out enough copies for learners to read in lieu of watching the above videos.
The three types of sinkholes are: Dissolution
I. USGS Water Science School. (http://water.usgs.gov/edu/sinkholes.html)
sinkholes; Cover-subsidence sinkholes; and
II. Sinkhole.org (http://www.sinkhole.org/facts4.php) Cover-collapse sinkholes.
4. Learners answer the following questions. Definition:
Dissolution sinkholes occur where there is
I. What are sinkholes? Try paraphrasing in your own words? little soil or vegetation over the soluble
II. In what type of geologic conditions do sinkholes occur? What is Karst? rock. Aggressive disssolution occurs where
flow is focused in pre-existing openings in
III. What are the different types of sinkholes and what are the major differences regarding the rate the rock , such as along joints, fractures, and
they can occur. bedding planes, or in the zone of water
table fluctuations where the ground water is
IV. What are some man made causes of sink holes? in contact with the atmosphere. They
5. After 10 minutes, learners share their answers with the class. typically develop gradually.
Cover-subsidence sinkholes tend to develop

gradually where the covering sediments are
Discussion
permeable and contain sand.
1. Show the picture to help learners differentiate between the different types of sinkholes.
Cover-collapse sinkholes tend to develop
abruptly and cause catastrophic damages.
They occur where the coverning sediments
contain significant amounts of clay.
Karst terrain is a type of topography that is

formed by dissolution of bedrock in areas
underlain by limestone, dolostone or, as in
some western states, gypsum. Such terrain
has underground drainage systems that are
reflected on the surface as sinkholes,
http://www.saveoursuwannee.org/wp-content/uploads/2012/07/sinkhole-types.jpg springs, disappearing streams or even
caves.
2. Show the next set of pictures and asks learner to identify what type of sinkhole it is.
Cover - Subsidence Dissolution sinkhole Cover collapse

113
EVALUATION (5 MINS)
Definition of Sinkhole
1. Explain in your own words what a sinkhole is.
2. Explain the different types three different types of sinkholes.
3. Explain some of the causes of sinks holes.
4. Suggest some other causes of sinkholes not discussed in the lecture materials.
ENRICHMENT
Alternative Activities
1. Do an internet search of recent or well-documented landslides that have occurred in the past.
2. Perform a do-it-yourself landslide experiment as shown in the following videos:
I. Saferworldcomm (2013) (https://youtu.be/6tSnA9I6uL4)
II. Luke Pajer (2014) (https://youtu.be/mb4O7YDX7N8)
3. Perform the following a simulation-experiment for a sinkhole.
4 3 2 1
EXPLAIN IN HIS/HER OWN WORDS Learner is able to explain Learner is able to explain Learner is able to explain Learner is unable to
the hazard. the hazard. the hazard. explain the hazard.
THE DEFINITION OF A LANDSLIDE
AND SINKHOLES Learner is able to explain Learner is unable to
Learner is able to explain all Learner is able to explain all
of the types of landslides/ of the types of landslides/ some (1 to 2) of the types of explain any of the types of
sinkholes and is able to sinkholes and occasionally is landslides/sinkholes but is landslides/sinkholes
distinguish between the able to distinguish between unable to distinguish
different types. the different types. between the different types.
EXPLAIN IN HIS/HER OWN WORDS Learner is able to explain Learner is able to explain all Learner is able to explain Learner is unable to
causes of the causes of of the common causes of some of the causes of explain any of the causes
THE CAUSES OF LANDSLIDES AND
landslides/sinkholes and is landslides/sinkholes. landslides/sinkholes. of landslides/sinkholes.
SINKHOLES able to suggest other valid
causes not discussed in the
lecture materials.
(1) ScienceTube. (2015, January 5). Naked Science - Landslides (Full Documentary) [Video file]. Retrieved from https://www.youtube.com/
watch?v=G7qpzPQM2uM&feature=youtu.be
(2) Silverman, J. (2008). How Sinkholes Work. Retrieved from http://science.howstuffworks.com/nature/natural-disasters/sinkhole.htm
(3) Storm. (2013, May 14). Amazing Footage of Ui Landslide [Video file]. Retrieved from https://www.youtube.com/watch?
v=gNokmNrUzL8&feature=youtu.be
(4) Top Documentary Films Channel. (2015, March 6). Killer Landslides [Video file]. Retrieved from https://www.youtube.com/watch?
v=sQjbBOKtah0&feature=youtu.be
(5) Top Documentary Films Channel. (2015, March 8). Documentary | Sinkholes [Video file]. Retrieved from https://www.youtube.com/watch?
v=wVGFJeIxOsA&feature=youtu.be
(6) U.S. Geological Survey. (2015). Sinkholes. Retrieved from http://water.usgs.gov/edu/sinkholes.html
(7) USGS. (2012, June 11). Landslide Hazards [Video file]. Retrieved from https://www.youtube.com/watch?
v=MVwSpGVfWVo&feature=youtu.be
(8) USGS. (2013, March 5). The Science of Sinkholes [Video file]. Retrieved from https://www.youtube.com/watch?
v=wubMuKDGBuk&feature=youtu.be
(9) Varnes, D.J., 1978. Slope movement types and processes. In Schuster, R.L and Krizek, R.J. (Editors) 1978: Landslides Analysis and control.
Transportation Research Board Special Report 176, National Academy of Sciences, Washington, 11-33.
(10)News Direct. (2013, April 3). Causes of sinkholes [Video file]. Retrieved from https://www.youtube.com/watch?
v=YnUovucMSjo&feature=youtu.be
(11)BBC Earth Unplugged. (2013, September 3). What Causes Sinkholes? - Earth Juice (Ep 40) - Earth Unplugged [Video file]. Retrieved from
https://www.youtube.com/watch?v=RUjo3K_00tY&feature=youtu.be
(12)BBC News. (2015, December 21). Drone reveals China landslide destruction - BBC News [Video file]. Retrieved from https://
www.youtube.com/watch?v=eeKb0fv85Ik&feature=youtu.be
(13)Sinkhole.org. (n.d.). Learn About Sinkholes: Types of Sinkholes. Retrieved from http://www.sinkhole.org/facts4.php
(14)Save Our Suwannee, Inc. (2006). Sinkholes 101. Retrieved from http://www.saveoursuwannee.org/sinkholes-101/
(15)Saferworldcomm. (2013, February 8). Do-it-yourself experiments-Landslide [Video file]. Retrieved from https://www.youtube.com/watch?
v=6tSnA9I6uL4&feature=youtu.be
(16)Luke Pajer. (2014, October 16). Simple Cylindrical Slip Surface Model Demonstration [Video file]. Retrieved from https://www.youtube.com/
watch?v=mb4O7YDX7N8&feature=youtu.be
115
Interpreting Geohazard Maps

Content Standard LESSON OUTLINE - DAY 1
The learners demonstrate understand of related geological hazards
including: rainfall-induced landslides and sinkholes. Introduction Communicating Learning Objectives 3
Performance Standard Motivation Film Viewing 2

The learners shall be able to: Instruction Discussion 25
develop a family emergency preparedness plan to guide them on what
Practice Reading Activity 20
to do before, during and after the occurrence of events that are caused
by geological hazards. Evaluation Inquiry 10
Learning Competency Suggested Resources

The learners are able to: (1) Department of Homeland Security. (n.d.). Landslides & Debris Flow.
Retrieved from http://www.ready.gov/landslides-debris-flow
Recognize signs of impending geologic hazard events DRR11/12 IIa- (2) InspectApedia.com. (2015). Detection & Warning Signs of Imminent
b-29 Sinkhole Collapse - Visual & Other Clues Indicating the Risk of Developing
Sinkholes. Retrieved from http://inspectapedia.com/vision/
Sink_hole_Detection.php
(3) Nature Education. (2014). Lesson 8: Landslides Hazards. Retrieved from
Specific Learning Outcomes http://www.nature.com/scitable/topicpage/lesson-8-landslides-
At the end of the lesson, the learners will be able to: hazards-8704578
recognize common signs of an impending landslide and sinkhole; and (4) Sinkhole.org. (n.d.). Common Signs of Sinkholes With Pictures of Actual
Damage. Retrieved from http://www.sinkhole.org/CommonSigns.php
explain the mechanism underlying each of the common signs. (5) U.S. Geological Survey. (2013). Landslide Preparedness. Retrieved from
http://landslides.usgs.gov/learn/prepare.php
(6) ABS-CBN News. (2012). Mga pangarap, iginuho ng landslide sa Cherry
Hills Subdivision, Antipolo [Video file]. Retrieved from https://
www.youtube.com/watch?v=NVTzOGVQl8U&feature=youtu.be
After the end of the lesson, the learners will be able to
1. Recognize common signs of an impending landslide and sinkhole.
2. Explain the mechanism underlying each of the common signs.
MOTIVATION (2 MINS)
Film Viewing
1. Show the following video about the Cherry Hills Landslide: https://youtu.be/NVTzOGVQl8U.
2. Before showing the video, ask the class to take note of some of the early warning signs the
residents of Cherry Hills noticed before the landslide.
INSTRUCTION (25 MINS) Teacher Tip:

Discussion This exercise is based on an exercise
contained in resource (1) above but
1. Show the picture below and asks the class if they can identify the 11 warning signs on an impending
modified to specifically relate to rainfall-
landslide. induced landslide hazards even though the
2. Learner should write down their answers on a sheet of paper according to the numbers in the term landslide is generally used to describe
the downward movement of earth materials
picture.
driven by gravity.
3. Learners exchange papers and the teacher give the correct answer and explains the underlying
reason for each of the early warning signs. Landslides occur in response to a variety of
both natural and manmade triggering
events, such as earthquakes, heavy rainfall,
volcanic activity, or road and building
Answers:
construction.
1. Bulging ground appearing at the base (toe) of a slope or retaining wall.
2. Water breaks through the ground surface in new location. There are more variations in landslide
mechanisms and triggering events than can
3. Fences, retaining walls, utility posts or trees tilt or move. be covered in an introductory course.
4. Cracks appear on slope.
Therefore, the most important outcome of
5. Water pipes break. any lesson on landslides is that learners
6. Cracks appear on the ground or in the foundation of houses, buildings and other structures. develop the curiosity and willingness to
critically evaluate what their surroundings
7. Doors and windows become stuck or jammed for the first time. can tell them about landslides.
117
Teacher Tip:
8. Water appear at the base of the slope. 1. As the landslide mass slowly moves
9. Slowly widening cracks appear on the ground or on paved areas such as paved streets, driveways down, it pushes the ground at the
bottom or toe of the slope and causes
and concreted path ways. it to bulge.
10. Land movements and debris downslope. 2. Water seeping down a slope is one of
the most common sources of
11. Outside walls, walks or stairs being pulling away from the building. landslides, and is manifested by water
collecting or emerging at the bottom or
toe of the slope.
3. Tilted vertical objects like trees, post,
! and fences is evidence that a slope is
moving. A forward tilt into the prone
position indicates (as shown in the
pictures) indicates that the landslide is
shallow and translational. A back tilt
into the recumbent/reclining position
indicates that the landslide is rotational
and relatively deep seated.
4. Downward movement of the materials
near the surface of the slope results in
the formation of tension cracks on the
slope surface.
The following signs are normally caused by

ground surface movements which can result
either from geological hazards such as
landslides and formation of sinkholes.
1. Ground movements cause

underground pipes to break
2. Ground movements causes the
PRACTICE (20 MINS) foundation of buildings and other
structures made from concrete to
Reading Activity break.
1. Give learners 5 minutes to read the following resource materials: 3. Ground movements result in tilting and
differential settlements in structures.
I. http://inspectapedia.com/vision/Sink_hole_Detection.php These cause hinges to be misaligned
II. http://www.sinkhole.org/CommonSigns.php and make doors difficult to open. These
can also cause auxiliary structures, such
2. Using the information obtained from the above sources, have learners develop a list of warning as exterior stairways, to separate from
signs for a impending formation of a sinkhole. the main structure.
3. Ask learners to integrate warning signs for landslides into one list, indicating which signs are unique
to landslides, unique to sinkholes, similar signs in landslides and sinkholes, or identical for both
sinkholes and landslides.

Film Viewing
1. At the end of the practice session, Teacher has learners exchange papers and discuss their answers.
A suggested key is shown below.
SIGNS TO OBSERVE NOTE COMMENTS
Cracks in interior joints areas, windows, and doors C
Cracks in exterior masonry walls and plaster finishing C
Windows and doors become harder to close properly C
Deep cracks and separation of paved concrete walks and drives C
Outside walls, walks or stairs being pulling away from the building C
Water pipes break. C
Titled trees, posts and signs. D In landslides, tilting is toward downward direction in
translational slides, away downward direction in rotational
slide.
For sinkhole, tilting is toward the center of the depression.
119
SIGNS TO OBSERVE NOTE COMMENTS
!
Circular patches of wilted plants D
Neighboors have had or confirmed possible sinkhole or landslide B

activity
! !
Observation of an actual cavity beginning to open A
Land movements and small landslides A
Water appearing at base of slope or in depression in the ground C
Sediments/minerals in water B
Tension cracks form in slope A
Bulging at the base/toe of a slope A
Note:
1. Unique to landslides
2. Unique to sinkholes
3. Identical signs in both landslides and sinkholes
4. Similar signs in both landslides and sinkholes with differences noted in the comments.
1. Point out to class that often, many of the signs for landslides and sinkholes appear to be similar if
not identical. Teacher asks how then can we determine what kind of hazard is present. (Answer:
These signs are a signal to consult an expert like an engineering geologist, or geotechnical
engineer who may recommend steps to determine what type of hazard is present in the area.
2. However, if these signs occur in places that have known sinkholes, the likelihood that the observed
signs are due to sinkholes is greater. Also, landslides generally do not occur in flat or level areas,
but in sloping areas. If these signs are observed in an open flat area, it is likely that they are due to
geological hazards other than landslides.
EVALUATION
1. Ask learners to put away all resource materials (closed notes), and answer the following five
questions.
I. Enumerate three (3) warning signs that are common and identical to both landslides and
sinkholes.
II. Give one example of a warning sign that is unique to landslides, and explain the mechanism
underlying this warning sign (i.e . what geological process during the occurrence of a landslide
leads to the warning sign).
III. Give one example of a warning sign that is unique to sinkholes, and explain the mechanism
underlying this warning sign (i.e . what geological process during the occurrence of a sinkhole
leads to the warning sign).
Assignment
1. Have learners create a similar picture to the shown above for landslides, this time for sinkholes.
2. Have learners create a poster or 3-minute multi-media presentation/video to communicate the
warning signs for landslide or sinkholes.
3. Interview a geologist on what other warning signs for landslides and sinkholes can be added to the
list.
SPECIFIC LEARNING OUTCOMES 4 3 2 1
RECOGNIZE COMMON SIGNS OF AN Learner can enumerate all Learner can enumerate most Learner can enumerate Learner cannot enumerate
of the warning signs and of the warning signs and can some warning signs but any warning signs.
IMPENDING LANDSLIDE AND
can associate with the associate with the correct cannot associate with the
SINKHOLE correct hazard. hazard. correct hazard.
EXPLAIN THE MECHANISM Learner can explain the Learner can explain the Learner if familiar with Learner does not
mechanism underlying all mechanism underlying some warning signs but cannot understand the
UNDERLYING EACH OF THE
warning sign. warning sign. explain the mechanism mechanism underlying
COMMON SIGNS underlying each warning each warning sign.
sign.
121
Precautionary and Safety Measures for

Landslides
Content Standard LESSON OUTLINE - DAY 1
The learners demonstrate understand of related geological hazards including:
rainfall-induced landslides and sinkholes.
Instruction Reading Activity 22
The learners shall be able to: Practice Group Work and Optional Activities 35
develop a family emergency preparedness plan to guide them on what to Materials:
do before, during and after the occurrence of events that are caused by Hammer and nail, large protector or square pieces of paper
geological hazards. that can folded, calculator or computer with MS Excel
The learners are able to: (1) Hong Kong Slope Safety Website of Geotechnical
apply mitigation strategies to prevent loss of lives and property Engineering Office. (2012). Laymans Guide to Slope
(DRR11/12 IIa-b-31) Maintenance. Retrieved from http://hkss.cedd.gov.hk/
hkss/eng/layman_guide.aspx
(2) Hong Kong Slope Safety Website of Geotechnical
Engineering Office. (2012). Laymans Guide to Treatment
of Slopes. Retrieved from http://hkss.cedd.gov.hk/hkss/
analyze stability of slope using non-expert tools for assessing susceptibility eng/lpmit/eLayman_Guide_Landscape.pdf
to rain-induced landslides; and
synthesize an action plan involving both preventionation/mitigation and Engineering Office. (2012). Simple Guide to Dangerous
adaptation/preparedness components. Hillside Orders. Retrieved from http://hkss.cedd.gov.hk/
hkss/eng/slopemainten/cedd_DHO_booklet_eng.pdf
The simplified procedure for susceptibility
Communicate learning objectives (5 mins) assessment of rainfall-induced landslides is
1. Tell learners that the will learn in todays lesson a method for determining if a slope is unstable and specifically for shallow landslides which
susceptible to landslides, so that they can identify which areas to avoid during strong rains and generally comprise a majority of the
landslides affecting most areas of the
which areas are safe from landslides where they can go to.
Philippines.
2. Write the specific learning outcomes for the lesson on an index card before the class and asks
learners to read the specific learning outcomes. The guidebook on the non-expert landslide
assessment tool is fairly detailed in
I. Analyze stability of slope using non-expert tools for assessing susceptibility to rain-induced explaining the procedure. The teacher
landslides. needs to study the procedure before
explaining it to the learners.
II. Synthesize an action plan involving both prevention/mitigation and adaptation/preparedness
components. Of the 7 parameters to be measured, the
two that have the most effect on the value
of the resulting factor of safety against
INSTRUCTION (23 MINS) slope failure are the slope angle and slope
Reading Activity material.
1. Assign learners to read Rain-induced Landslide Susceptibility: A Guidebook for Communities and
Ideally, slope angle should be measured
Non-experts to familiarize them with the procedure for estimating the susceptibility of a slope to using a protractor. However if not available,
rain-induced landslides. The procedure requires the estimation of seven parameters namely: Slope the learners can use the paper folding
angle, slope material, presence of springs, and effect of drainage, frequency of ground movement, technique described in the handbook.
predominant vegetation and present land use.
For rock slopes, it is sufficient to use the nail
2. Explain the simplified procedure for susceptibility assessment of rainfall-induced shallow depth and hammer to determine if the rock is hard
landslides as follows: or soft. If a nail cannot be driven into the
slope material, use Hard Rock 4. If a nail can
I. Explain the materials that will be needed (pages 1-2) be driven into the slope material, use Soft
II. Explain that it is a must either take a picture or make a sketch and document the slope Rock 2.
(Chapter2 on pages 3-5)
For soil slopes, some judgment is needed to
III. Explain how to measure the slope angle using either a protractor or origami method (Chapter 3 determine, but the following guidelines
pages 6-8) which are not in the guidebook can be used
to help in determine the type of slope
IV. Explain how to identify the slope material (Chapter 4, pages 9 to 41). material for a soil slope. If it is difficult to dig
V. Explain how to compute the basic Factor of Safety (Chapter 5, page 42) into the slope with a shovel, spade or
trowel, the slope material is Hard Soil 1.
VI. Explain how to take into account other factors affecting slope stability and compute the final
factor of safety (Chapter 6, pages 43-46).
123
VII. Explain what appropriate action should be taken depending on the final factor of safety Teacher Tip:
(Chapter 7, page 47) If it is possible to dig into the slope with a
shovel, spade or trowel, the slope material
3. Learners can compute the factor of safety using a calculation. Calculations should be included as
is soft soil. If the soil is loose and
part of the documentation of the susceptibility assessment of the slope. predominantly made up of hard rounded
stones, the material should be considered
as gravelly soil and falls under category Soft
PRACTICE (35 MINS) Soil 1.
Group Work
If the soil is loose and made up of mostly
1. Find a slope or set of slopes within the premises of the school grounds which learners can assess.
fine grains like sugar, with a few stones,
2. Organize class into groups and assign a slope to assess. then the soil should be considered Soft Soil
2. If the soil is soft but sticky then the slope
3. Have learners document the slope using the procedure described in the guidebook and submit the
material should be considered as clay and
document with the supporting calculations. At the end of the period. considered as Soft Soil 3.
4. If there is time, have learners do a sensitivity analysis with their calculations. Have learners comment
If there is access to a computer with
on the assumptions they made in arriving at their computations as well as the sensitivity of their
Microsoft Excel, the attached worksheet can
calculations. be used to expedite the computation of the
5. To aid in the discussion on the second day, teacher should identify groups where the slope factor of safety and aid in documenting the
procedure. Another advantage of using the
evaluated had a factor of safety less than 1.0. If no group was able to evaluate a slope with a factor
spreadsheet is that sensitivity analysis can
of safety less than 1.0, groups can meet outside to class to find a slope within their community they be performed. In a sensitivity analysis, any
know has failed and evaluate that slope. of the 7 parameters can be changed to
investigate how sensitive the assessment of
Optional Activities the slope is to changes in the parameters.
1. Learners ask a geotechnical engineer or engineering geologist to review their assessment of the Learners can be asked to change
slope and corresponding mitigation. parameters by one category up or down
and see how the factor of safety changes.
2. Learners read the eBook When Hillsides Collapse: A century of Landslides in Hong Kong (2nd
Ed), and write a term paper on how we can learn from documenting and studying past landslide In general, learners need some supervision
disasters. What best practices for reducing disaster risk due to landslides can we learn from Hong from the teacher, even after reading the
guidebook.
Kong?
3. Learners can consult the nearest local office of the Mines and Geoscience Bureau and consult them If the teacher feels that the entire exercise is
regarding what other geological hazards are present in their area, and what mitigation measures are too technical for learners, the teacher can
simplify the exercise by concentrating on
appropriate for these geological hazards.
the first two factors (slope angle and slope
4. Revise the Excel spreadsheet for the case where rainfall data is available where the learner lives. material). Doing so simplifies the
Rainfall data can be obtained from the local PAGASA office computation of the factor of safety to
evaluating the quotient of these two factors
(slope material rating/slope angle rating).

Landslides
Content Standard
The learners demonstrate understand of related geological hazards including: LESSON OUTLINE - DAY 2
rainfall-induced landslides and sinkholes. Instruction Group Activity 15
Performance Standard Practice Presentation 45
Materials:
Hammer and nail, large protector or square pieces of paper
do before, during and after the occurrence of events that are caused by
that can folded, calculator or computer with MS Excel
geological hazards.
Suggested Resources
Learning Competency
Engineering Office. (2012). When Hillsides Collapse: A
apply mitigation strategies to prevent loss of lives and property century of Landslides in Hong Kong (2nd Ed). Retrieved
(DRR11/12 IIa-b-31) from http://hkss.cedd.gov.hk/hkss/eng/
when_hillsides_collapse_2nd.aspx
Specific Learning Outcomes (2) Peckely, D.C., and Bagtang E.T. (2009). Rain-induced
At the end of the lesson, the learners will be able to: Landslide Susceptibility: A Guidebook for Communities
analyze stability of slope using non-expert tools for assessing susceptibility and Non-experts. Retrieved from http://
to rain-induced landslides; and drh.edm.bosai.go.jp/files/
4f010574fadd691b2b04e620fe3912553ef74a1e/
synthesize an action plan involving both preventionation/mitigation and
LandslidesGuidebook.pdf
adaptation/preparedness components.
125
INSTRUCTION (15 MINS) Teacher Tip:
Unlike many hazards like earthquakes,
Group Activity typhoons which are regional in scale (i.e.
1. Start the class by asking groups to meet together, and discuss what mitigation measures are affect relatively wide areas), lanslides are
appropriate either for the slope they evaluated (either in class or outside the class period) which generally localized and site specific in scale
(i.e. the normally affect an area within the
had a factor of safety less than 1.0, or learner can imagine there is a slope next to the school with a
close proximity of the affected slope). As
factor of safety less than 1.0. For the later case, learners can modify some of the inputs in the such, much of the responsibility for
previous analyses as follows so that the factor of safety is less than 1.0: mitigating and preparing for landslides falls
on the affected communities. The success
I. Increase the slope angle;
with which a community is able to protect
II. Decrease the strength of slope material; itself against the risk of a landslide hazard is
largely dependent on the resources and
III. Assume the presence of spring or ground movement;
capacities of the community.
IV. Assume there is no drainage or that drainage is not working;
Experience collected from all over the world
V. Assume there is less vegetation;
indicates that a general rainfall threshold of
VI. Assume more critical land use. landslides is 100 mm to 150 mm falling
within a 24-hour period preceded by 300
2. Instruct each group needs to read the following references:
mm of rainfall falling over a period of 15
I. Laymans Guide to Slope Maintenance for best practices in ensuring maintaining and days. If the school or a nearby weather
monitoring/observing the slope for signs of progressive failure. This part of the plan focuses on station has a rain guage, this can be used
as a early warning system.
the preventive and/or mitigation measures.
II. Simple Guide to Dangerous Hillside Orders to develop a plan regarding the appropriate Most reference materials do not discuss
actions to be taken just before, during and after period of very heavy rainfall. This part of the how long after a period of exceeding the
rainfall threshold is it safe to return to the
plan focuses on the adaptive and/or preparedness measures.
area. This is because landslides have been
known to occur several days after this
PRACTICE (45 MINS) period. Tell learners about this fact and ask
1. Have each group synthesize a Safe Slope Plan which has preventive and/or mitigation as well as them, given this situation, what would be a
prudent way of deciding when to return to
adaptive and/or preparedness components. Teacher should emphasize that the recommended the area.
measures contained in the Safe Slope Plan must be founded on the results of the susceptibility
analysis (see comments in Meeting Learners Needs). Give each group 20 minutes to accomplish
this task.
2. Groups draw lots in presenting.
3. As each group presents that Safe Slope Plan, other learners comment.
4. Evaluate the output of each group according to the evaluation rubrics below.
SPECIFIC LEARNING OUTCOMES 4 3 2 1
ANALYZE STABILITY OF SLOPE Learner is able to complete Learner is able to Learner is able to Learner is unable to
USING NON-EXPERT TOOLS FOR both the slope assessment complete the slope complete the slope complete the slope
ASSESSING SUSCEPTIBILITY TO exercise and sensitivity assessment exercise with assessment exercise assessment exercise
RAIN-INDUCED LANDSLIDES analysis correctly. minimal help from with minimal help even with minimal
teacher, and assessment from teacher, but help from teacher.
is correct. assessment is wrong.
SYNTHESIZE A ACTION PLAN Learner is able to formulate a Learner is able to Learner is able to Learner is unable to
INVOLVING BOTH PREVENTATION/ rational and coherent plan with formulate a rational and formulate some formulate any
MITIGATION AND ADAPTATION/ original and innovative elements. coherent plan. strategies with some strategies, even with
PREPAREDNESS COMPONENTS minimal help from minimal help from
teacher, but proposed teacher.
strategies do not have
a rational basis.
127
Different Types of Hydrometeorological

Hazards
LESSON OUTLINE
Introduction Definition of Hydrometeorological Hazards 10
Content Standard
The learners demonstrate understanding of hydrometeorological hazards Motivation Video on Hydrometeorological Disaster 15
Performance Standards Instruction Lecture on the Principles of 30
The learners shall be able to: Hydrometeorological Phenomena
Evaluation Quiz 15
to do before, during, and after the occurrence of events that cause
hydrometeorological hazards; and Enrichment Group Work on Simple Watershed Model 50
develop proficiency in executing emergency response plans through Suggested Resources
safety drills. (1) American Meteorological Society. (2012). AMS Glossary. Retrieved from
http://glossary.ametsoc.org/wiki/Main_Page
Learning Competency (2) National Oceanic and Atmospheric Administration. (n.d.). Ten Basic Cloud
The learners are able to: Types. Retrieved from http://www.srh.noaa.gov/srh/jetstream/clouds/
cloudwise/types.html
distinguish and differentiate among and between different (3) Philippine Atmospheric, Geophysical and Astronomical Services
hydrometeorological phenomena/hazards (DRR11/12-IIc-d-32) Administration. (n.d.). PAGASA | Philippine Atmospheric Geophysical and
Astronomical Services Administration. Retrieved from https://
kidlat.pagasa.dost.gov.ph/
Specific Learning Outcomes (4) The COMET Program. (n.d.). Teaching and Training Resources for the
At the end of the lesson, the learners will be able to: Geoscience Community. Retrieved from https://www.meted.ucar.edu/
(5) United Nations Office for Disaster Risk Reduction. (n.d.). United Nations
explain the mechanisms/formation of different hydrometeorological Office for Disaster Risk Reduction. Retrieved from http://www.unisdr.org/
phenomena; and (6) Watershed Atlas of the Allegheny River. (n.d.). Watershed Atlas of Western
Pennsylvania. Retrieved from http://www.watershedatlas.org/
distinguish between different hydrometeorological hazards (7) Wanderlusting /LifeInThePhilippines. (2014, November 8). Super Typhoon
Haiyan: Inside the Belly of the Beast [Video file]. Retrieved from https://
www.youtube.com/watch?v=H0ozabA7Mxs
(8) kristofferabellanosa. (2011, December 17). Typhoon Sendong - Cagayan de
Oro Aerial View [Video file]. Retrieved from https://www.youtube.com/
watch?v=xivpP7qVrEU
1. Introduce the following learning objectives using any of the suggested protocols.
I. I can explain how hydrometeorological phenomena occur
II. I can critically identify elements exposed to specific short-term hydrometeorological hazards
within my school/school grounds that may lead to a disaster.
Pre-Test
1. Ask learners to enumerate/briefly define the types of hydrometeorological hazards discussed in
class:
I. Hydrologic cycle
II. Types of clouds
III. Rain / precipitation
IV. Thunderstorm
V. Floods / flash floods
2. Ask the class to explain the following (ask learners to illustrate on the board)
I. What is PAGASA and enumerate the information we get from that agency?
II. Differentiate floods from flashfloods?

Video on Hydrometeorological Disaster
1. Hydrometeorological phenomena are essential to life on Earth. It can be both beneficial and Teacher Tip:
Most people rely on past experiences in
detrimental. Water is life and it is because of the Earths hydrological cycle that we get the water we their understanding and/or appreciation of
use in everyday life, however, changes brought about by this cycle can be hazardous as well. weather hazards.
2. Show a video of a devastating hydrometeorological disaster (show a video of the Typhoon Haiyan/
Yolanda and its effects on Leyte/Samar with emphasis on storm surge). https://www.youtube.com/
watch?v=H0ozabA7Mxs
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3. In addition, a video showing the aftermath of Typhoon Sendong in Cagayan de Oro.
https://www.youtube.com/watch?v=xivpP7qVrEU
4. If school has no IT facility, the teacher can recount a similar event that has happened in or near their
locality, otherwise he/she can ask the learners to relate their own experiences.
5. After playing the video/listening to the local disaster account, ask the class if
I. they have experiences of similar events
II. their school is at risk of experiencing similar hydrometeorological hazard.

Lecture
Hydrometeorology is the study of the atmospheric and terrestrial phases of thehydrological cyclewith
emphasis on the interrelationship between them. It deals with the transfer of water and energy
between land surface and the lower atmosphere. Fig. 1 shows an illustration of the hydrological cycle.
Here, we will discuss how rain is generated, and what happens to water when it reaches Earths surface.
The outline of the discussion is as follows.
Processes of the hydrologic cycle

1. Precipitation Teacher Tip:
Because the hydrological cycle is a cycle, it
I. Cloud formation and type does not necessarily have a starting or
II. Rainfall ending point.
III. Associated hazards
Engage the learners in discussing fig. 1 and
2. Formation of snow covered mountain tops (not applicable in the Philippines)
its importance to life of Earth.
3. Melting of snow and ice (not applicable in the Philippines)
4. Interception of precipitation by vegetation cover Clouds are so common that most of the
5. Storage in land surface depressions time people do not pay attention to it.
There are cloud appreciation societies
6. Infiltration of water into soil
worldwide that encourage people to look at
7. Evapotranspiration clouds. Cloud spotting is an activity that
8. Recharge of groundwater can be informative to the learners and
9. River runoff teachers alike.
Clouds
Clouds are ubiquitous in our daily lives, so much so that most people dont pay attention to them
anymore. Clouds are essential in the hydrologic cycle of Earth because their formation and movement
initiates the transport of water.
A cloud is a visible aggregate of small water droplets and/or ice particles in the atmosphere above earths
surface and they form in the atmosphere as a result of condensation of water vapor rising from the
surface.
There are 10 general cloud types and they are classified depending of their height (low, mid and high),
appearance and their corresponding precipitation (refer to Fig. 2).
The Hydrologic Cycle
General Cloud Types

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Low clouds: Clouds with height of less than 2 km
Cumulus individual dense clouds Stratus gray cloud layer with a Stratocumulus gray or whitish Cumulonimbus the thunderstorm
with sharp outlines, often develop uniform base which may (if thick sheet or layered clouds with regularly cloud. This is a heavy and dense
vertically enough) produce drizzle arranged small cloud elements cloud in the form of a tall tower. The
base of the cloud is often dark and
produce precipitation. This cloud
type also produce hail and tornado.
!
Mid Clouds: Clouds with height in between 2 km and 7 km
Altocumulus a sheet of layered Nimbostratus a dark gray cloud Altostratus gray cloud sheets of
clouds composed of rounded masses layer covering the sky with fibrous clouds that totally or partially
or rolls. continuous falling rain covers the sky, but thin enough to
reveal the sun
High Clouds: Clouds with height greater than 7 km
Cirrus clouds in the form of white, Cirrostratus transparent, whitish Cirrucumulus thin, white sheet or
delicate filaments. They have fibrous veil clouds with a fibrous appearance layer of clouds without shading
and/or silky sheen appearance.
Nimbus refers to rain producing clouds, hence the two general type of rain producing clouds have the word
nimbus in it, namely Cumulonimbus (thunderstorm clouds) and Nimbostratus (continuous rain cloud).
Clouds are associated with different types of precipitation and distinguishing between cloud types can give
us a glimpse of an impending hydrometeorological hazard.
How is rain measured?

Rainfall is measured using a rain gauge, rain gauge is thought to be one of the oldest weather instruments.
Rain gauges can be as simple as a cylinder that catches rain water (Fig. 3). The height of rain water that
collects in the cylinder is the measured amount of rainfall, usually expressed in millimeters.
Terrestrial phase of the hydrologic cycle

As water returns to the surface of the Earth from precipitation, it doesnt just stay in one place, gravity takes
it to the ground either as infiltration, or it begins running downhill as surface runoff. Most of this moving
water will end up in streams or rivers flowing towards the ocean.
Since the Philippines is composed of islands with complex topography and mountainous regions, certain
133
processes happen while water flows through land. A watershed (Fig.4) is a basin-like landform defined
by highpoints and ridgelines that descend into lower elevations and stream valleys. Water is channeled
into soils, groundwater, creeks and streams making its way to larger rivers and eventually the sea.
The following are the processes that govern terrestrial water flow
1. Interception of precipitation by vegetation cover
I. Before reaching the land surface, a part of the precipitation may be intercepted by vegetation
and/or other types of surface cover. A portion of intercepted rainfall evaporates and the other
portion may flow down on vegetation stems
2. Storage in land surface depressions
I. Detention of a part of precipitation on depressions. While most waters flows back to the ocean,
some can flow in streams towards closed lake, or purposely diverted for human use, and stored
there for a time.
3. Infiltration of water into soil
I. Flow of water through soil surface
4. Evapotranspiration
I. total evaporation from surface water and plants is referred to as evapotranspiration
5. Recharge of groundwater
I. Water storage in the soil-rock system
6. River runoff
I. Part of the precipitation that flows into river systems
Infiltration is the flow of water

through the soil surface. The rate of
infiltration depends on certain soil
properties like texture, structure and
moisture content. Soil profiles, or
the vertical organization of the
different soil layers and the depth of
the soil column, also influence the
hydrologic processes as infiltration
rates will vary with different soil
Influences of soil profiles in
infiltration and groundwater
recharge
Surface runoff is the flow of water over land Aside from the size, the shape of a basin also has
surfaces. The size of the basin or the contributing influence on the magnitude and timing of the flow
SUMMARY
area of the rainfall in a basin has a significant of water along the basin outlet. Consider two 1. Heavy rain and efficient
influence on the amount of runoff. Consider two basins of the same size (Fig. 8), but one is round runoff leads to more flooding
similarly shaped basins (Fig. 7) but one is larger (left image) and the other is long and narrow (right events
than the other. Runoff starting from a further image). Consider water coming from the furthest
2. In certain situations, runoff
distance will take a longer time to reach the outlet point in each of the basins. Water will flow
characteristics can be more
of the watershed than the one starting from a quicker for the round basin, and water will likely
important than rainfall
shorter distance. On the other hand, a single local converge in the outlet at the same time, leading
heavy rainfall event will affect only a small portion to greater peak flow. The narrower basin, on the 3. Soil properties like texture or
of a big basin. While this same event can cover other hand, water from multiple locations is less vertical profile can
the whole of a small basin, which can lead to likely to arrive at the same time, resulting to lower significantly influence surface
severe flooding or a flash flood. peak flow. runoff
4. Basin characteristics (e.g.
shape, size, slope) also
Slope of the basin is also an important factor to
influence infiltration and
consider not only for surface runoff but infiltration
runoff
as well. The steeper the slope, the lower the
infiltration rate because gravity pulls less water
into the land surface.
Quiz!
1. Ask the learners what to expect when they see pictures of the two rain producing clouds.
2. Is your school, house, or community affected by the hydrometeorological hazards that were discussed?
Cumulonimbus Nimbostratus
Forms on hot and humid days Generally forms from frontal systems
Thunderstorm clouds usually precipitates in Tail-end of the cold front weather system that
the afternoon or evening affects northern and eastern Luzon
Associated with lightning and thunder Overcast conditions with cool temperature
Brief but intense rain Continuous light to moderate rain
Gusty winds Can lead to water-saturated surfaces
May form hail and/or tornado
Can trigger flooding

Project:-Make-a-simple-watershed-model-using-different-soil-materials-(soil,-sand,-rocks,-etc.)-
Materials needed
Plastic tray
Plastic cup (with water)
Needle
Soil material (soil, clay, pebbles, sand, rocks, etc.)
What to do: Teacher Tip:
1. Put soil material on a plastic tray. In doing this experiment, the class can be
divided into several groups, with each
2. Put a mound of soil material to create a mountain on one side of tray and flat surface on the other group using a different type of soil material.
side (as in Fig. 9 below).
3. Poke holes at the base of a plastic cup and fill the cup with water.
4. Let water drop on the mountain side of the model.
5. Measure the amount of water needed in the experiment before surface flow/runoff is apparent.
In doing this experiment, the class can be divided into several groups, with each group using a
different type of soil material. This will simulate the influence of soil properties to different rates
of infiltration and surface runoff.
Presentation of Results
1. Discuss infiltration and surface runoff and how this relates to the experiment
2. Present the amount of water used and compare results with other groups.
3. How does soil type, texture, moisture, etc. influence the movement of water?
4. How can this relate to real world flooding in your community?
Photos from the following sites:

(1) General Cloud Types. Retrieved from: https://upload.wikimedia.org/wikipedia/commons/thumb/5/57/Cloud_types_en.svg/2000px-
Cloud_types_en.svg.png. (December 12, 2015)
(2) Cumulus. Retrieved from: https://upload.wikimedia.org/wikipedia/commons/b/b1/Cumulus_cloud_before_rain.jpg. (December 12, 2015)
(3) Stratus clouds. Retrieved from: https://upload.wikimedia.org/wikipedia/commons/7/71/Close_Cirrostratus_stratiformis.JPG. (December 12, 2015)
(4) Stratocumulus. Retrieved from: https://upload.wikimedia.org/wikipedia/commons/4/4b/Above_the_Clouds.jpg. (December 12, 2015)
(5) Cumulonimbus. Retrieved from: https://upload.wikimedia.org/wikipedia/commons/6/66/Cumulonimbus_cloud.jpg. (December 13, 2015)
(6) Altocumulus. Retrieved from: https://upload.wikimedia.org/wikipedia/commons/1/13/Altocumulus.jpg (December 13, 2015)
(7) Nimbostratus. Retrieved from: https://upload.wikimedia.org/wikipedia/commons/4/4f/Ns1.jpg. (December 13, 2015)
(8) Altostratus clouds. Retrieved from: https://upload.wikimedia.org/wikipedia/commons/c/cb/Altostratus_translucidus_mamma.JPG. (December 13, 2015)
(9) Cirrus. Retrieved from: https://upload.wikimedia.org/wikipedia/commons/7/73/Cirrus_clouds2.jpg. (December 14, 2015)
(10) Cirrostratus. Retrieved from: https://upload.wikimedia.org/wikipedia/commons/8/8a/Strange_Cirrostratus.JPG. (December 14, 2015)
(11) Cirrucumulus. Retrieved from: https://upload.wikimedia.org/wikipedia/commons/7/7b/Cirrocumulus_above_Cumulus.JPG. (December 14, 2015)
137
Signs of Hydrometeorological Hazards

The learners demonstrate understanding of hydrometeorological hazards
Introduction Definition of some Hydrometeorological 10
Performance Standard Hazards
Motivation Video on Weather Forecasting 15
to do before, during, and after the occurrence of events that cause Instruction Group Work on Short Term 30
hydrometeorological hazards Meteorological Hazards
develop proficiency in executing emergency response plans through Practice Presentation of Hazard Maps 15
safety drills.
Suggested Resources
Learning Competency (1) American Meteorological Society. (2012). AMS Glossary. Retrieved from
The learners are able to: http://glossary.ametsoc.org/wiki/Main_Page
(2) Department of Science and Technology. (n.d.). DOST - Project NOAH.
recognize signs of impending hydrometeorological hazards (and prepare Retrieved from http://noah.dost.gov.ph/
a hydrometeorological hazard map) (DRR11/12-IIc-d-33) (3) Japan Meteorological Agency. (n.d.). Tropical Cyclone Information.
Retrived from http://www.jma.go.jp/en/typh/
(4) Philippine Atmospheric, Geophysical and Astronomical Services
Specific Learning Outcomes Administration. (n.d.). PAGASA | Philippine Atmospheric Geophysical and
At the end of the lesson, the learners will be able to: Astronomical Services Administration. Retrieved from https://
interpret weather forecasts; and (5) United Nations Office for Disaster Risk Reduction. (n.d.). United Nations
draw a short-term hydrometeorological hazard map of their school/ Office for Disaster Risk Reduction. Retrieved from http://www.unisdr.org/
(6) PAGASA TV. (2015, April 9). PAGASA Weather Forecast [Video file].
school grounds as a function of its location Retrieved from https://www.youtube.com/watch?v=B0alqHpiO-Y
(7) GMA KapusoTV Shows. (2013, November 7). UNANG HIRIT: SUPER
TYPHOON YOLANDA (HAIYAN) NEWS UPDATE as of 5:00 am with Mang
Tani [Video file]. Retrieved from https://www.youtube.com/watch?
v=IDTobZivwBQ
Administration. (n.d.). General Flood Advisories. Retrieved from http://
pagasa.dost.gov.ph/index.php/floods/general-flood-advisories
1. Introduce the following learning objectives using any of the suggested protocols (Verbatim, Own
Words, Read-aloud).
I. I can critically identify common hydrometeorological hazards in the Philippines and the
elements exposed to those hazards within my community / school / home that may lead to a
disaster.
II. I can work together with other people to map elements exposed to specific hazards.
Definition of Hydrometeorological Hazards

2. Ask learners to enumerate/briefly define the types of short-term hydrometeorological hazards
discussed in class:
I. Typhoon
II. Thunderstorm
III. Floods / Flash Floods
IV. Storm Surge
3. Ask the class to explain the following (ask learners to illustrate on the board)
I. How typhoons develop over the Pacific Ocean
II. Differentiate floods from flash floods
III. Areas prone to storm surges

Video on Weather Forecasting Teacher Tip:
1. Show a video of a PAGASA weather forecast (https://www.youtube.com/watch?v=B0alqHpiO-Y) Even though presentation of weather
forecasts may appear different for various
2. Video of a TV weather forecast (Weather forecast by TV stations also get their information from media (e.g. tv, radio, etc.), it is expected
PAGASA) (https://www.youtube.com/watch?v=IDTobZivwBQ) that all media will use PAGASA as its source
since PAGASA is the official weather
forecast agency of the Philippines.
139
Lecture Teacher Tip:
American Meteorological Society (AMS)
Tropical cyclone is a rotating, organized system of clouds and thunderstorms that originates over the definition of Hydrometeorological
terminologies.
tropical waters. Tropical cyclones rotate in a counterclockwise direction in the northern hemisphere
(conversely, clockwise in the southern hemisphere). The term tropical cyclone encompasses tropical NOTE: the word hurricane is used only in
depressions, tropical storms, typhoons and hurricanes. Eastern Pacific and Western Atlantic Ocean.
Although it is essentially a typhoon, this
terminology is not applicable to the
After formation, tropical cyclones usually move to the west and generally slightly poleward, then may Philippines.
"recurve," that is, move into the mid-latitudeand back toward the east. However, not all tropical
cyclones recurve. Itderives its energy from the latent heat of condensation which made them exist only
over the oceans and die out rapidly on land. The intensity of tropical cyclones vary, thus, we can classify
them based upon their degree of intensity.
The classification of tropical cyclones according to the strength of the associated winds as adopted by
PAGASA(as of 01 May 2015)are as follows:
TROPICAL DEPRESSION (TD) -a tropical cyclone with maximum sustained winds of up to 61 kph.
TROPICAL STORM (TS) -atropical cyclone with maximum wind speed of 62 to 88 kph.
SEVERE TROPICAL STORM (STS) -a tropical cyclone with maximum wind speed of 89 to 117 kph.
TYPHOON (TY) -a tropical cyclone with maximum wind speed of 118 to 220 kph.
SUPER TYPHOON (STY), a tropical cyclone with maximum wind speed exceeding 220 kph.
Every year, an average of 19 tropical cyclones enter the Philippines Area of Responsibility (PAR), and
about half (9-10) make landfall in the Philippines. In the Western Pacific Ocean, tropical cyclones can
form in any month of the year.
THE TROPICAL CYCLONE
A tropical cyclone can be seen in a satellite image due to its
characteristic spiral/circular shape. The stronger and more intense
a tropical cyclone becomes, the more symmetrical the inner
clouds or rainbands are and a distinctive eye at the center of
circulation becomes visible. This means that a tropical cyclone
tends to be more circular and its center will have a cloudless
region. Weather forecasters use satellite images like that in Fig. 2
to track the movement and estimate the intensity of tropical
cyclones.
Tracks of tropical cyclones that formed in the Western North

Pacific (WNP) during the period 1948-2010 (1154 out of 1641 TC
or 70% entered or formed in the Philippine Area of Responsibly
Tracks of tropical cyclones that formed in the Western North Pacific (WNP) during the (PAR) (Source: JMA Data set, 2010)
period 1948-2010 (1154 out of 1641 TC or 70% entered or formed in the Philippine
Area of Responsibly (PAR) (Source: JMA Data set, 2010)
THE WEATER RADAR

Another way weather forecasters track the movement of tropical
cyclones is with the use of weather Radars. RADAR is an acronym
which stands for RAdio Detection And Ranging. A Radar sends
out electromagnetic waves to the atmosphere that is then
reflected by hydrometeors (e.g. rain, clouds) present in the sky.
An image is created from the received signal and information on
rain clouds can be gathered. While radar images give more
details of a storm, it is limited to a range of approximately 400 km
from the radar site.
Fig. 3 shows the eye and parts of Yolanda (Haiyan) in the morning
of 8 Nov 2013 when it made landfall in Eastern Visayas as
observed by the Mactan (Cebu) Radar. The image is color coded
depending on the amount of rain a cloud carries: Blue light rain,
MTSAT IR satellite image of Yolanda (Haiyan) on 7 Nov 2013 green/yellow moderate rain, red intense rain.
141
Once a tropical cyclone enters
PAR, a 5-day forecast track
(previously 3-day) is issued by
PAGASA every 6 hours at 5am,
11am, 5pm and 11pm. A
forecast track gives the
expected location of a tropical
cyclone in the succeeding 24-
hour interval for the next 120
hours or 5 days.
PAGASA forecast track of Yolanda (Haiyan) issued on 11pm 6Nov2013
Mactan Weather Radar image of Typhoon Yolanda (Haiyan)
Together with the forecast track, PAGASA also issues the Public Storm Warning
System (PSWS) to warn citizens of impending wind strength. The PSWS is as
follows:
PAGASA Public Storm Warning System

Group&Work&on&Short&Term&Meteorological&Hazards&!
1. Divide the class into groups of 5.
2. Distribute the school/school grounds maps to each of the groups.
3. Let learners analyze, based on the Teacher Tips, whether their school/school grounds is/are prone
to typhoons and/or thunderstorms. Show a map of the Philippines for reference.
4. Bring the class outside to allow the learners to appreciate the location of their school relative to its
surroundings with emphasis on topography, waterways/drainage system, mountain slopes, etc.
5. Ask each group to indicate areas in the map prone to hydrometeorological hazards discussed in
class (floods, flash floods, storm surges):
6. Provide a color legend for the following hazards for standardization. Suggested color scheme:
7. Red flood-prone, Orange flash flood-prone, Purple storm surge-prone
8. After finishing their hazard maps, ask each group to present their outputs.
PAGASA Regional Flood Advisory

http://pagasa.dost.gov.ph/
index.php/floods/general-flood-
advisories
Sample School/School Grounds Map and its surroundings
PRACTICE (15 MINS)

1. Ask the groups to post their hazard maps in the classroom bulletin board
2. Ask the class to vote on the best hazard map, based on the evaluation grade, to be posted on
the school bulletin board.
3. Encourage the learners to investigate the surroundings of the school, to appreciate their proximity
to any of the waterways/water bodies that may contribute to the hazards of floods, flash floods,
storm surges.
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Hydrometeorological Hazards
LESSON OUTLINE
Content Standard
The learners demonstrate understanding of hydrometeorological hazards Introduction Discussion on Common 10
Hydrometeorological Hazards in the
Performance Standards Philippines
Instruction Lecture: What to do before, during, 30
do before, during, and after the occurrence of events that cause and after certain hydrometeorological
hydrometeorological hazards; and hazards
develop proficiency in executing emergency response plans through safety Practice Group Work on Short Term 20
drills. Meteorological Hazards
Learning Competency Enrichment Assignment

Suggested Resources
apply measures/interventions before, during and after hydrometeorological (1) Department of Education. (2008). Disaster Risk Reduction
hazards (DRR11/12-IIc-d-34) Resource Manual (Safer School Resource Manual).
Retreived from http://www.deped.gov.ph/sites/default/
files/Disaster%20Risk%20Reduction%20Resource
%20Manual.pdf
critically identify exposure to certain risks; and
Terminlogy - unisdr. Retrieved from https://
know what to do before, during and after hydrometeorological events. www.unisdr.org/we/inform/terminology
The discussion on things to do are by no
Communicating learning objectives means complete. This can serve as a guide,
1. Introduce the following learning objectives using any of the suggested protocols. but different situations would require
different ways of preparation and avoidance
I. I can identify hydrometeorological hazards that my community is exposed to
of risk factors. Encourage the learners to
II. I know what to do before, during and after severe hydrometeorological to minimize disasters. analyze each situation carefully and let them
think of other/more suitable ways on what
to do before, during and after such events.
Discussion on Common Hydrometeorological Hazards in the Philippines
1. Ask learners to enumerate the most common severe hydrometeorological hazards we experience in
the Philippines
2. Ask learners about their personal experience with a severe hydrometeorological hazards

Lecture
1. Below is a list of thing to do prior, during and after the following hydrometeorological events:
TROPICAL CYCLONE THUNDERSTORM FLOOD / FLASH FLOOD STORM SURGE
https://upload.wikimedia.org/wikipedia/ https://upload.wikimedia.org/wikipedia/ https://upload.wikimedia.org/wikipedia/ https://upload.wikimedia.org/wikipedia/

commons/thumb/b/ba/ commons/8/88/Thunderstorm_003.jpg commons/1/15/ commons/7/77/
Bruce_Dec_20_2013_0425Z.jpg/180px- Flood_damage_in_Manila,_Philippines_2 Tacloban_Typhoon_Haiyan_2013-11-14.jp
Bruce_Dec_20_2013_0425Z.jpg 012._Photo-_AusAID_(10695554446).jpg g
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Tropical cyclones are hydrometeorological hazards characterized by strong winds and heavy rain. Every year, an average of 19 tropical
cyclones enter the Philippine Area of Responsibility and approximately 9-10 make landfall in the Philippines. This is because the Philippines is
located on the western rim of the Pacific Ocean, where most tropical cyclones pass. Tropical cyclones can have a forecast lead time of 5 days.
Below is a list of things that you can do before, during and after the passage of this type of weather disturbance.
TROPICAL CYCLONES
BEFORE DURING AFTER
Coordinate with local community or Regularly monitor official updates of Attend to injuries if needed.
barangay on safety plan during times of PAGASA or other reliable sources on the Apply first aid to minor cuts or wounds
severe events tropical cyclone.
Seek medical assistance at your nearest
Ensure that your house (or school) can Stay in a sturdy and stable shelter clinic or hospital
withstand strong winds and heavy rains. Stay indoors and away from windows or Check your immediate vicinity (house,
Discuss with your family, friends, things that may topple over. school, surroundings) for any damages
classmate about typhoon and other Coordinate with the local community on that can pose a potential hazard to
weather disturbances, understand possible evacuation measures (especially people around it.
weather forecasts and how to minimize if you are in a low-lying area)
our risks
Remain calm and take notice of your
Recommend trimming and removal of situation.
unstable trees, electric posts, or any
infrastructure that could fall and may
cause damage or injury.
Have a survival kit containing battery-
operated radio, flashlight, emergency
cooking equipment, candles, matches and
first aid kit.
Participate actively in the school drills on
disaster response
Thunderstorms are generally local storms produced by cumulonimbus clouds and are always accompanied by lightning and thunder, usually
with strong wind gusts, heavy rain and sometimes with hail and/or tornado. Thunderstorms are typical in warm environments like the tropics
and may persist for 1 to 2 hours. Below is the list of things that you can to do before, during and after a thunderstorm event.
THUNDERSTORMS
BEFORE DURING AFTER
Learn about your areas thunderstorm risk Stay indoors and remain calm Continue monitoring PAGASA or local
by looking at past events. These risks Postpone all outdoor activities. radio / television stations for weather
differ for different places and different updates
Regularly monitor official updates by
months Always observe safety measures on if you
PAGASA or other reliable sources
Discuss how you would know if a need to go outdoors.
Be on the lookout for falling debris and
thunderstorm may produce light, Stay away from storm-damaged areas.
flashfloods.
moderate, heavy or torrential rain as well
If treat of lightning is eminent Watch out for fallen tree branches, trunks,
as duration.
electric lines, etc.and report them to
Turn off and unplug all electrical and
Discuss the rainfall / thunderstorm authorities.
electronic devices
warning system of PAGASA.
Stay away from flood waters
refrain from using phones (mobile, landline)
Recommend trimming and removal of
until the storm passes over. It is possible to contract diseases from
unstable trees, electric posts, or any
flood water
infrastructure that could fall and may If no immediate shelter and threat of
lightning is eminent: Uneven ground, open drainage and/or
cause damage or injury.
sharp debris under floodwater can be
Ensure proper drainage in the Stay low
potentially harmful
surrounding by removing things that may Stay away from structures such as trees,
hinder proper drainage flow electrical lines, towers, or fences.
Participate actively in the school drills on Water can conduct electricity, refrain from
disaster response swimming or being in contact/submerged in
bodies of water.
Distance of thunderstorm cloud can be
estimated by counting the time interval
between seeing lightning and hearing
thunder. (1 second = 330m, 3 sec = 1 km).
Remain indoors at least 30 minutes after
hearing the last thunder
Flood is the overflowing of the normal confines of a stream or bodies of water, or the accumulation of water over areas that are not normally
submerged. Below is a list of things that you can to do before, during and after a flooding event. While flooding may last days or even weeks,
Flash Floods are also caused by heavy precipitation in a short period of time, usually less than 6 hours.
FLOOD or FLASH FLOOD
BEFORE DURING AFTER
Learn about your areas flood risk by by Unplug all electric and electronic devices Report broken utility lines (electricity,
looking at past events. These risks differ Listen continuously to official updates on water, gas, etc.) to appropriate agencies/
for different places and different months weather and flooding authorities.
Know the flood hazard map in your Remain calm and be ready in case Ensure that electrical appliances are
community. evacuation is necessary. checked by a competent electrician
Learn from previous occurrences how before switching them on.
Do not to attempt to cross flowing
frequent, how high and how fast flood can streams unless they are assured that the Stay away from flood waters
occur. water is below knee level. It is possible to contract diseases from
Take notice of rapidly rising water and Avoid areas prone to flooding. flood water
prepare plans for evacuation. Uneven ground, open drainage and/or
Avoid swimming in swollen rivers.
Have a survival kit containing battery- sharp debris under floodwater can be
Make sure you only drink clean water
operated radio, flashlight, emergency potentially harmful
Stay away from flood waters as
cooking equipment, candles, matches and
first aid kit Its possible to contract diseases from
flood water
As the ground soak up more water from
continuous rains, possibility of flooding Uneven ground, open drainage and/or
increases. sharp debris under floodwater can be
risky and potentially harmful
Participate actively in the school drills on
disaster response
Storm surge is the rise and onshore surge of seawater as the result primarily of the winds of a tropical cyclone, and secondarily of the surface
pressure drop near the center of the tropical cyclone. The height of storm surge is dependent on the size, intensity and movement of the
tropical cyclone, shape of the coastline as well as nearshore underwater topography and astronomical tides. Below is a list of things that you
can to do before, during and after a storm surge event.
STORM SURGE
BEFORE DURING AFTER
Learn about your areas vulnerability to Regularly monitor official storm surge Check structural damage of your
storm surge by looking at past events. If advisory/forecast updates of PAGASA surroundings and make sure structures are
vulnerable, recommend relocation to safer Remain calm and be ready in case of safe from collapsing.
grounds. evacuation Check surroundings for electrical damage.
Stay away from beaches / shore during Stay away from beaches / shore and low- Stay away from flood waters
tropical cyclone passage. lying areas It is possible to contract diseases from
Identify evacuation routes leading to safe Head towards inland away from potential flood water
higher grounds. flow of water. Uneven ground, open drainage and/or
Establish evacuation plans and Turn off power supply. sharp debris under floodwater can be
procedures. potentially harmful
If caught in a storm surge, you are
Participate actively in the school drills on advised to hold on large structures like Clean all mud and debris.
disaster response big trees.
EXTREME CLIMATE EVENT: EL NIO

El Nio is a significant increase in ocean temperature over the eastern and central Pacific ocean. It occurs at irregular intervals ranging from 2-7
years usually developing in the early months of the year and decay the following year. In the Philippines, El Nio conditions are often
characterized by dry and warm-hot events. Below is a list of things that you can to do before, during and after a El Nio condition.
149
EL NIO
BEFORE DURING AFTER
Listen and monitor PAGASA El Nio/ Avoid doing strenuous activity during the hottest Seek medical attention if you or
drought/dry spell forecast on what parts time of the day. another person experiences
of the country will be affected severe Keep hydrated symptoms of heat stress.
conditions.
During drought condition, conserve water.
Plan your daily activities to avoid doing
Stay indoors whenever possible.
strenuous work during the hottest time of
Regularly clean electric fans and air conditioner
the day.
filters
Learn about the symptoms of heat stress
Wear light-colored and lightweight clothing.
or exposure to extreme environmental
heat, sunburn, heat exhaustion, heat Take frequent breaks if you must work outdoors.
stroke, dehydration, and other related Never leave children or pets alone in closed
conditions caused by very hot climate by vehicles.
discussing with local physicians / medical Seek medical attention if you or another person
personnel. experiences symptoms of heat stress.
PRACTICE (20 MINS)

Group Work on Short Term Meteorological Hazards
1. Divide the class into several (5) groups
2. Assign a hazard exposure scenario for each group (does not have to be a single hazard, for instance thunderstorm and flooding in school,
typhoon and storm surge in an evacuation area, these different hazards can occur as a single event)
3. Ask the learners to investigate the school surrounding and discuss among themselves what they can do to prepare before, minimize risk
during and their response after such events.
4. Present their results by role playing as members of different sectors of our society (i.e. politician, teacher, weather forecaster, etc.).
ENRICHMENT
Assignment
1. Encourage the learners to discuss the lessons learned with their family / household members.
Hydrometeorological Hazard Maps

The learners demonstrate understanding of hydrometeorological hazards
Introduction Common Hydrometeorological 5
Performance Standards Hazards in the Philippines
Instruction Lecture: Hazard Maps and their Online 25
Sources
do before, during, and after the occurrence of events that cause
hydrometeorological hazards Practice Exploration of Various 60
develop proficiency in executing emergency response plans through safety Hydrometeorological Hazard Maps and
drills. their Applications
Learning Competency Enrichment Hazard Maps of Local Barangay

The learners are able to: Suggested Resources
interpret different hydrometeorological hazard maps (DRR11/12-IIc-d-35 (1) Department of Science and Technology. (n.d.). DOST - Project
and 36) NOAH. Retrieved from http://noah.dost.gov.ph/
(2) Mines and Geosciences Bureau. (n.d.). Retrieved from http://
gdis.denr.gov.ph/mgbgoogle/
Specific Learning Outcomes (3) National Mapping and Resource Information Authority. (n.d.).
At the end of the lesson, the learners will be able to: NAMRIA | The Central Mapping Agency of the Government of
source different hydrometeorological hazard maps available on the the Philippines. Retrieved from http://www.namria.gov.ph/
internet; and
Administration. (n.d.). PAGASA | Philippine Atmospheric
use/apply the hazard maps in their local area as tools for risk assessment Geophysical and Astronomical Services Administration.
and planning Retrieved from https://kidlat.pagasa.dost.gov.ph/
(5) Philippine Flood Hazards Map. (n.d.). Retrieved from http://
www.nababaha.com
Terminlogy - unisdr. Retrieved from https://www.unisdr.org/we/
inform/terminology
151
Communicating learning objectives
1. Introduce the following learning objectives using any of the suggested protocols. (Verbatim, Own
Words, Read-aloud).
I. I can identify hydrometeorological hazards and their respective hazard maps
II. I can minimize my vulnerability to hydrometeorological hazards by proper preparation
Review of Common Hydrometeorological Hazards in the Philippines

1. What are hazard maps and how can these maps help us?
2. Ask learners to enumerate the most common severe hydrometeorological hazards we experience in
the Philippines
3. Ask learners what particular hydrometeorological hazards are their community exposed to.

Lecture
Return period, also referred to as recurrence interval, is the probability of an event such as heavy rain,
intense typhoon of floods to happen. It is a statistical measurement mainly based on historical data
that gives the estimated time interval between similar extreme events.
For example, the return period of a heavy rainfall event is 100 years, this can be expressed as an event
with a probability of happening equivalent to 1/100 or 1%. This does not mean that the next similar
extreme event will happen 100 years after, instead, it means that in a given year, there is a 1% chance
that the event will happen. Consequently, 100-year floods can happen in 2 consecutive years. In
analysis of extreme hydrometeorological events, return periods are usually used to infer the severity
of an event.
Fig. 1: Modified Coronas Climate Classification Fig. 2: MTSAT IR satellite image taken on 19 June 2013 (local time)
Rainfall in the Philippines Rainfall observation

Rainfall is the most important climatic element in the Philippines. Aside from rain gauge monitoring in different parts of the Philippines,
Rainfall distribution throughout the country varies from one region to PAGASA publishes regularly updated color-coded satellite images
another, depending upon the direction of the moisture-bearing winds (Fig. 2) from the Multi-Functional Transport Satellite or MTSAT (as of
and the location of the mountain systems. Dec 2015, but will soon shift to a newer satellite called Himawari-8) to
The mean annual rainfall of the Philippines varies from 965 to 4,064 visualize rain distribution across the country. Color code is as follows:
millimeters annually. Baguio City, eastern Samar, and eastern Surigao Red heavy rain; Yellow light to moderate rain; White clouds; Blue
receive the greatest amount of rainfall while the southern portion of clear sky.
Cotabato receives the least amount of rain. At General Santos City in
Cotabato, the average annual rainfall is only 978 millimeters for the
whole year. What is the usual rainfall in you area?
The Modified Coronas Climate Classification (Fig. 1) describes the

monthly rainfall variations in different parts of the country.
153
Figure 3: Location of Weather Radar operated by PAGASA
Figure 5: PAGASA Flood monitoring system
Figure 4: Radar image over Bataan / NCR showing extensive rain.
In addition to the satellite observation, PAGASA operates 10 weather Another product of PAGASA is its watershed monitoring network or
radar stations (as of 2015) all over the Philippines. Fig. 3 shows the Flood monitoring system. Using water level sensors that measures
locations of these weather radar systems. Weather radar can detect the height of the water level of major river systems, users can monitor
hydrometeors (e.g. rain, clouds) by transmitting electromagnetic impending flooding in major river systems in the Philippines. Figure 5
radiation to the atmosphere then analyze the returning echoes show the major waterways of Metro Manila and their corresponding
reflected by weather elements present in the sky. Figure 4 shows a water levels.
sample radar image over Bataan also using a color coding scheme to
visualize rainfall in the region.
Figure 6: PAGASA Dry Spell / Drought Outlook Figure 7: PAGASA Dry Spell / Drought Assessment
While we are usually concerned with heavy rainfall events, lack of rain is also a significant condition that we also experience. Weather in
different parts of the Philippines can vary significantly for certain years as a response to changing global climate. One of the main climate
drivers that affect the Philippines is the El Nio Southern Oscillation (ENSO) or simply El Nio.
El Nio is a significant increase in ocean temperature over the eastern and central Pacific ocean. It occurs at irregular intervals ranging from
2-7 years usually developing in the early months of the year and decay the following year. In the Philippines, El Nio conditions are often
characterized by dry and warm to hot climate.
Months prior to the onset of El Nio, PAGASA publishes Drought/Dry spell outlook (Fig.6) that can warn us of impending dry conditions so we
can prepare for such extreme events. Drought/Dry spell assessment (Fig.7) is also regularly published to report unusual climate conditions in
different parts of the Philippines.
155
The following figures are comparison of flood hazard maps with
different return periods for Marikina in NCR (Fig. 9) and Cagayan de
Oro (Fig. 10).
!
Project Noah Flood Maps
5-year 25-year 100-year
Figure 8: DOST-NOAH web portal. Figure 9: 5, 25, and 100-year Flood Maps of Marikina
The Nationwide Operational Assessment of Hazards or NOAH is Project Noah Flood Maps
a program under the Department of Science and Technology
(DOST) with the mission to undertake disaster science research and
development, advance the use of cutting edge technology and
recommend innovative information services in governments
disaster prevention and mitigation efforts. DOST-NOAH can be
accessed online at http://noah.dost.gov.ph.
The NOAH website displays the PAGASA radar data, rainfall

measurements of rain gauges of DOST, and has flood hazard maps
for different regions of the Philippines with 5-year, 25-year, 50-year Figure 10: 5, 25, and 100-year Flood Maps of Cagayan de Oro
and 100-year return periods. Fig. 8 shows a sample 5-year flood
hazard map accessible in its website.
Another local website, http://www.nababaha.com, a non-profit project by the
members of the Volcano-Techtonics Laboratory of the National Institute of
Geological Sciences of University of the Philippines, publishes a list of flood
hazard maps of different regions (http://www.nababaha.com/list.htm), with the
same dataset as DOST-NOAH.
National Mapping and Resource Information Authority(NAMRIA) is an

agency of the Philippine government under theDepartment of Environment and
Natural Resources (DENR)responsible for providing the public with mapmaking
services and acting as the central mapping agency, depository, and distribution
facility of natural resources data in the form of maps, charts, texts, and statistics.
On its websites download page, http://www.namria.gov.ph/download.php,
hazard/susceptibility maps for storm surge, rain-induced landslide and flood are
freely available.
On the left:
Figure 11: Flood/Flashflood susceptibility map (left image)
157
" Figure'12:'Mines'and'Geosciences'Bureau'GeoHazard'Visualization'Portal'
TheMines and Geosciences Bureau

(MGB), a government agency also under
theDepartment of Environment and
Natural Resources (DENR), is responsible
for the conservation, management,
development and proper use of the
countrys mineral resources including those
in reservations and lands of public domains.
MGB maintains a geohazard visualization
portal accessible at this URL http://
gdis.denr.gov.ph/mgbgoogle/.
Figure 12: Mines and Geosciences Bureau GeoHazard Visualization Portal
PRACTICE (60 MINS)

1. Ask the learners to explore the publicly available hazard maps discussed and pin-point your location. (If school has no IT facility, the hazards
maps can be printed beforehand and distributed to the students)
2. Enumerate the hazards of your area by providing corresponding hazard map
3. Discuss and enumerate the steps that can be taken to reduce future disasters in your community.
4. Present (individually or by groups) in front of class the results of the discussion.
ENRICHMENT
1. Ask the learners to go to their local barangay and see what hazard maps (or similar information) are being used to prepare the local
community on certain hydrometeorological events.
Fire Triangle LESSON OUTLINE

Introduction Review the definition of hazards and 5
Content Standards introduce objectives
The learners demonstrate understanding of the fire triangle.
Motivation Pros and Cons Activity 5
The learners shall be able to: Practice Fire Triangle Experiment 35
develop a family emergency preparedness plan to guide them on what to Evaluation Describe and define each component 15
do before, during, and after a fire incident. of the fire triangle
Learning Competency Enrichment Identify 5 Possible Situations where
The learners are able to: Fire is Present
recognize elements of the fire triangle in different situations.
Materials:
(DRR11/12-IIe-f-37) Individual: writing paper, pens, personal protective
equipment (goggles)
Per group: 3 candles, matches, glass jar with lid, glass of
At the end of the lesson, the learners will be able to: water, tissues/rags, cartolina, permanent markers, notebooks/
worksheets
state the positive and negative effects of fire;
define and identify the components of the fire triangle; and Suggested Resources
(1) UNISDR Terminology on DRR - http://www.unisdr.org/
recognize elements of fire triangle in different situations.
(2) DOST PAGASA website, https://
(3) DOST NOAH website, http://noah.dost.gov.ph/
(4) Nababaha website, http://www.nababaha.com
(5) NAMRIA website, http://www.namria.gov.ph/
(6) Mines and geosciences Bureau website, http://
gdis.denr.gov.ph/mgbgoogle/
159
Definition of hazard based on RA 10121: a
Review (3 minutes) dangerous phenomenon, substance, human
1. Ask the learners what is the meaning of a hazard. activity or condition that may cause loss of
life, injury or other health impacts, property
2. Ask the learners to name the hazards that have been described in detail in class. This could be
damage, loss of livelihood and services,
done by learners listing the hazards on the board. social and economic disruption or
environmental damage.
Sample responses:
I. Earthquake hazards
II. Volcanic hazards
III. Storms, and other hydrometeorological hazards
3. Ask them about the remaining hazard that they need to know. They should be able to name fire
hazards.
Communicate learning objectives (2 minutes)

1. Introduce learner objectives:
I. I can state the positive and negative effects of fire.
II. I can distinguish what materials are necessary to create fire - the fire triangle.
MOTIVATION (5 MINS)
Pros and Cons Activity Teacher Tip:
Make sure that the learners will be able to
Pre-Activity write at least two Pros and two Cons.
1. Ask the learners to get a piece of paper and fold it in two.
During the Activity
1. On one side, they need to write what could be considered as positive qualities of fire (PROS).
2. On the other, they need to write what could be considered as negative qualities of fire (CONS).
3. Give them 3 minutes to come up with their lists.
4. Afterwards, ask to learners to form pairs and discuss what they have written.
5. Call on 2 learners to share their lists to the class.
Post Activity
1. Explain to the learners that fire has both positive and negative effects and that the goal of everyone
is to minimize the negative effects of fire.
PROS CONS
It gives warmth. It causes injury or even death.
It is used for cooking food. It destroys important materials.
It is used in many industrial processes. It burns down houses or forests.
It is used as a light source.
PRACTICE (30 MINS)

Teacher Tip:
Fire Triangle Experiment Remind the class that they should be very
careful when dealing with fire. They should
Pre-Activity
always be wearing their goggles.
1. Let the learners recall instances where they have witnessed fire.
2. Ask the learners what could be the materials needed to make fire. The teacher may opt to prepare a
worksheet for the learners to follow and
3. Tell the learners that fire needs three elements for it to be formed and that they will find out what answer so that the teacher could focus if the
the fire triangle is based on experiments. learners are conducting the activity
properly.
4. Prepare the materials needed for the experiment: candle, matches, glass jar in which the candle can
fit inside and its lid, safety goggles, and notebook or worksheet.
During Activity
1. Divide the class into groups of 4-5 learners each.
2. Remind the learners that they should have their notebooks and goggles with them.
3. The activity is divided into three parts:
Part A.
A. Light a candle using the match. The learners should observe what happens before a fire is
formed.
B. Using the wax from the burning candle, mount the candle to the lid of the jar. Make sure
that they mount it on the underside of the lid.
161
C. Then, slowly put the jar on top of the candle and close the jar. Observe what happens to
Teacher Tip:
the candle and write this down on their notebooks. For the reporting, the learners need not use
D. Afterwards, wait for about 2 minutes to unscrew the jar. Note that the jar could still be hot. the terms OXYGEN, HEAT, and FUEL. They
are given full points as long as they are able
Part B. to describe the fire triangle.
A. Soak the tip of the candle in water then try to light it up using the match. Does it light up
easily? Observe what happens and write it down on their notebooks.
B. Afterwards, dry the tip of the candle using a tissue and again try to light the candle. Observe
what happens and write it down on their notebooks.
Part C.
A. Using the same candle in Part B, try to light the bottom of the candle. Does it light up?
B. What could be needed for the candle to light up? Ask the learners to write their answers on
their notebooks.
4. Give each group a cartolina and ask the learners to come up with their own version of a fire triangle
based on the experiments that they have performed.
Fire Triangle: (image from Wikipedia.org)

Post Activity
1. Ask each group to report their fire triangle to the class for two (2) minutes and post them around
the room. Teacher Tip on Groupings:
2. Use the following rubric to grade the reports: If the group has five (5) learners, use this
configuration:
1 Group Facilitator
4 3 2 1 1 Scribe
2 Logistics Officers (in charge of the
PRESENTATION The reporters were The reporters were The reporters were The reporters were materials)
1 Reporter
OF FIRE able to create an able to create an able to describe at not able to give a
TRIANGLES accurate fire accurate fire least one element fire triangle. The learners should give peer evaluations at
triangle and triangle. of the fire triangle. the end of the activity based on their
adequately explain assigned task.
how they were
able to come up
with such.
Discussion
1. Emphasize to the learners that fire needs three elements to burn: (1) Oxygen, (2) Heat, and (3) Fuel.
2. Part A shows the role of oxygen to the formation of fire. As the fire is being enclosed in the jar, the
oxygen is being used up. Once the fire is enclosed, all the oxygen turns into carbon dioxide and
eventually, fire wont be produced.
3. Part B shows the role of heat. Once the candle is soaked in water, it will not be able to produce
enough heat to sustain a fire. If the candle is dry, then it could reach enough heat to sustain a fire.
4. Part C shows the role of fuel. Fire needs fuel to form. For the candle, the wick serves as the fuel.
The wax is not capable of burning and is just there to support the fire.
5. If the fire triangle is incomplete, there will be no fire.

1. Give the learners a quiz in which they will identify the fire triangle in every situation.
2. They will need to evaluate and list down the fire triangle from these situations:
A. Bonfire being lit while camping
B. Stove fire used for cooking rice
C. Lamp (gasera) used for areas where electricity is unavailable
D. Lighter used for lighting cigarettes
E. Grilling barbeques using charcoal
F. Lightning striking a tree
G. Newspapers being burned
H. Fire crackers/fireworks used during celebrations
I. Electrical fires during summers
J. Chemicals stored in closed environments
ENRICHMENT
1. Ask the learners to identify 5 possible situations in their houses where fire is present. At least one (1) Teacher Tip:
fire with negative effects should be included. You may give one example where fire could
start in their home (e.g. while cooking food)
2. Let them identify the fire triangle for each situation.
for them to have an idea.
3. Ask them to come up with concrete plans so that unwanted fires will be prevented.
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Causes of Fires LESSON OUTLINE

Introduction Review the Fire Triangle and Introduce 5
Content Standard Objectives
The learners demonstrate understanding of the causes of fire.
Motivation High - Low Game 10
The learners shall be able to: Instruction Different Causes of Fire 37
and Practice
do before, during, and after a fire incident. Evaluation Classification of Fire Incidents 8
Learning Competency Enrichment Research News Clippings

The learners are able to: Materials:
The learners analyze the different causes of fires. (DRR11/12-IIe-f-38) Manila papers, permanent markers, tape, graphing papers
Specific Learning Outcomes Suggested Resources

At the end of the lesson, the learners will be able to: (1) De Costo, S.B. and Gumela, M.V. 2004. Should the Fire
analyze different causes of fire; Prevention Month Be Moved to April? (http://
www.nscb.gov.ph/sexystats/2014/SS20140509_fire.asp)
know the different fire classes; and
Accessed on October 5, 2015.
classify fire incidents according to fire classes.
(2) Bureau of Fire Protection Operational Procedures Manual
2015. (http://bfp.gov.ph/wp-content/uploads/2015/09/
BFP-Operational-Procedures-Manual.pdf) Accessed on
October 5, 2015.
(3) Classes of Fire. (http://www.falckproductions.com/
resources/fire-safety-and-firewatch/classes-of-fire-a-b-c-d-
and-k/) Accessed on October 5, 2015
(4) Types of Fires. (http://www.femalifesafety.org/types-of-
fires.html) Accessed on October 5, 2015.

Review Teacher Tip:
1. Ask the learners what they remember about the fire triangle. Let one learner draw the fire triangle The teacher may opt to ask more examples
on the board. of recognizing the fire triangle to further
assess the understanding of the learners.
2. Give one example of a fire incident and ask the learners to recognize the fire triangle in the
example.
Example: Fire produced by grilling barbecue
3. Emphasize that fire can form as long as the fire triangle is present and there is chemical reaction
between the elements of the triangle.
Communicate learning objectives

I. I can analyze the different causes of fire.
II. I can classify fires based on their source/cause.

High-Low Game
1. Using the statistics from Bureau of Fire Protection (BFP) and Philippine Statistics Authority (PSA) for
2010-2013, prepare questions requiring learners to guess the correct number/statistic.
2. Divide the class into two (2) groups. Toss a coin to see which group answers first.
3. The first group is asked the first question and has the chance to guess, the teacher responds with
either HIGHER, LOWER, or CORRECT.
4. If the first group is not able to get the correct answer, the other group gets a chance to guess the
answer. Again the teacher will respond with either HIGHER, LOWER, or CORRECT.
5. The groups will alternate in guessing until the correct answer is given.
6. The game ends once the learners have completely guessed all the statistics that the teacher has
asked.
7. Let the learners internalize the statistics about fire incidences in the country.
165
Sample Questions: Teacher Tips:
A. How many fire incidents were recorded for 2013 nationwide? Ans. 12,301 incidents The class could be further divided into
smaller groups up to individuals.
B. How many people died from fire incidents for 2013 in NCR? Ans. 58 people
Teachers may vary their questions
C. How many fire incidents were caused by cigarette butts for 2012 nationwide? For 2013? Ans. depending on their respective locations
581 and 736 incidents respectively (e.g. regions).
D. How many fire incidents were caused by faulty electrical wiring/connection for 2012 nationwide? The teacher may opt to provide clues
to facilitate the time in answering.
For 2013? Ans. 2861 and 3532 incidents respectively
Use the national data first then add in
E. How many fire incidents were caused by neglected electrical appliances/devices for 2013 local statistics.
nationwide? Ans. 408 incidents For the graphing part: this could be
used for more advanced learners. It
utilizes graphing skills learned from
Alternative Motivation: Graph the statistics other science and math classes.
1. Learners are given graphing papers.
2. Using the statistics from the Bureau of Fire Protection (BFP) and Philippine Statistics Authority (PSA)
for 2010-2013, ask the learners to graph the data based on various criteria:
3. Number of fire incidents per year or per region
4. Number of casualties per year or per region
5. Number of fire incidents per cause of fire
Note: Learners are given unique data to graph. Make sure that the data for the different years
are distributed.
6. Make sure that the learners will employ the same x- and y-axes and interval per axis.
7. Learners are asked to post their graphs on the board. Graphs having the same year may be lumped
together. Another is moving some graphs to see the changes as the years go by.
8. The teacher will ask the learners questions about the graphs that they have done.
Sample Questions:
A. What can you say about the number of fire incidents from 2010 to 2013? Why do you think this
is?
B. What can you say about the number of fire causes shown in the graphs?
C. Why do you think are there discrepancies between regions in terms of number of fire incidents?
Teacher Tip:
Discussion 1 Definition of terms:
1. Ask the learners to list down all possible sources of fire that they can think of. Give as many as they Incendiary designed to cause fires
can in 1 minute. For incendiary fire, the teacher may opt to
include the concept of arson or the
2. Ask the learner with the most answers to enumerate his answers on the board. criminal act of deliberately setting fire to
3. The teacher will check if the answers are correct. Afterwards, state that there are 16 identified property. Emphasize that arson is a
criminal offense.
causes of fires.
4. The BFP Operational Procedures Manual has list down the causes of fire as follows:
Pyrotechnics the art of making or
A. Faulty electrical wiring or connection displaying fireworks
B. LPG-related
Spontaneous combustion ignition of
C. Neglected cooking or stove organic matter without apparent cause,
D. Cigarette butt typically through heat generated internally
by rapid oxidation
E. Unattended open flame: torch or sulo
F. Unattended open flame: candle or gasera
For Discussion 1:
G. Matchstick or lighter The teacher may contact BFP officials
H. Direct flame contact or static electricity regarding the explanation of fire causes and
fire incidences.
I. Neglected electrical appliances or devices
J. Electrical machineries
K. Chemicals
L. Incendiary device or ignited flammable liquid
M. Spontaneous combustion
N. Pyrotechnics
O. Bomb explosion
P. Lightning
Q. Others (forest fire, vehicular fire, etc.)
5. Provide simple examples and pictures (if possible) for each.
167
Practice 1 Teacher Tips:
1. Let the learners pick from 1, 2, 3, 4, or 5 (see end of guide). For Practice 1:
2. Learners will be given two (2) news clippings of fire incidents in the Philippines each depending on The teacher may opt to look for records
of fire incidents within their local areas.
what they picked from 1, 2, 3, 4, or 5. The teacher may opt to give 1 news
3. Each learner will determine what caused each fire incident and the fire triangle for each. clipping per group if time is limited.
Ask the learners to listen carefully to all
4. After 5 minutes, the learners with the same numbers are grouped together and will discuss their of the reports of the groups since it is
answers. important to the next part of the
5. Ask the groups to come up with a unified answer per incident. They will be given manila papers and discussion.
permanent markers to write their answers on.

6. Afterwards, the groups will present a summary of the fire incidences, their causes, and respective
fire triangles.
7. Let the learners leave their manila papers posted on the board.
Discussion 2 For Discussion 2:
1. After all the groups have presented their answers, the teacher will introduce the different fire Emphasize that the fuel of the fire
classes. triangle is the basis for the classification
of the fires.
2. Each fire class is based on the fuel that they burn. You may ask the learners why the type
3. This classification is very useful in order to determine what substances or chemicals are effective in of fuel is the basis for classification.
extinguishing the fire. Also, emphasize that the substances
that are used to extinguish each fire
4. The substances or chemical that can be used to extinguish the different fire classes will be class will be discussed in the next
discussed in a separate meeting. meetings.
5. There are 5 fire classes:

I. Class A fuels are ordinary combustibles such as wood, paper, plastic, or anything that leaves
ash.
II. Class B fuels are flammable or combustible liquids like petroleum oil, gasoline, paint, and
flammable gasses such as propane and butane. Cooking oils and grease are NOT part of class B
fires.
III. Class C fuels are energized electrical fires like motors, transformers, and appliances. Once the
power or source of electricity is removed, the fire becomes one of the other classes of fire.
IV. Class D fuels are combustible metals like potassium, sodium, aluminum, titanium, and
magnesium.
V. Class K fuels are cooking oils, grease such as animal fat and vegetable fats.
EVALUATION (8 MINS) Teacher Tips:
1. Ask the learners to classify the all the fire incidents according to the fire classes. For Assessment:
The teacher may use the assessment
2. They will put their answers on their respective papers and will serve as their quiz for the day. part to check if the learners were really
listening to the reporters by not giving
a recap of the incidences during the
3 2 1 test.
Another option is to let the learners
ASSESSMENT The learner was able to The learner was able to The learner was not able scan the different manila papers for the
completely classify the partially classify the fire to classify the fire quiz.
fire incidences according incidences according to incidences according to
to the fire classes. the fire classes. the fire classes. Teacher Tip:
This activity could be used to bridge set-up
the next competency: Observe
ENRICHMENT precautionary measures and proper
Ask the learners to research another news clipping of a fire incident (separate from those given, e.g. procedures in addressing a fire incident.
(DRR11/12-IIe-f-39)
Ozone Disco Fire or the Kentex Factory fire) and let them identify the fire cause, fire triangle, and the
class of fire.
Some news articles available from the internet:

(1) 75 die in Philippine Hotel fire. (http://www.dailymail.co.uk/news/ (6) 24 die in fire at Philippines department store. (http://www.cbc.ca/news/
article-67223/75-die-Philippine-hotel-fire.html). Accessed on October 5, world/24-die-in-fire-at-philippines-department-store-1.628176). Accessed
2015. on October 5, 2015.
(2) Philippines: Thousands homeless after Manila predawn fire. (http:// (7) Elderly killed, 40 houses burned in Zamboanga City fire. (http://
www.ibtimes.co.uk/philippines-thousands-homeless-after-manila- kickerdaily.com/elderly-killed-40-houses-burned-in-zamboanga-city-fire/).
predawn-fire-1490249). Accessed October 5, 2015. Accessed on October 5. 2015.
(3) Couples argument sparks Mandaluyong fire. (http:// (8) Fire breaks out in UP Diliman Alumni Center; fifth fire incident in seven
www.tempo.com.ph/2012/03/07/couples-argument-sparks- years (http://www.filipinoscribe.com/2015/07/01/fire-breaks-out-in-up-
mandaluyong-fire/) Accessed October 5, 2015. diliman-alumni-center/). Accessed on October 5, 2015.
(4) Philippines Deals with Several Fires that Killed 7, Massive Fire in Manila (9) During fire prevention month: 2 bushfire incidents hit Makilala forests
Displaces Familes. (http://www.ibtimes.com/philippines-deals-several- (http://www.ndbcnews.com.ph/news/during-fire-prevention-month-2-
fires-killed-7-massive-fire-manila-displaces-families-1771714). Accessed bushfire-incidents-hit-makilala-forests). Accessed on October 5, 2015.
on October 5, 2015. (10)3 dead, 6 injured in Batangas fire (http://cnnphilippines.com/regional/
(5) Fire Incident in Brgy. Sta. Maria. (http://www.bauan.gov.ph/index.php/ 2015/07/08/lian-batangas-fire.html). Accessed on October 5, 2015.
news/25-fire-incident-in-brgy-sta-maria). Accessed on October 5, 2015.
169
Precautionary Measures and Proper

Procedures to Fires
Content Standard
LESSON OUTLINE
The learners demonstrate understanding of the causes of fire and the fire
triangle. Introduction Review the Fire Triangle and Different 5
Causes of Fire
The learners shall be able to: Motivation Video or News Clippings of Real Fire 15
develop a family emergency preparedness plan to guide them on Incidents
what to do before, during, and after a fire incident. Instruction Discussion and Activity on How 30
and Practice Accidental Fires could be Prevented
Learning Competency
The learners are able to: Evaluation Quiz 10
observe precautionary measures and proper procedures in
Enrichment Assignment
addressing a fire incident. (DRR11/12-IIe-f-39)
Materials:
Specific Learning Outcomes Cartolina or Manila paper, permanent markers, thin candle,
matchsticks, scissors, transparent drinking glass, bond paper
observe precautionary measures for a fire incident; and
Suggested Resources
know proper procedures in addressing a fire incident.
(1) Bureau of Fire Protection Operational Procedures Manual
2015. (http://bfp.gov.ph/wp-content/uploads/2015/09/
BFP-Operational-Procedures-Manual.pdf) Accessed on
October 5, 2015.
For the review of the fire classes, the classes
Review of fire could be given and the learners
1. Ask the learners about the different classes of fire. would describe what each fire class is.
2. Give one example of a fire event and ask the learners to recognize the fire triangle in the example.
Classes of fire:
Also, ask under which class of fire this could be classified. Class A fuels are ordinary combustibles
Example: Fire produced by grilling barbecue such as wood, paper, plastic, or anything
that leaves ash.
3. Emphasize that fire can form as long as the fire triangle is present and there is chemical reaction
between the elements of the triangle. Class B fuels are flammable or
combustible liquids like petroleum oil,
4. Another to emphasize is that the different fire classes correspond to different fuel types.
gasoline, paint, and flammable gasses such
Communicate learning objectives as propane and butane. Cooking oils and
grease are NOT part of class B fires.
1. Introduce learning objectives:
I. I can observe precautionary measures for a fire incident to not happen. Class C fuels are energized electrical fires
like motors, transformers, and appliances.
II. I can employ proper procedures in addressing a fire incident.
Once the power or source of electricity is
removed, the fire becomes one of the other
MOTIVATION (15 MINS) classes of fire.
Video of Real Fire Incidents Class D fuels are combustible metals like
1. Divide the class into smaller groups (3-5 learners per group). potassium, sodium, aluminum, titanium, and
magnesium.
2. Show the learners a video of a fire incident.
3. From the video that they have seen, let them have a discussion about the following questions: Class K fuels are cooking oils, grease such
as animal fat and vegetable fats.
I. What caused the fire? How did it start?
II. Under which fire class could this be classified into? Teacher Tip:
Video showing: Local news portals (ABS-
III. Is it possible for the fire incident to be prevented? CBN, GMA7, etc.) often upload their news
IV. If yes, what steps could the people have taken? (Give at least 2 concrete steps.) stories on their YouTube accounts. You
could access this via the internet. You may
V. If no, discuss why it is not possible to prevent the fire incident. pick which are relevant to your locale/area
4. Ask the learners to present their answers in a 2-3-minute oral report. or you may choose well-known fire
incidents. It is better to choose videos which
contain interviews with BFP officers
concerning the cause of fire or residents
who also state the possible cause of fire.
171
News Clippings of Real Fire Incidents Teacher Tip:
1. Divide the class into smaller groups (3-5 learners per group). News clippings:
2. Give the groups a news clipping of a fire incident. Local news articles about fire incidents are
available on periodicals and on the internet.
3. From the news clippings, let them have a discussion about the following questions: Some of these news clippings are used from
I. What caused the fire? How did it start? the previous competency. You may use
these or search for more articles. There are
II. Under which fire class could this be classified into? also suggested news articles at the end of
III. Is it possible for the fire incident to be prevented? this lesson.
IV. If yes, what steps could the people have taken? (Give at least 2 concrete steps.) You may also contact your local fire stations
V. If no, discuss why it is not possible to prevent the fire incident. under the Bureau of Fire Protection for
cases of fire. Website: http://bfp.gov.ph
4. Ask the learners to present their answers in a 2-3 minute oral report.

Discussion and Activity 1
1. Based from the learners answers, summarize the preventive measures.
2. Discuss that there are many ways to prevent accidental fires.
3. First, look at the fire triangle.
4. If just a single component of the fire triangle is absent, then accidental fires could be prevented.
5. Give the groups of learners a set of the following materials: a thin candle, matchsticks, scissors, and
a transparent drinking glass.
6. Impose to them the following questions:
I. Is there a way to light the candle without using the matchstick, and only the other materials
given to them?
II. What is the purpose of the wick? Is it possible to light the candle without it?
III. How does one remove the oxygen from the set-up?
7. Give them 5 minutes to think about their answers. They could make use of the materials given to
them in seeking their answers.
8. Ask the learners to list down their answers on a piece of paper and demonstrate these to the class.
Note: The learners could have different sets of answers. Below could be some of their responses: Teacher Tip:
I. Is there a way to light the candle without using the matchstick, and only the other materials Fire Triangle:
Heat + Fuel + Oxygen = Fire
given to them?
A. They may use the scissors to rub the wick and produce fire. However, this would have to Use a thin candle for this experiment.
take a long time.
The learners may be asked beforehand to
B. Another is they may rub their hands to produce friction and eventually fire. Using this prepare and bring the materials that are
method wont be effective since they need to rub their hands really fast to increase the needed.
amount of heat from their palms and produce fire. A. thin candle
B. matchsticks
C. They may say that there is no way for the candle to be lit since there is no heat source. C. scissors
II. What is the purpose of the wick? Is it possible to light the candle without it? D. transparent drinking glass
A. The wick is the material being burnt to produce fire. It is the fuel of the set-up. It is not Emphasize to the learners that they should
possible to light the candle without it. exercise caution in dealing with fire. Be
ready with fire extinguishers.
III. How does one remove the oxygen from the set-up?
A. They may say that one could blow out the candle. The oxygen is deprived with the If the learners bring up the topic of friction,
introduction of carbon dioxide from their breath. you may emphasize that the heat produced
by rubbing their palms is not enough to
B. Another is by placing the transparent drinking glass on top of the lighted candle and wait light the candle.
until all of the oxygen is consumed.
9. Summarize the ways at how the fire triangle was broken and what precautionary measures they
could do in order to prevent unwanted fires.
10. For heat: make sure that materials that could easily warm up are not near sources of heat (i.e.
curtains near the kitchen stove; matches near electrical plugs)
11. For fuel: recount the different types of fuel discussed in the classes of fire. Make sure that these
materials are organized and do not have any contact with other combustible materials.
12. For oxygen: Presence of oxygen in air cant be regulated. Ensure that the area in which you will be
starting your fires are well ventilated.
Discussion(2!
1. Impose this question to your learners: What if there is an ongoing fire incident? What to do then?
2. Learners should be able to answer that they need to remove at least one component of the fire
triangle to address the fire.
173
3. Emphasize that this is only possible if the fire incident is still manageable (e.g. small fires) Teacher Tip (for Enrichment)
4. Give examples of fires that they could put out. Use this activity to set-up your lesson for the
competency: Follow fire emergency and
5. Remind them of the different classes of fire and the use of fire extinguishers. evacuation plans. (DRR11/12-IIe-f-41).
6. Impose another question: If the fire cant be contained, what now?
Suggested News Articles:
7. Learners should be able to determine that they need to vacate the area of the fire incident and to (1) 75 die in Philippine Hotel fire. (http://
contact the fire department. www.dailymail.co.uk/news/
8. Tell them that specific steps on how to handle a fire incident will be tackled in the next lesson. article-67223/75-die-Philippine-hotel-
fire.html). Accessed on October 5,
2015.
EVALUATION (10 MINS) (2) Philippines: Thousands homeless after
1. Give the learners a piece of bond paper each and ask them to sketch their current classroom. Manila predawn fire. (http://
www.ibtimes.co.uk/philippines-
2. Ask them to identify areas where fire could start and mark these in their sketches. thousands-homeless-after-manila-
3. Let them list at least five (5) precautionary steps to take in order to prevent fires. predawn-fire-1490249). Accessed
October 5, 2015.
4. Give one specific scenario inside the classroom when a fire incident would happen (e.g. short (3) Couples argument sparks
circuiting of electrical appliances, accident involving fires used in classroom and laboratory Mandaluyong fire. (http://
activities). www.tempo.com.ph/2012/03/07/
couples-argument-sparks-
5. Ask the learners to list down the steps that they would take in order to address it. mandaluyong-fire/) Accessed October
5, 2015.
(4) Philippines Deals with Several Fires that
ENRICHMENT Killed 7, Massive Fire in Manila
1. Using the same activity as that of the assessment, ask the learners to come up with a sketch of their Displaces Familes. (http://
homes. www.ibtimes.com/philippines-deals-
several-fires-killed-7-massive-fire-
2. Let them identify possible sources of fire and precautionary steps that they could take to reduce the manila-displaces-families-1771714).
possibility of fire. Accessed on October 5, 2015.
3. Also, let them indicate possible exit routes that they could take in case of fire. (5) Fire breaks out in UP Diliman Alumni
Center; fifth fire incident in seven years
4. Ask them to research on the contact details of their nearest fire station and any other emergency (http://www.filipinoscribe.com/
contact number that they could call in case of fire. 2015/07/01/fire-breaks-out-in-up-
diliman-alumni-center/). Accessed on
October 5, 2015.
(6) 24 die in fire at Philippines department
store. (http://www.cbc.ca/news/world/
24-die-in-fire-at-philippines-
department-store-1.628176). Accessed
on October 5, 2015.). Accessed on
October 5. 2015.
Basic Response LESSON OUTLINE
Procedures to Fires Introduction
Motivation
Review of Previous Lessons
Video Showing
5
5
Instruction Discussion and Activity on How 50
Content Standard and Practice Accidental Fires could be Prevented
Enrichment Assignment
triangle.
Suggested Resources
Performance Standard (1) Bureau of Fire Protection Operational Procedures Manual 2015. (http://
The learners shall be able to: bfp.gov.ph/wp-content/uploads/2015/09/BFP-Operational-Procedures-
Manual.pdf) Accessed on October 5, 2015.
(2) Fire Prevention. BWC Division of Safety and Hygiene (https://
do before, during, and after a fire incident.
www.bwc.ohio.gov/downloads/brochureware/publications/
Learning Competency SWPrograms/FirePrev.pdf) Accessed on February 1, 2016.
The learners are able to: (3) Fire Safety. Phosphorus, Inorganic & Nitrogen Flame Retardants
Association (http://pinfa.org/index.php/flame-retardants/fire-safety)
apply basic response procedures during a fire incident (DRR11/12-IIe-f-40) Accessed on January 31, 2016.
Specific Learning Outcomes (4) Fire Safety for Texans: A Lifetime for Fire Safety. Texas State Fire
Marshal. (https://www.tdi.state.tx.us/pubs/sfmo/fmcurrguidehea.pdf)
Accessed on January 31, 2016.
1. learn about the phases of fire; (5) Kilnoff, Robert. Introduction to Fire Protection. 3rd Edition. SlideShare.
2. apply basic response procedures during a fire incident; and (http://www.slideshare.net/joeRCC/chapter-04-7082565) Accessed by
January 31, 2016.
3. develop a family emergency preparedness plan.
(6) Phases of Fire prezi presentation by Phil Raume (https://prezi.com/
1xe96yltfdet/phases-of-fire/) Accessed on January 30, 2016.
(7) Stages of fire growth. Kirtika Sharma youtube channel. (https://
www.youtube.com/watch?v=9qu4GCch-dM) Accessed on January 30,
2016.
(8) The 4 Stages of a fire. Journey to Firefighter. (http://
journeytofirefighter.com/4-stages-of-a-fire/) Accessed on January 30,
2016.
(9) Traditional Fire Development video by NIST. GFDTrainings channel
youtube page. (https://www.youtube.com/watch?v=KhjuvI1c2oE)
175
This should be concise and brief since the
Review time will be used for discussions.
1. Let the students recall their previous lessons from the fire triangle to the precautionary measures
needed to prevent incidences of fire.

A. I can know about the different phases of fire.
B. I can properly address a fire incident by applying basic response procedures.
C. I can make a preparedness plan in preparation of a fire incident at home.
MOTIVATION (5 MINS)
Video Showing Teacher Tip:
You may also download copies of the videos
1. Show the learners a video of how a fire develops. Two Youtube links are given. using the site: http://www.keepvid.com.
2. Let them observe how the fire develops and how fast it engulfs the room. Dont forget to properly cite the sources.
3. Impose to them the question: If you were inside the room, up until what time would you have tried
to put out the fire? Would you have survived if you stayed that long inside the room?

Discussion
1. Introduce that there is the concept of phases of fire.
2. Define the phases of fire:
I. Ignition First stage: heat, oxygen, and fuel source combine and have a chemical reaction (fire
triangle is complete)
A. Also known as incipient
B. 2 types: Piloted ignition and auto ignition
C. Piloted ignition fuel + oxygen + external heat source (spark)
D. Auto ignition combustion by heat without spark or flame
E. Smoke and heat is produced.
F. Oxygen supply = 21% Teacher Tip:
G. Does not have high temperatures You may opt to prepare a presentation
which makes use of the video that you have
H. Breathing is barely affected. chosen to show each fire phase.
Some images could be searched from

II. Growth Expansion of fire, depletion of oxygen supply, and increase in temperature Google using the keyword phases of a
A. Also known as free burning phase fire.
B. Oxygen supply is less than 21% Definition of terms:

C. Temperatures reach between 640 to 870 1. Backdraft phenomenon in which fire
that has consumed all available oxygen
D. Factors that affect the growth of fire: (1) fuel load, (2) fuel type, (3) orientation of fuel relative suddenly explodes when more oxygen
to fire, (4) available oxygen, (5) ceiling height, (6) potential for thermal layering is made available, usually because a
door or window is opened
E. Fire influences the environment and is influenced by the environment. 2. Flashover rapid transition from the
F. High levels of carbon monoxide. growth to fully developed stage;
materials in room ignite all at once;
G. Breathing becomes difficult. tongues of flame roll across ceiling;
H. Highly dangerous flashovers may occur anytime. radiant heat affects materials in room,
raising them to ignition temperature
3. Fuel load total amount of potential
III. Fully Developed All fuels have been ignited and burning. fuel for a fire in a given area
4. Ignition temperature minimum
A. Hottest phase of a fire temperature at which a substance burns
B. Fire is now dependent on the amount of oxygen. 5. Thermal layering tendency of gases to
form into layers according to
C. Spread of flammable gases within the area temperature (hottest gases at the top
D. Oxygen supply < 16% layer, cooler gases form at the lower
layers)
E. Too much carbon monoxide is present 6. Recall the ways on how heat is
transferred:
Radiation heat transfer through
IV. Decay Fire starts to diminish as fuel and/or oxygen is consumed empty space by electromagnetic
A. Also known as smoldering phase waves
Conduction heat transfer through
B. Usually the longest stage of a fire a medium without visible motion
C. Characterized by significant decrease in oxygen and fuel (mere contact)
Convection heat transfer through
D. Backdraft could potentially occur. a circulating medium (usually fluids)
177
3. Show the video again and identify the different phases of fire. Type of burns:
1. First degree skin is red
Cool a burn = Hold burn under
Practice running cool tap water
1. Show the students some screenshots from another video or images from the internet regarding the 2. Second degree skin is red and blistery
Cool a burn and see a doctor if
phases of fire. the burn is large or blisters are
2. Let them analyze what phase each image shows and whether or not they should still try to put off damaged.
the fire. 3. Third degree skin is gray, dry, and
with no feeling
Dont remove clothing from burn
Note: The only time that they should still try to put off the fire is during the ignition phase when the area.
Go to emergency room
fire is still small. Otherwise, evacuate the area immediately and contact the nearest fire station and immediately.
other authorities.
Activity 1
1. After knowing the phases of fire, the students will now learn the basic response procedures.
2. Divide them into groups (3-6 members each) and give them manila paper and markers.
3. Ask them to brainstorm about the following situations:
I. If you are in a burning room (fire phase: from ignition to growth), what do you need to do in
order to survive?
II. If you are in a burning room (fire phase: fully developed to decay), what do you need to do to in
order to survive?
III. If you were able to observe a place being devoured by fire, what do you need to do?
4. Give them 8 minutes to brainstorm and write their answers on their papers.
5. Afterwards, ask the groups to report their answers.
6. Summarize and take note of the students answers.
Discussion 2
1. Before an actual fire incident occurs, there are some information that people need to know.
I. Emergency contact numbers specially the nearest fire station
II. Exit points
III. Location of fire hose and fire extinguishers
IV. Proper use of fire hose and fire extinguishers
V. Proper precautionary measures (e.g. proper storage of combustibles, fuels, etc.)
2. Discuss the basic response procedures.
Basic Response Procedures:

1. If inside a burning area
A. Once you hear the fire alarm, evacuate to a safe area right away.
B. If you see fires, pull fire alarms as you exit the area. Inform other people present in the area of
the fire that is occurring.
C. If the fire is still small and can be extinguished, use an appropriate fire extinguisher (recall the
different classes of fire). Usually, normal fire extinguishers do the job, but if unavailable, buckets
of water or damp cloths would do.
Note: One should only fight a fire if the fire department has been notified, the fire is small, fire
is confined to its point of origin, an escape route is available, and one can fight the fire with
their back to the exit.
D. If the fire is already large and is rapidly spreading (growth phase), immediately find the nearest
exit and exit the area.
E. Touch doors first to check if they are warm before opening them. If they are warm, do not
attempt to open and proceed to a different route.
F. Use the stairs not elevators.
G. Close all windows and doors that you can reach as you exit.
H. If there is smoke, stay as low as possible. Also, try to cover your nose to prevent inhalation.
I. Once outside, move away from the exits and assemble in a safe area designated by the
evacuation plan of the area or by emergency response teams.
179
2. If outside a burning area
A. Do not attempt to go inside the burning area.
B. Immediately contact the nearest fire station and other emergency response numbers.
C. Listen and follow orders of the emergency response teams.
D. Organize/Participate in a bucket relay. Bucket relay is when people help the fire fighters by
passing buckets full of water either to try to extinguish the fire or to prevent the fire from further
spreading.
3. If you catch fire, do the stop, drop, and roll right away.
4. If you are unable to leave the area unscathed or you have suffered burns, immediately attend to
them depending on the degree of burn.
Activity 2
1. Ask the students: Are there any precautionary measures being observed in their homes? If yes, what
are these?
2. If a fire were to occur in their own residence, are the members of their household prepared and
knowledgeable on what to do?
3. Based on what they know about fire hazards; the students will individually come up with their
household fire preparedness plan.
4. Discuss what a fire preparedness plan is. A fire preparedness plan is a document that details what
one should do in case of fire. It essentially tells people what to do in case of a fire incident in their
homes.
5. The students will envision their homes being engulfed by fire and they should be able to come up
with how to deal with a fire incident, before, during, and after a fire.
6. They should come up with roles for each member of the household should a fire occur. Also, they
should be able to establish evacuation routes inside their houses.
7. Aside from evacuation routes, they should also be able to come up with common location where
theyll go and a communication plan should they be separated with one another.
8. Also, they should be able to prepare an emergency supplies kit where all important documents and
supplies are kept.
ENRICHMENT
1. Ask the students to discuss the fire preparedness plan with their family.
2. Let them document the discussion (write-ups, pictures, videos, etc.).
3. Revisions and improvements should be noted.
4. Fire preparedness plan should be implemented for the household.
EVALUATION
Meets Expectations Needs Improvement Not Visible
Preparedness Plan The created preparedness plan The created preparedness plan The created preparedness plan
contains all important details, can contains all important details. lacks important key information
be easily understood and However, some details need to be (e.g. possible fire exits, important
implemented. revised for clarity and contact details, precautionary
implementation. measures, etc.).
181
Following Fire LESSON OUTLINE
Emergency and Introduction

and Motivation
Review Proper Response to Fire 7
Evacuation Plans Instruction Discuss Existing Evacuation Plan of the 43

and Practice School
Evaluation Observation of the Drill 10
Content Standard Enrichment Coordination with Local Fire Stations

Suggested Resources
triangle. (1) Conducting and Recording Fire Drills. Environmental
Performance Standard Health and Safety University of Washington. (https://
The learners shall be able to: www.ehs.washington.edu/fsoemerprep/
develop a family emergency preparedness plan to guide them on what to assemblyoccevac.shtm) Accessed on January 31, 2016.
do before, during, and after a fire incident. (2) Emergency Evacuations. (http://www.it-tallaght.ie/
contentfiles//Documents/Estates%20Office/
Learning Competency
Full_Evacucation_Procedures_Nov%2013.pdf) Accessed
on January 31, 2016.
Follow fire emergency and evacuation plans (DRR11/12-IIe-f-41)
(3) Fall Fire Drill Fun. (http://www.teachhub.com/fall-fire-drill-
Specific Learning Outcomes fun) Accessed on January 31, 2016.
At the end of the lesson, the learners will be able to: (4) Fire Preparedness Guide. Quake Kare Inc. (http://
1. develop their own emergency preparedness plan in case of a fire; and www.quakekare.com/emergency-preparedness/fire-
2. practice proper response in case of fire. preparedness.html) Accessed January 31, 2016.
(5) Guide to Carrying out a Supervised Fire Evacuation Drill.
University College of London. (http://www.ucl.ac.uk/
estates/maintenance/fire/documents/
UCLFire_TN_103.pdf) Accessed on January 31, 2016.
(6) Safety Drills. Lincoln County School District (http://
lincoln.k12.or.us/documents/safety/safety_drills.pdf)
For this particular competency, the teacher
Review may opt to plan a school-wide fire drill in
1. Briefly review the fire triangle, classes of fire, precautionary measures for fire, phases of fire, and coordination with the Bureau of Fire
basic proper response to fire incidents. Protection (BFP). In which case, the BFP
personnel could simulate real fire scenarios
2. Ask the learners regarding their fire preparedness plans; have they oriented their household? where members of the school community
3. Tell the learners that they need to be familiar with following evacuation plans to be able to ensure could have hands-on experience in basic
response procedures like proper use of fire
that they could properly implement their preparedness plans.
extinguishers.
A. I can follow fire and emergency evacuation plans properly.
B. I know what to do in case of a fire incident.
MOTIVATION (2 MINS)
Teacher Tip:
Video Showing
Be sure to emphasize that the learners will
1. Pose this challenge to the learners: need to evacuate properly and not just
In the event of a fire incident, it takes less than 5 minutes for the fire to spread. Can you mind the time.
evacuate properly in that short amount of time?

Discussion! Teacher Tip:
1. Discuss the schools current fire emergency procedure. Be sure to notify the local fire station of the
2. Ensure that a map as well as steps that the learners need to follow is on hand. fire drill.
3. Discuss with the learners the (a) escape routes available to them; (b) where the evacuation areas are; A fire drill report form will help efficient
(c) where the fire extinguishers are; (e) what to do when a fire alarm is sounded; (e) what to do while monitoring of the conducted fire drill. A
at the evacuation area. sample is included below, feel free to edit it.
The Fire Drill

1. Let the learners practice the emergency and evacuation plans.
2. Do not forget to stop, drop, and roll when their clothes caught fire.
3. Let them check doors first if they are warm/hot before opening.
183
PRACTICE (20 MINS)
Conduct the Fire Drill
1. Phase 1: Alarm Fire alarms are sounded.
2. Phase 2: Response Learners will have to be alert for fire, and smoke.
3. Phase 3: Evacuation All building occupants evacuate, following pre-determined routes to the
evacuation areas.
4. Phase 4: Assembly At the designated evacuation area, learners are grouped together.
5. Phase 5: Head Count Teachers should check to make sure all participants are accounted for.
6. Phase 6: Evaluation Evaluation of the drill is conducted to identify problems during the drill and
how these be corrected.

Assessment!
1. Conduct the fire drill again.
2. Observe the learners behavior and attitude towards the drill.
3. Use a fire drill report form to check if the fire drill was conducted properly.
Teacher Tip:
ENRICHMENT This may be given as a project to the
1. Ask the learners to coordinate with their local fire stations to conduct a fire drill in their learners. Their progress in terms of the
communities. planning and execution can be monitored
and graded.
2. Learners may be grouped together to organize a fire drill in their respective communities, not just
their households.
3. This may serve as their community outreach where they will organize events for their community.
EVALUATION
Meets Expectations Needs Improvement Not Visible
Preparedness Plan Learner was able to properly follow Learner was able to follow emergency Learner failed to follow fire and
emergency and evacuation plans during and evacuation plans. However, there are emergency evacuation plans during the
the fire drill. areas of improvement (e.g. rate at which fire drill.
learner moves, etc.)
SAMPLE FIRE DRILL REPORT FORM

SCHOOL: ___________________________________________________ DATE:_______________________________________________________
TIMING:
START TIME
TIME SCHOOL / BUILDING WAS COMPLETELY EVACUATED
TIME ALL LearnerS AND STAFF WERE ACCOUNTED FOR
END TIME
QUESTION YES NO
Is the fire alarm loud enough to be heard by all drill participants?
Did the drill participants eva
Did the drill participants follow their designated routes to the evacuation area?
Did the drill participants (A) Run; (B) Walk casually (C) Walk faster than normal
Did the drill participants bring any first aid kit or any item noticeable during the evacuation?
Is the evacuation area big enough to accommodate the evacuees?
Any other problem observed during the drill that might need to be addressed?
Any untoward incident observed during the drill?
185
Concept of Exposure
The learners demonstrate understanding of various elements that may be
Introduction Review Terms 3
exposed to hazards including physical, social, economic, and
environmental. Motivation Inquiry 2
Performance Standard Instruction Definition of Exposure and its Three 35

The learners shall be able to: Components
conduct hazard hunts of exposed elements and propose corresponding Practice Inventory of Elements at Risk 20
corrective actions of ones preparedness.
Evaluation Quiz 10
Learning Competency
The learners are able to: Enrichment Inventory at Home
enumerate elements exposed to hazards (DRR11/12 Ic-7) Materials:
Pingpong balls, hard boiled egg, and cardboard or plastic egg tray
At the end of the lesson, the learners will be able to: Suggested Resources:
(1) Asian Disaster Preparedness Center. (n.d.). Capacity building in asia using
1. explain the definition of exposure based on the UNISDR Terminology; information technology applications module 3: Vulnerability and risk. (n.p.).
2. identify elements exposed to hazards and give examples for each (2) Center for Disaster Preparedness. (n.d.). CBDRM training handouts: Basic
concepts on disaster and disaster risk management. (n.p.).
types; and
(3) Republic of the Philippines. Congress. (2010). An act strengthening the
3. differentiate between tangible and intangible exposed elements. philippine disaster risk reduction and management system, providing for
the national disaster risk reduction and management framework and
institutionalizing the national disaster risk reduction and management plan,
appropriating funds therefor and for other purposes, fourteenth congress,
third regular session. Manila: Author. (RA 10121)
(4) United Nations Office for Disaster Risk Reduction. (2009). Terminology.
Retrieved from https://www.unisdr.org/we/inform/terminology
(5) Van Westen, C., Kingma, N., & Montoya, L. (2009). Guide book session 4:
Elements at risk. (n.p.).
The main purpose of this lesson is to
Review of Terms develop a deeper understanding of the
1. Prior to this lesson, assign learners to review the definition of terms contained the 2009 UNISDR concept of hazard exposure as well as
Terminology on Disaster Risk Reduction as well as Philippine Disaster Risk Reduction and recognize that exposed elements at risk can
be both intangible and tangible entities.
Management Act of 2010 (RA 10121)
2. Write the following terms enumerated below and ask learners questions about the meaning of the The concept of risk factors and how these
following terms to verify if they understand the meaning of these terms: affect the level of disaster risk is center to
DRRM. The definition of these terms may
I. disaster have been discussed in a previous lesson on
II. disaster risk differentiating risk factors. Nevertheless, it is
generally necessary to review and reinforce
III. hazard the concept of risk factors with a variety of
IV. exposure examples.
V. vulnerability
VI. capacity
3. Write the Specific Learning Outcomes for the lesson on the board before the class and ask learners
to read the specific learning outcomes.
MOTIVATION (2 MINS)
Teacher Tip:
Inquiry Modify the question by using a different
1. Ask the learners the following question: What would happen if a very strong typhoon passes hazard. If possible, use recent local
through a highly populated city. You can follow up with a historical example like such as in case examples so that learners can better
of Typhoon Yolanda when it passed through the city of Tacloban? Why? related.
2. Follow up the discussion with the following question: What if instead, the strong typhoon passed Ask several learners to give answers. In
through an uninhabited island without people, would this still result in a disaster? Why? Why not? general, learners assume it will not result in
a disaster. However, some learners may
given a qualified answer such as if there
INSTRUCTION (35 MINS) are rare and endangered species of plants
De#inition(of(Exposure(and(its(Three(Components! and animals living on that island
1. Write the definition of exposure on the board and ask a learner to read aloud the definition.
2. Emphasize that the definition of exposure has three (3) essential components:
I. People, property, systems and other elements. Exposure involves specific elements which
we must be able to identify and give a name to. Elements may be tangible or intangible.
187
II. Present in hazard zones. Elements should be located within an area and duration of time Teacher Tip:
during which a specific hazard event or set of hazard events can occur. The UNISDR defines exposure as people,
property, systems and other elements
III. That are thereby subject to potential loss. Elements should have value or importance
present in hazard zones that are thereby
assigned to them for it to be subject to potential loss. subject to potential loss. (UNISDR, 2009)
3. Use the Shaking Egg Tray Demonstration to illustrate the subtle aspects of hazard, exposure and The term susceptibility is often used to
indicate that an element is exposed to a
vulnerability. Tell the class to imagine that you are a ground shaking hazard, and that the egg tray
hazard.
is the hazard zone. Show the ping pong balls and hard boiled eggs and explain to the class that
these are the exposed elements. Tell the class that you will do four (4) experiments to illustrate the Case 1: Use this demonstration to illustrate
concept of hazard exposure and vulnerability. the concept of vulnerability. Emphasize that
both elements (the egg and pingpong ball)
I. Case 1: Place a pingpong ball and an egg on the edge of egg tray. Shake the tray in a were exposed to the same shaking hazard
vigorous manner so that the pingpong ball and egg edge fall off and hit the floor. Show the by both falling off the egg tray. But only the
cracked egg and pingpong ball to the class. Place a new hardboiled egg on the edge of the vulnerable element (the egg) suffered
damage./loss, whereas the element that was
egg try. Shake the egg tray again, but this time in a slow and gentle manner so that neither the
not vulnerable did not suffer any damage/
egg nor the pingpong ball fall off the tray. Ask the class why the egg did not fall off the tray loss, i.e. both the egg and the pingpong
and break. Use their answer to emphasize that while the vulnerable element (the egg) was ball were susceptible but only the egg was
subjected to a hazard, the magnitude of the hazard was not sufficient to result in damage of the vulnerable.
exposed element (the egg).

Case 2: Use their answers to emphasize
II. Case 2: Place a second the hardboiled egg in the center of the egg tray and vigourously shake that exposure is dependent on location and
the tray while trying to make sure that the egg on the edge falls off the tray, but the egg in the that it varies spatialy. Depending on the
type and magnitude of the hazard event,
center does not. Ask the class why the egg on the edge fell off the tray, but the egg in the
there may be areas that are safer that
center did not. others .
III. Case 3: Move the egg from the center of the egg tray to the edge. Ask the class what would
Case 3: Use this demonstration to explain
happen if the egg on the egg tray is suddenly grabbed just before the shaking begins. Will the
that for an element to be considered
egg stil fall off and break? Demonstrate this with the help of a learner to grab the egg just exposed, it need to be in the hazard zone at
before you shake the tray vigorously. Agree with the learner that you will shake the egg tray at the time that the hazard event occurs. Some
the count of 3 and ask the learner to grab the egg just before the shake the tray. elements are mobile and are not always
present in the hazard zone and there are not
IV. Case 4: Shake the egg tray with nothing on it. always exposed i.e. exposure has a
temporal dimension to it.
Case 4: Use this demonstration to explain

that no damage or loss can take place if
there are no exposed elements in the
damage zone.
4. Have learners read the section on Guide Book Session 4: Elements at Risk by Cees van Westen, Teacher Tip:
Nanette Kingma and Lorena Montoya. Ask learners to answer the following questions in their Tangible elements which can be quantified.
notebooks: If they occupy a fixed postion, tangible
elements can be mapped. Intangible
I. How are elements at risk defined in the above reference? elements are quantities that cannot be
II. The reference defines systems for classifying elements at risk. In the Philippines, the one used quantified or mapped as they do not have a
particular spatial dimension.
by the Asian Disaster Preparedness Centers (ADPC) is the one most widely used. In this system,
elements at risk are classified into four types namely: Physical, Societal, Economic and
Environmental Elements with examples of for each type of element at risk. Can you give at
least three (3) other examples for each type.
III. Based on the reference, what is the difference between tangible and intangible elements at
risk?
IV. An element that can be quantified but not mapped indicates that its position is not fixed with
time. How does this affect the exposure of this element?
PRACTICE (20 MINS)

Inventory(of(Elements(at(Risk( Teacher Tip:
1. Organize the class into groups of between 4 to 6 learners per group. Appoint a facilitator and This is a modified version of the inventory
scribe for each group. exercise in Guide Book Session 4: Elements
at Risk by Cees van Westen, Nanette
2. Ask each group to imagine the community in which they live and list down all the exposed Kingma and Lorena Montoya.
elements they think can be affected by any of the hazards the community is exposed to. The list is
supposed to be an exhaustive invetory of all possible elements at risk in the community.
3. The list should include at least one element from the all four (4) types. It should include both
tangible and intangible elements.
4. Summarize the invetory by creating a table as shown below.
Community at Risk:
Element at Risk: ADPC Classification Can it be quantified? Can it be mapped?

(Y / N) (Y / N)
5. Have groups share to the class their lists and compare their results with other groups.
189
1. Explain in your own words the definition of exposure based on the UNISDR Terminology.
2. What are the three (3) essential components of exposure?
3. What are the four (4) general types of exposed element in the APDC classification system?
4. Give examples for each of the four (4) general types of exposed element in the APDC
classification system.
5. What distinguishes a tangible element at risk from one that is intangible?
6. Give at least 5 examples of intangible elements at risk.
7. Give at least 3 examples of elements that can be quantified but cannot be mapped.
8. If an element at risk can be mapped, what does this tell us about it location?
ENRICHMENT
1. Have learners to an inventory of the exposed element in their home using the same exercise done
in class.
2. On a piece of graphing paper, have learners draw a floor plan of their home showing all important
features such as doors, window, stairs and walls. Use symbols to help draw the floor plan.
3. Draw on the floor plan the exposed elements in the inventory that can be mapped.
4. Ask learners parents/guardians to check the map.
EVALUATION
Specific Learning EXCEEDS

MEETS EXPECTATIONS NEEDS IMPROVEMENT NOT VISIBLE
Outcome EXPECTATIONS
Definition of exposure Learner is able to explain in Learner is able to explain in Learner is able to explain the Learner is able to explain the
his/her own words the his/her own words the definition of exposure, but definition of exposure, but
definition of exposure definition of exposure definition is similar if not definition lacks at least one
accurately with all the accurately with all the identical to that presented in important component.
important components important components class. Learner is only able to Learner is unable to
included. included. enumerate at most two enumerate any of the three
Learner is unable to Learner is unble to essential components of essential components of
enumerate all three essential enumerate all three essential exposure. exposure.
components of exposure. components of exposure.
Enumerate exposed Learner is familiar with all of Learner is familiar with all of Learner is familiar with all of Learner is unfamiliar with
elements the general types in the the general types in the the general types in the some of the general types in
APDC classification system, APDC classification system, APDC classification system, the APDC classification
and able to give examples for and able to give examples for but is unable to give system. Learner is unable to
all the general types in the all of the general types in the examples for some of the give examples for some of
APDC classification system APDC classification system. general types in the APDC the general types in the
distinct from those described classification system. APDC classification system.
in the reference materials.
Distinguishing between Learner is able to distinguish Learner is able to distinguish Learner is able to distinguish Learner is unable to
tangible and intangible between tangible and between tangible and between tangible and distinguish between tangible
exposed elements. intangible exposed elements, intangible exposed elements, intangible exposed elements, and intangible exposed
and is able to give examples and is able to give examples but is unable to give elements.
for both types. Learner is for both types. examples for both types.
able to distinguish between
elements that can be
mapped from those that
cannot be mapped.
191
Concept of Vulnerability
The learners demonstrate understanding of various elements that may be
Introduction Review 3
exposed to hazards including physical, social, economic, and environmental.
Motivation Demonstration 7
The learners shall be able to: Instruction Physical, Social, Economic, and 20
conduct hazard hunts of exposed element and propose corresponding Environmental Factors
Practice Group Work 30
Learning Competency
Enrichment
explain the meaning of vulnerability (DRR11/12 Ic-8) Materials:
Paper cup, plastic cup, ceramic, glass cup, table and pillow
At the end of the lesson, the learners will be able to: Suggested Resources
(1) United Nations Office for Disaster Risk Reduction. (n.d.). Terminlogy -
1. explain the meaning of vulnerability, capacity and resilience within the UNISDR. Retrieved from https://www.unisdr.org/we/inform/
context of disaster risk; and terminology
(2) Rep. Act No. 10121 (2010), Available at http://www.ndrrmc.gov.ph/
2. distinguish between physical, social, economic and environmental factors attachments/article/95/
that affect vulnerability of exposed elements and give examples. Implementing_Rules_and_Regulartion_RA_10121.pdf
(3) Capacity Building in Asia using Information Technology Applications.
(n.d.). Module 3: Vulnerability and Risk. Retrieved from http://
www.adpc.net/casita/course-materials/Mod-3-Vul-Risk.pdf
(4) Center for Disaster Preparedness. (n.d.). CBDRM Training Handouts:
Basic Concepts on Disaster and Disaster Risk Management. (n.p.):
Author.
(5) Van Westen, C. (n.d.). Vulnerability Assessment. (n.p.): (n.p.).
OHT = Overhead transparency
Review PPS = PowerPoint Slide
1. Show OHT/PPS #1 showing the Specific Learning Outcomes, and volunteers from the class to read
out each of the learning outcomes, and explain in their own words how they understand the
learning out come.
2. Ask the class to enumerate the different risk factors including hazard, exposure, vulnerability and
capacity.
MOTIVATION (7 MINS)
Demonstration Teacher Tip:
This exercise is a modified version on the
1. Use the following demonstration to illustrate the difference between the risk factors hazard,
Shaking Table exercise cited in the CBDRM
exposure, vulnerability and capacity. Training Hand-outs published by the Center
I. Place the paper, plastic and glass cup on the edge of a table and explains these are the for Disaster Preparedness.
elements at risk.
II. Ask the class to imagine a strong earthquake taking place. Ask learners to describe what will
happen to each of the three cups when the table vigorously shakes (the glass cup will fall and
break, but the paper and plastic cup will be undamaged even if they fall off the table).
Emphasize that all three elements are exposed to the same hazard.
III. Then, place a pillow on the floor and ask a learner to describe what will happen to the glass cup
if it lands on the pillow instead of the hard floor during the earthquake. Note that the same
glass cup was subjected to the same hazard but the outcomes are different.
IV. Ask the class to imagine a fire occuring and asks learners to describe what will happen to each
of the cup if exposed to intense heat and flames (the paper cup will burn, the plastic cup will
melt, the glass cup may crack).
V. Ask the class to image a flood that submerges the room until the ceiling. Ask learners what will
happen if the three cups are submerged in water and kept there for a day (the plastic and
glasscup will be undamaged, but the paper cup with prolonged exposure to water may soften
or break up)
193
Physical, Social, Economic, and Environmental Factors
1. Ask learners to identify the intrinsic property or conditions of for each of the three elements that
made it vulnerable to the hazard. Teacher does this for all three hazards.
2. Summarize learners explanations under the Vulnerability Column using the Table shown in OHT/
PPS #2.
3. Ask learners to identify the intrinsic property or conditions of for each of the three elements that
made it resilient to the hazard. Teacher does this for all three hazards.
4. Summarize learners explanations under the capacity column using the Table shown in OHT/PPS
#2. Sample answers are shown below:
HAZARD EXPOSED ELEMENT VULNERABILITY CAPACITY
Paper Cup Resilient Lightweight, does not

break upon hitting a
hard surface
Plastic Cup Resilient Lightweight, does not

Earthquake break upon hitting a
hard surface
Glass Cup Brittle breaks when Does not break when

object hits a hard object hits a soft surface.
surface.
Paper Cup Combustible burns Vulnerable to fire.

when exposed to flames.
Plastic Cup Melts when exposed to Not flammable

Fire heat and flames.
Glass Cup Brittle, cracks due Not flammable

suddenly exposed to
extreme heat
HAZARD EXPOSED ELEMENT !
VULNERABILITY CAPACITY
Paper Cup Disintegrates with No capacity to resist

prolonged exposure to prolonged exposure to
water. water.
Plastic Cup Resilient Is not affected by

Flood prolonged exposure to
water.
Glass Cup Resilient Is not affected by

prolonged exposure to
water.
5. Ask a learner to explain what their concept of vulnerability, capacity and resilience as based on the
demonstration. Accept all ideas as learner will eventually discover if their answers are correct.
6. Show OHT/PPS #3 through #5, and asks learners to volunteer reading the definitions of
vulnerability, capacity and resilience based on the UNISDR Terminology.
7. Show OHT/PPS #6 and then emphasize the fact that vulnerability or capacity are affected by many
factors depending on the exposed element. These factors are generally classified under four (4)
categories namely: physical, social, economic and environmental. Show the table with examples
under each of the four catergories for humans/people, structures and businesses. Then, ask learners
to suggest additional factors for each category and exposed element that can be added to the
table.
PRACTICE (30 MINS)

1. Organize the class into groups of 5, and instructs each group to elect a facilitator and scribe.
2. Then, instruct each group to do one of the following:
I. Each group thinks of a disaster that all group members have first hand knowledge of;
II. Each group thinks of a disaster that all group members are familiar although may not have first
hand information;
III. Read a news clipping provided by the teacher about a disaster.
3. Ask learners to identify the hazards and exposed elements. For each exposed element, write down
195
the specific factor they think may have made this exposed element vulnerable/resilient to the
hazard. Have learners identify if the vulnerability/capacity is physical, social, economic or
environmental. Have the elected facilitator manage the discussion.
4. After 15 minutes, have the elected scribe of each group present the groups work to the class.
Learners from other groups can comment and give suggestions regarding either additional
elements at risk or the corresponding vulnerabilities or capacities.
ENRICHMENT
1. Vulnerability Assessment and Capacity Building Plan: Have learners together with the parents do
a vulnerability assessment of their home, involving the following steps:
I. Make a list of the three (3) most possible hazards likely to affect their home. These can be
natural, technological, or biological hazards.
II. Identify all the elements within the home that will be exposed to these hazards.
III. Identify how each exposed element is vulnerable to each of the three hazards.
IV. Based on identified vulnerabilities, make an action plan on how to address these vulnerabilities.
The goals of this plan must be SMART (Specific, Measurable, Action-oriented, Reasonable,
Time-bound).
2. Seismic Assessment Survey: Organize learners into groups and have learners do a seismic
exposure and vulnerability survey of houses in their barangay using the How safe is my house?
questionnaire. Have learners draw a map of their barangay showing the location of the houses they
surveyed and the score for each house. Learners share this with the appropriate barangay official.
3. Flood Vulnerability Curves: Vulnerability curves show the percentage damage to a structure and
its contents for a given magnitude or intensity of hazards. Shown in the figure below are four
different structures:
I. A 5-storey reinforced-concrete building approximately 17 meters in height.
II. A single wooden house founded on stilts 3m above the ground level in which the space under
the house is not used as a living space.
III. A 2-storey masonry house with a basement. Basement contains a store-room, laundry area and
home-office.
IV. A single storey wooden house founded directly on the ground.
4. Have learners estimate the amount of damage from 0% to 100% (based on the repair or
replacement cost versus the value of the structure and its contents) from flood levels ranging from
1m to 9m. In estimating the amount of damage, you can make the following assumptions:
I. For all structures, each story has a height of 3m.
II. The cost of repair to the structure relative to the total value of the structure depends on the
number of floors/storeys of the structure are fully or partially inundated by flood, as well as the
building typology (material from which the structure is made). As an example, a 3m flood will
fully inundate one floor for type A and D buildings, two floors for type C buildings, and not
inundate any floors for type B.
III. For a reinforced concrete structure, the cost of repair is 10% for a given floor if less than half the
height of the floor (does not exceed 1.5m) is flooded, 20% for a given floor if more than half of
the floor is flooded but does not reach the ceiling, and 40% if flood waters are height than the
ceiling.
IV. For a masonry structure, the cost of repair is 30% for a given floor if less than half the height of
the floor (does not exceed 1.5m) is flooded, 45% for a given floor if more than half of the floor is
flooded but does not reach the ceiling, and 60% if flood waters are height than the ceiling.
V. For a wooden structure, the cost of repair is 70% for a given floor if less than half the height of
the floor (does not exceed 1.5m) is flooded and 90% for a given floor if more than half of the
floor.
VI. For any building typology, the cost of replacement or repair the contents relative to their total
value for a given floor depends on the height of the flood waters H within that floor varies
according to the relationship: cost = H/3 x 100%. If the depth of the flood is above the ceiling,
cost of replacement/repair the 100%.
VII. The cost of the contents and structure are assumed to make up 60% and 40% respectively.
5. As an example a 1m flood will cause the following damages for a type A: For the structure, only
20% of the first floor will be damaged, with the other four floors undamaged, resulting in a total
damage to the structure of 4%. For the contents, the cost of damage is 33% for the first floor, with
contents of the remaining floors undamaged, resulting in a total cost of damage equal to 6.6% of
the total value of the contents of the structure. The total damage to both the contents and structure
are 0.6*6.6%+0.4*4% which is equal to 5.6% of the total cost of the structure and its contents.
6. Make a graph of the vulnerability versus the flood height. If possible, have learners consult an
architect or civil engineer to verify their answers, or get suggestion regarding a better ways of
estimating.
197
VULNERABILITY
0
-6 -3 0 3 6 9 12
EVALUATION
EXCEEDS
EXPECTATIONS
Explain the meaning of Learner xplains meaning of Learner explains meaning of Learner explains meaning of Learner explains meaning of
vulnerability, capacity, and vulnerability, capacity and vulnerability, capacity and vulnerability, capacity and vulnerability, capacity and
resilience within the context of resilience in own words resilience in own words resilience exactly as presented in resilience based solely on
disaster risk supported by both concrete as supported by concrete references. Learner cannot inaccurate opinion with no
well as abstract concepts. examples to explain concepts. provide concrete examples to visible signs of learning.
Learner demonstrate deep Learner shows substantial illustrate understanding of
understanding of the concepts. understand of the concepts. concept. Learner shows minimal
signs of learning.
Distinguish between physical, Learner is able to identify all Learner is able to identify Learner is only able to identify Given a specific hazard and
social, economic, and factors affecting vulnerability/ majority of the factors affecting some of the factors affecting exposed elements, learner
environmental factors that affect capacity of exposed elements vulnerability/capacity of vulnerability/capacity of cannot identify any of the
vulnerability/capacity of and is able to identify under exposed elements and is able to exposed elements, but is unable factors affects vulnerability/
exposed elements and give what category these factors fall identify most of the time under to identify the general category capacity.
examples under. what category these factors fall these factors fall under.
under.
Variation of Vulnerability across Sectors

Content Standard
The learners demonstrate understanding of various elements that may LESSON OUTLINE
be exposed to hazards including physical, social, economic, and Introduction Specific Learning Outcomes 2
environmental.
Motivation Video Clip 8
The learners shall be able to: Instruction Simulation Game Not Able To 40
and Practice
conduct hazard hunts of exposed element and propose
corresponding corrective actions of ones preparedness. Evaluation Disability and Vulnerability 10
Learning Competency Enrichment Outside Activities

explain why certain sectors of society are more vulnerable to See list of props needed to Not able to do simulation game.
disaster than others (DRR11/12 Ic-9)

Suggested Resources
Specific Learning Outcomes (1) Capacity Building in Asia using Information Technology Applications. (n.d.). Module 6:
Social, Cultural and Economic Vulnerability. Retrieved from http://www.adpc.net/casita/
course-materials/mod-6-social-cul-econ-vul.pdf
1. explain the challenges a person with disability faces when coping (2) CBM.Org. (n.d.). Working Towards A Disability Inclusive World. Retrieved from http://
with hazards; www.cbm.org/index.php
(3) United Nations Office for Disaster Risk Reduction. (2014). Living with Disability and
2. explain the connection between physical disability and social Disasters: UNISDR 2013 Survey on Living with Disabilities and Disasters - Key Findings.
vulnerability to hazards; and Retrieved from http://www.unisdr.org/2014/iddr/documents/
2013DisabilitySurveryReport_030714.pdf
3. discuss strategies of helping persons with disabilities.
(4) Center for Disaster Preparedness. (n.d.). Integrating Gender into Disaster Risk
Management. (n.p.): (n.p.).
(5) Thomas, D. S. K., Phillips, B. D., Fothergill, A., and Blinn-Pike, L. (eds.). (2009). Social
Vulnerability to Disaster. Boca Raton, FL: CRC Press.
(6) Cutter, S. L., Boruff, B. J. and Shirley, W. L. (2003), Social Vulnerability to Environmental
Hazards. Social Science Quarterly, 84: 242261. doi: 10.1111/1540-6237.8402002
(7) Enarson, E. (2007). Identifying and Addressing Social Vulnerabilities, in Waugh, W. L.
Jr., and Tierney, K. (eds.), Emergency Management: Principles and Practice for Local
Government, 2nd Edition, pp. 257-278. Washington, DC: ICMA
(8) VERA Files. (2012, October 8). DISASTERS and the DISABLED [Video file]. Retrieved
from https://www.youtube.com/watch?v=DLBa4gobjVY&feature=youtu.be
199
Select a similar video showing both the
Communicate Learning Objectives physical and social challenges face during
1. Write the following Specific Learning Outcomes on the board or on an index card and asks learners and immediately after a hazard event.
to read them out aloud.
Disability is a term used to refer to both
physical and mental/psychological
MOTIVATION (8 MINS) impairment that substantially limits one or
more major life activities such as walking,
Video Clip seeing, thinking, speaking, or hearing.
1. Show the following video clip on the experiences of people with disabilities during floods. Person with disability comprise a significant
DISASTERS and the DISABLED (VERA Files, 2012). https://youtu.be/DLBa4gobjVY. segment of the general population. It is the
only segment that any person can join at
2. After showing the video, ask the class the following questions based on the video clip. any time.
I. What physical challenges did the residents of Tahanan Walang Hagdan (TWH) face during
Typhoon Ondoy?
II. Why are people with disabilities vulnerable to discrimination during disasters?
Teacher Tip:
INSTRUCTION (20 MINS) You may limit the types of disabilities to
choose from depending on the availability
Simulation Game Not Able To of props.
1. Tell that the class that they will play a simulation game called Not Able To to help them gain
empathy for persons with disabilities. Depending on the props available and the
number of learners in the class, teacher can
2. Show the following list of common disabilities: blindness, deafness, mute, stuttering, dyslexia,
limit the number of learners who participate
dysgraphia, speech impediments, cataract, ADHD (attention deficient hyperactivity disorder). in this activity by arbitrarily selecting
3. First, ask learners to explain each disability is and what the disabled person is unable to do. Correct learners or by lottery.
any misconceptions about disability learners may have. If learners are unfamiliar with disability,
Teacher should emphasize that for this
teacher explains the disability and what the disabled person is unable to do. activity, the disability is temporary. However,
4. Each learner chooses by lottery, a disability and performs a specific task from the following table: in real life person need to learn how to live
the disability.
In lieu of the classroom discussion, teacher

can ask learners to write down their answer
to the discussion questions. Afterwards,
teacher collects the learners answers and
reads out some of the learners answers.
DISABILITY PROP RULE TASK
Blindfold or eye mask Blindfold or eye mask must be worn at Go from seat to farthest exit as fast as is
Blind
throughout the ativity. No peeking safely possible.
Cataract Safety glasses covered Glasses must be worn at throughout the Go from seat to farthest exit as fast as is
with translucent plastic activity. No peeking safely possible.
or paper.
Deaf Ear muffs or ear plugs It is assumed that the deaf person is also Have helper inform the deaf person that
mute.Ear plugs or ear muff should we there is a hazard in a particular part of
worn throughout the activity. The deaf the classroom and that the deaf person
person should not know beforehand needs to go away from this area.
what the hazard is or where the hazard is
located.
Ear muffs or ear plugs Cannot talk. It is assumed that the mute Communicate to the helper that there is
person is also deaf. a hazard in a particular part of the
Mute The helper should not know beforehand classroom. Helper should be able to
what the hazard is or where the hazard is understand what the mute person is
located. trying to communicate.
Stutterer None Says each word three times. The helper Communicate to the helper that there is
should not know beforehand what the a hazard in a particular part of the
hazard is or where the hazard is located. classroom. Helper should be able to
understand what the mute person is
trying to communicate.
Speech impediment (different in Paper or plastic tube All talking must be done by speaking Communicate to the helper that there is
stuttering in that the person with tissue or wax through the tube. The helper should not a hazard in a particular part of the
may have a physiological paper fastened at both know beforehand what the hazard is or classroom. Helper should be able to
condition that prevents the ends using rubber where the hazard is located. understand what the mute person is
person from speaking in a bands. trying to communicate.
audible manner e.g. hair lip,
cleft palate, removal of vocal
chords).
201
DISABILITY PROP RULE TASK
Paraplegic (both legs Wheelchair Must remain in the wheelchair. May not stand Go from seat to farthest exit as fast
paralyzed) up or walk. as is safely possible.
Paralyzed leg Leg splint and or crutch. Splint may not be removed; crutch must be Go from seat to farthest exit as fast
used. as is safely possible.
Club foot Shoes with different sized Shoes need to stay on during the activity. Go from seat to farthest exit as fast
heels, or ankle weight. as is safely possible.
Foot amputated Wear a sock with a raw egg Wear sock with raw egg below the foot. Egg Go from seat to farthest exit as fast
inside on one foot. should not break. as is safely possible.
Hand amputated with Ice tongs or fingers taped Use only dominant hand. Transfer small objects from one
prosthesis together. container to another container in a
short a time without dropping the
object.
Neuropathy of the Oven mitts Must leave oven mitts on throughout activity. Transfer small objects from one
hands (numbness or container to another container in a
weakness) short a time without dropping the
object.
Dysgraphia Pen and paper Must use only the non-dominant hand Transfer small objects from one
container to another container in a
short a time without dropping the
object.
Dyslexic Book None Learner must read book upside

down.
Helper None Can only help the disabled person when asked. Help the disabled person when
Will not do things the disabled person can do. asked.
5. After 30 minutes, ask the class the following discussion questions: Teacher Tips:
Some typical answers to the questions are
I. How did it feel to be disabled?
as follows:
II. What were you not able to do? Conversely, what were you able to do? 1. Answers range from fun to frustrating.
2. Answer will vary depending on the
III. Do you think that person with disabilities focus on what they are able to do rather than what
disability.
they are unable to do? 3. When persons focus on their disability,
IV. Why might it be a good idea to tell others about your disability? they normally get frustrated, depressed
and resort to self-pity. Being depressed
V. How did you want to be treated while you were a person with a disability? makes them vulnerable to hazards
VI. Why did the only when asked and then only did those things the person with the disability because it reduces their persistence in
the midst of difficulty and challenge,
could not do for him/herself?
and makes them give up easily.
6. What qualities do have a disability have instill in people? Trying thinking of both positive and Focusing on what one can do minimizes
negative qualities. the chances of the person getting
frustrated, depressed or feeling sorry
for themselves.
4. It is best to tell others about the
disability so that they can understand
EVALUATION (10 MINS) the special needs associated with the
1. Besides those disabilities discussed in class, enumerate at least 3 other disabilities that can increase
disability and be more helpful. At the
an individuals vulnerability to hazards. For each hazard, explain what challenges a person with this same time, persons with disability
type of disability faces. should be careful not to appear that
they are using their disability to gain
2. For each type of disability, explain how the disability can increase an individuals vulnerability to the
undue advantage over other people, or
following hazards: Earthquake, fire, flood, typhoon. gain sympathy from other people.
I. Blind 5. Persons with disabilities want to be
given due respect, consideration,
II. Deaf & Mute kindness and understanding.
III. Paraplegic 6. Helping when not asked can be
paternalistic i.e. treating the disabled
IV. Hand amputated with prosthesis person like a baby. Also, it is not helpful
3. Why are persons with disability socially more vulnerable during a hazard event? to do something for someone else that
they can do themselves because that
4. What can be done to help persons with a disability reduce their vulnerability to hazards? can make them dependent on you and
can cause them to think they are not
capable.
7. Answers range from strong,
courageous, persistent, patient,
understanding.
203
ENRICHMENT Typical answers:
1. Most learners will give physical
Any of the following activities can be done by learners outside of the class period to enhance the
disabilities related to those discussed
learning. in class. Less common disabilities
1. Learners can interview a disabled person and ask some of the discussion questions in class, and include: chronic and degenerative
illness such as those suffering from
report on their findings in class. Learners can also interview a disabled person who has experienced
COPD, Alzheimers, Parkinsons, victims
a disaster emphasizing the role their disability had on surviving the disaster (note that the disability of stroke, mental illness in which the
could be both a liability or an asset with regards to surviving the disaster). individual is not able to function
normally, congenital conditions such as
2. Learners can search the internet for information on some of the more uncommon types of
autism and Downs syndrome.
disabilities, and report in class what they find out. 2. During an earthquake or fire, a blind
3. While the lesson focused specifically on persons with disabilities, learners can also research other person will have difficult evacuating
the buildings. A person with missing a
factors that influence vulnerability to hazards. Specifically, these include Socio-economic status;
hand with prosthesis can have difficulty
Gender; and Age. Listed among the references are some materials that learners can use. turning doorknobs to get out of a
4. Learners can interview a social scientist regarding the different factors that affect social vulnerability room. A paraplegic will have difficult
evacuating a building during any of the
to hazards. Such social scientist include: psychologist, sociologist, geographer, anthropologist,
hazards.
social worker. 3. Persons with disabilities are more
socially vulnerable because they have
to rely on others to help them do
things they cannot do because of their
disability. A persons physical disability
can cause a person to easily get
frustrated, depressed, engage in self
pity and lose hope. The additional
attention persons with disabilities get
causes resentment of regular able
persons.
4. Persons with disabilities need to focus
on the things they can do rather that
the things they cannot do. They also
need to learn how to tell others about
their disabilities so that others can
understand their special needs. People
living with persons with disabilities
need to resist the temptation of doing
things persons with disabilities can do
for themselves. This is to minimize the
dependency on able people of the
persons with disabilities.
EVALUATION
Specific Learning
EXCEEDS EXPECTATIONS MEETS EXPECTATIONS NEEDS IMPROVEMENT NOT VISIBLE
Outcome
Explain the challenges a Learner can explain in detail Learner can explain the Learner can only explain the Learner explain how physical
person with disability the connection between connection between physical connection between physical disabilities increase a
faces when coping with physical and psycho-social and psycho-social disability disability and vulnerability to persons vulnerability to
hazards. disability and vulnerability to and vulnerability to hazards hazards for the most hazards.
hazards for any type of for the most common types common types of disabilities.
disability including the of disabilities.
uncommon ones.
Explain the connection Learner is able to explain in Learner is able to explain all Learner is able to explain Learner is unable to explain
between physical detail all the important the important mechanism only of the many the connections between
disability and social mechanism underlying the underlying the connection mechanisms underlying the physical disability and social
vulnerability to hazards. connection between physical between physical disability connection between physical vulnerability.
disability and social and social vulnerability. disability and social
vulnerability. Learner is able vulnerability.
to propose other
mechanisms on how physical
disability and social
vulnerability are related
particularly for the disabilities
not discussed in class.
Discuss strategies of Strategies provided by Strategies provided by Strategies provided by Learner is provide any
helping persons with learner lead to reducing the learner lead to reducing the learner does not lead to strategy for helping persons
disabilities vulnerability to hazard of the vulnerability to hazard of the reducing the vulnerability to with disabilities.
person with the disability, person with the disability, hazard of the person with the
and/or better understanding and/or better understanding disability, or better
by others of the special by others of the special understanding by others of
needs of persons with needs of persons with the special needs of persons
disability. Strategies provided disability. with disability.
by learner are original and
innovative.
205
Physical Vulnerability
LESSON OUTLINE
Content Standard
The learners demonstrate understanding of various elements that may be Introduction Research on 2013 Bohol Earthquake 3
exposed to hazards including physical, social, economic, and environmental.
Motivation Discussion on Bohol Earthquake 7
The learners shall be able to: Instruction CASITA Module 5 20
conduct hazard hunts of exposed element and propose corresponding
Practice Discussion Questions 20
Learning Competency Enrichment Outside Activities

Evaluation Quiz 10
analyze why certain structures are more vulnerable to specific hazards than
others. (DRR11/12 Ic-10) Suggested Resources
(1) Capacity Building in Asia using Information Technology Applications.
Specific Learning Outcomes (n.d.). Module 5: Vulnerability of Physical Structures. Retrieved from
At the end of the lesson, the learners will be able to: http://www.adpc.net/casita/course-materials/Mod-5-Physical-Vul.pdf
(2) Levy, M., and Salvadori, M. (1992). How buildings fall, how structures
1. explain the structural vulnerabilities of physical structures with respect to fail. New York, NY: W.W. Norton & Company
different hazards; and (3) White, J. (n.d.). Five reasons buildings fail during earthquakes- and how
to avoid them. Retrieved from http://christnerinc.com/uploads/
2. distinguish between structural, non-structural and functional vulnerabilities. wysiwyg/hcd-five-reasons-buildings-fail-during-earthquakes-jeff-
white.pdf
(4) Hawkesbury-Nepean Floodplain Management Steering Committee &
Hawkesbury-Nepean Floodplain Management Steering Committee &
New South Wales. Department of Natural Resources (2006). Reducing
vulnerability of buildings to flood damage: guidance on building in
flood prone areas. [Hawkesbury-Nepean Floodplain Management
Steering Committee], Parramatta, N.S.W
(5) Federal Emergency Management Agency. (2005). FEMA 74:
Earthquake Hazard Mitigation for Nonstructural Elements. Retrieved
from http://mitigation.eeri.org/files/FEMA74_FieldManual.pdf
(6) Agarwal, A. (2007). Cyclone Resistant Building Architecture. Retrieved
from http://www.unisdr.org/files/11711_CycloneArchitecture1.pdf

You may substitute another disaster
Research on 2013 Bohol Earthquake showing structures exposed to the same
1. Before class meeting, assign the class to research on the 15 October 2013 Bohol Earthquake. hazards, but whose response during the
Learners should research the details of the event (time of day, day of the week, magnitude of the hazards was significantly differed.
earthquake), impacts of the earthquake on exposed elements, number of people killed, injured and
affected, economic damage resulting directly or indirectly from the earthquake. Also research eye
witness accounts of the earthquake.
2. At the start of the class, show the OHT/PPS #1 showing the Specific Learning Outcomes, and
volunteers from the class to read out each of the learning outcomes, and explain in their own words
how they understand the learning outcomes.
MOTIVATION (8 MINS)
Discussion on Bohol Earthquake
1. Ask learners to volunteer information about the 2013 Bohol Earthquake.
2. Show OHT/PPS #2 & #3 showing the damage to the Baclayon church and a house in Carmen,
Bohol damaged by the 2013 earthquake. Then, show OHT/PPS #4 showing an undamaged house
very close to the ground rupture of the 2013 earthquake.
3. Ask learners why they think the first two structures were destroyed by the earth, whereas the house
was undamaged despite being exposed to equally strong ground motions. Allow learners to give
their answers.

CASITA&Module&5! Teacher Tip:
Although this section focuses on the
1. Divide the class into groups of 5 to 6 learners per group. Each group appoints a facilitator and a
physical vulnerabilities of structures with
scribe. respect to earthquake. You can also provide
2. Provide each group with CASITA Module 5 and gives each group 15 minutes to read the modules. a copy of HCD-Five Reasons Buildings Fail
to give learners a broader understanding of
Alternatively, teacher can assign learners to read the modules before coming to class.
the other factors leading to building failures
3. Each group will be assigned to answer the following guide questions: during earthquakes.
I. What is the difference between structural, non-structural, and functional vulnerability?
II. For earthquakes, what are the causative factors of structural vulnerability?
III. What particular types of structures (typology) are vulnerable to earthquakes (flood, or typhoon)?
207
IV. Why are non-engineered or owner constructed structures generally more vulnerable than Teacher Tip:
engineered structures. Teacher has the option to choose a different
hazard. For flood, teacher may provide
V. What general categories comprise the non-structural elements at risk? Give local examples for
learners with a copy of Reducing
each of these categories. Vulnerability of Buildings to Flood Damage
VI. In the modules gives examples of functional vulnerability in terms of the operations of a For typhoons, teacher may provide learners
with Cyclone Resistant Building
hospital. Identify what elements would be at risk with regards to the functional vulnerability of a
Architecture, UNDP 2007
school.
Possible Answers to questions: For structural failures due to faulty design,
teacher can ask learners to read Matthys
I. Structural vulnerability pertains to the vulnerability of parts of the building structure that carry Levi and Mario Salvadori. How buildings fall,
load such as the columns, beams, floor, or roof. Non-structural vulnerability pertains to the how structures fail. W.W. Norton &
vulnerability of the parts of the building structure that do not carry loads such as walls intended Company 1992.
for partitioning the interior space of a building into individual rooms, ceiling tiles, or decorative
moldings or finishes. Functional vulnerability pertains to the ability of the structure to function
properly. For example if the stairway collapses or elevator becomes inoperable, mobility within
the structure is affected.
II. Causative factors include the location of the structure, number of buildings and space in
between buildings, number of stories, shape, symmetry, age of building, construction typology
(material used in construction of the loading carrying elements of the building), age of the
building, and alterations to the building and use of the building.
III. Masonry structures that are brittle and massive are generally vulnerable to earthquake. Light
structures made from bamboo and straw are generally vulnerable to typhoon and strong winds.
Timber structures are generally vulnerable to flood. Steel structures are vulnerable to fire.
IV. An non-engineered structure is a structure that has been designed and constructed without
proper supervision from an architect and/or engineer. They generally are designed to withstand
normal conditions, but often are not designed to resist wind or earthquake loads that would
have been considered had an architect or engineer designed and supervised the construction.
V. Non-structural vulnerabilities include: partition walls, ceilings, lighting fixtures, door frames,
mechanical equipment, plumbing and sewerage, electromechanical devices (elevators or
machines). Note that non-structural vulnerabilities pertain to elements of the structure or its
contents that can either fall or move around and kill/injure people or damage property within
the structure. Examples would include walls or ceilings falling or the occupants of a school or
hospital during an earthquake.
VI. Examples of functional vulnerabilities for a hospital would be damage to electrical systems Teacher Tip:
which would prevent electrical life support equipment in the hospital from being operated. While watching the videos, the following
discussion questions are useful:
Example of functional vulnerabilities for a school would include the roof being damaged during
a strong typhoon leaving the school building exposed to elements and preventing the holding Resonance: How does the distance of a
of classes. structures local to the fault that rupture
affect the frequency of ground motions?
Why are short structures more vulnerable
PRACTICE (20 MINS) than tall structures if located near a fault?
Why are tall structures more vulnerable than
Discussion Questions
short structures if located away from a
1. Each group is asked to share their answer to the following discussion questions. faulty? How does the mass of a structure
2. Other groups can make comments and suggestions to the each groups answers. affect the seismic loads it will be exposed to
during an earthquake. How does the
3. Depending on how much time is available, do one or two of the following enrichment activities. flexibility/ductility of a structure affect its
period? Why are concrete and masonry
structures more vulnerable than timber
structures if located close to the fault.
ENRICHMENT (CAN BE DONE IN CLASS DURING PRACTICE SECTION)
1. Building Resonance. This exercies is aimed at illustrating how the frequency of ground vibrations Soft-storey: Why are soft storeys generally
together with the typology and shape of the structure afect how the structure will shake during an located on the first floor of a building? Can
you think of cases where the soft storey is
earthquake. Teacher constructs BOSS model before class. See attached instructions on how to
located above the ground?
construct mode.
2. Video presentation. Show the following Youtube Multimedia clips to understand the following Builidng Typology: Based on the
PHIVOLCS video, why are non-engineered
concepts:
structures more vulnerable that engineered
I. Resonance: https://youtu.be/LV_UuzEznHs; https://youtu.be/6IJ99phNArM ; https://youtu.be/ structures. Based on the videos why are
H4VQul_SmCg masonry structures more vulnerable that
timber structures?
II. Soft Storey: https://youtu.be/RBVxWh9TiFM; https://youtu.be/G_tJcy2nD8s; https://youtu.be/
H6sLvSE7SVc
III. Effects of typology on seismic response: https://youtu.be/CeWPPvFutbo; https://youtu.be/
Yp1cQmBlgUQ; https://youtu.be/7Q67_LoMqRI
3. How safe is my house? Review the questions in the How safe is my house and determine what
causative factor is being assessed.
4. Consult an Architect or a Structural Engineer about the following mechanisms:
I. Structural Pounding
II. Soft Storey Construction
209
III. Short Column Effect
IV. Out-of-plane failure of in-fill walls Teacher Tip:
How safe is my house: The following are
V. Lack of ductile detailing. the answers to the House safe is my
house: For each factor, the corresponding
question in the survey is identified.
EVALUATION 1. Location: 11
2. Engineered construction: 1
Formative questions of vulnerability of structures: 3. Number of Stories, 4
1. Why are non-engineered or owner built structures more vulnerable to hazards? (Answer: In all 4. Shape/Configuration: 4
likelihood, the person designing and supervising construction lacks a comprehensive knowledge of 5. Symmetry: 4
6. Age: 2
hazard resistant/resilient design and construction). 7. Construction: 6, 7, 8, 9, 10
2. Within the class room, identify what the structural, non-structural and functionaly vulnerable 8. Alteration: 5
elements considering earthquake are and why they are vulnerable. 9. Maintenance: 3, 12
3. Reinforced concrete structures are the most common type of building in the Philippines. Explain
the mechansim underlying the the short-column and soft-storey effects that contribute to the
vulnerability of reinforced concrete structures.
Questions on Structural Resonance during earthquakes

1. A stiffer building will _____ than a more flexible building under the same applied loading?
A. Displace less *
B. Displace more
C. Displace the same amount
2. As the mass of a building increases, the natural frequency of the building or rate oscillation:
A. Increases, the building wants to move back and forth faster
B. Decreases, the building wants to move back and forth slower *
C. Remains the same
3. As the stiffness of a building increases, the natural frequency of the building or rate of oscillation: Answer Key:
On Structural Resonance during
A. Increases, the building wants to move back and forth faster *
earthquakes
B. Decreases, the building wants to move back and forth slower 1. A.
2. B.
C. Remains the same
3. A.
4. The natural period of a building is: 4. B.
5. A.
A. The inverse of the natural frequency
B. Is measured in seconds*
C. Is measured in Hertz
D. A and B
E. A and C
5. A shorter building will tend to be _____ than a taller building
A. Stiffer*
B. Stronger
C. More flexible
D. Weaker
6. During the Mexico City earthquake of 1985 certain buildings collapsed, while others remained
standing. What was the issue with the buildings that collapsed? How could these collapses have
been avoided?
7. Resonance occurs when two motions match, thus causing the amplitude of the motions to increase.
Ground motions due to earthquakes can cause a building to displace by a large amount. Pushing
someone on a swing is another example of resonance if you push the person at the correct rate
the arc of the swing will increase. What are some other examples of resonance? How does
resonance affect these different systems?
8. Structural engineers consult with geologists to help predict the expected frequency of earthquake
motions at a given site. They use this information to then make sure that buildings on that site do
not have the same natural frequency as the expected earthquake input motions to avoid setting up
resonance, in which the displacements of the building are amplified. What are some different
strategies you might use to change the frequency of a building? Is it better to design buildings that
are stiffer or more flexible?
211
EVALUATION
Understanding physical Can explain the specific Can explain the specific Familiar with general No evidence of significant
vulnerability of structures mechanism underlying mechanism underlying causative factors but is learning
most causative most causative unable to explain the
mechanisms and can give mechanisms. specific mechanism.
concrete examples.
Understanding the Can distinguish between Can distinguish between Show minimum signs of No evidence of significant
difference between structural, non-structural structural, non-structural learning. Is familiar with learning
structural, non-structural and functional vulnerability. and functional vulnerability. structural vulnerability, but
and functional Can explain vulnerability of Can explain vulnerability of cannot distinguish
vulnerability structures. structures. structural vulnerability from
non-structural vulnerability.
In addition can identify
vulnerability of non-
structural and functional
elements.
(1) Bukowski, R. (2001). Fire as a Building Design Load. Retrieved from http://fire.nist.gov/bfrlpubs/fire01/PDF/f01106.pdf
(2) Federal Emergency Management Agency. (2006). Designing for Earthquakes: A Manual for Architects. Retrieved from http://www.fema.gov/media-library-data/
20130726-1556-20490-5679/fema454_complete.pdf
(3) mstkwon. (2008, September 11). SDOF Resonance Vibration Test [video file]. Retrieved from https://www.youtube.com/watch?v=LV_UuzEznHs
(4) IRIS EPO. (2015, March 15). Building Resonance: Why do some buildings fall in earthquakes? [video file]. Retrieved from https://www.youtube.com/watch?
v=6IJ99phNArM
(5) Ted-Ed. (2015, January 26). Why do buildings fall in earthquakes? - Vicki V. May [video file]. Retrieved from https://www.youtube.com/watch?v=H4VQul_SmCg
(6) Academy of Earthquake Safety. (2013, September 5). Soft Storey [video file]. Retrieved from https://youtu.be/RBVxWh9TiFM
(7) Andy Oreta. (2012, August 12). DLSU STEQUAK Video - 1 Soft Story Building [video file]. Retrieved from https://youtu.be/G_tJcy2nD8s
(8) Degenkolb Engineers. (2010, September 10). We Can Solve the Soft-Story Problem [video file]. Retrieved from https://youtu.be/H6sLvSE7SVc
(9) Pia Ranada. (2014, February 18). Concrete Hollow Block House testing by JICA and PHIVOLCS [video file]. Retrieved from https://youtu.be/CeWPPvFutbo
(10)TheSlickyDick. (2010, April 17). Depreme kar - earthquake vs. house in wood - Holzhaus Erdbebentest [video file]. Retrieved from https://youtu.be/Yp1cQmBlgUQ
(11)ISISE.HMS. (2014, March 22). Shaking table test on strenghtened existing masonry building [video file]. Retrieved from https://youtu.be/7Q67_LoMqRI
Identifying Exposed Elements

LESSON OUTLINE
Content Standards
demonstrate understanding of various elements that may be
Motivation Video Clip 8
exposed to hazards including physical, social, economic, and
environmental. Instruction Steps to Reducing Hazards 40
demonstrate understanding of the vulnerability of each element. and Practice
Performance Standards Evaluation Other Hazards 10

Enrichment
conduct hazard hunts of exposed element and propose
corresponding corrective actions of ones preparedness. Materials:
Computer and projector to show videos.
Learning Competency Blackboard with chalk or white board with markers to write down answers during
The learners are able to: class discussion.
determine the elements that are exposed to a particular hazard Suggested Resources
(DRR11/12 Id-11) (1) Federal Alliance for Safe Homes, Inc. (n.d.). FLASH - Video. Retrieved from
http://www.flash.org/video.php
Specific Learning Outcomes (2) Southern California Earthquake Center. (n.d.). STEP #1: Identify potential
At the end of the lesson, the learners will be able to: hazards in your home and begin to fix them - Putting Down Roots in
Earthquake Country. Retrieved from http://www.earthquakecountry.org/roots/
1. identify elements exposed and vulnerable to a specific hazard; and
step1.html
2. formulate preventive, mitigative and adaptive strategies for reducing (3) Centers for Disease Control and Prevention. (2014). Inspecting for Home
hazard exposure of exposed elements. Hazards|Earthquakes. Retrieved from http://emergency.cdc.gov/disasters/
earthquakes/inspecting.asp
(4) Centers for Disease Control and Prevention. (2014). People with Special
Needs|Earthquakes.Retrieved from http://emergency.cdc.gov/disasters/
earthquakes/disabilities.asp
(5) Centers for Disease Control and Prevention. (n.d.). Be Ready! Earthquakes
[Poster]. Retrieved from http://www.cdc.gov/phpr/documents/
BeReady_Earthquakes.pdf

213
Teacher Tip:
INTRODUCTION (2 MINS) As an alternative to the video, you can also
show the following videos:
Communicating Learning Objectives National Fire Protection Association.
1. Tell the class that the lesson will involve identifying exposed element for specific hazards and (2012, November 5). Fire Power
formulating strategies (Original). Retrieved from https://
youtu.be/_OEdL6mDluo
2. Write the following Specific Learning Outcomes on the board or on an index card and asks learners National Fire Protection Association.
to read them out aloud. (2011, February 16). Fire Power -
Revisited! Retrieved from https://
youtu.be/9JU59Nsv2vg
MOTIVATION (8 MINS)
Teacher Tip:
Video Clip To provide more time for learners to watch
1. Tell the class that one of the most preventable hazards is fire because there are ways on reducing the video, you can assign learners to watch
the potential for fires as well as reducing exposure to fire. the video before coming to class. You can
also provide in advance the guide questions
2. Show the video: Christmas tree fires can turn devastating and deadly within seconds (National Fire to be discussed in class. Teacher still shows
Protection Association, 2015) the video in class as part of the motivation
for the lesson.
3. If no equipment is available for showing the video, you can invite a victim of a fire to narrate the
1. If learners have difficulty in
experience his or her experience. If there person is available during class period, you can interview remembering the definition of hazard,
of fire victim before the class period, and write a detailed narrative of his/her experience which the exposure and vulnerability, teacher
learners can read during the class period. should review these concepts with the
class before proceeding.
2. Most people have difficulty
INSTRUCTION AND PRACTICE (40 MINS) differentiating between prevention,
mitigation and adaptation strategies.
Steps to Reducing Hazards The teacher can use the following
1. Review the class on the definitions of the terms hazard, exposure and vulnerability. guidelines.
3. Prevention is aimed at effectively
2. Explain using the UNISDR terminology that there are steps to reduce exposure to hazards. These
eliminating either the hazard itself, or
steps can be classified under three categories: exposure and/or vulnerability of
I. PREVENTION steps that can be taken to eliminate hazard or exposure to the hazard. exposed elements. Mitigation and
adaption reduce the hazard, or the
II. MITIGATION steps that can be taken to reduce the hazard or exposure and/or vulnerability of exposure and/or vulnerability of
the elements exposed to the hazard. exposed elements. Adaptation
generally pertains to a change in the
III. ADAPTATION modifications in the normal or natural behavior aimed at reducing the exposure
normal/natural human reaction of
and/or vulnerability to the hazard. behavior to reduce the risk, whereas
3. Ask the class based on the Christmas Tree Fire video (or narration of the fire victim) shown, to mitigation generally involve external
intervention strategies aimed at
answer the following questions. Teacher instructs learner to write their answers on a sheet of paper.
reducing exposure and/or vulnerability.
Give learners 15 minutes to answer the questions. Teacher Tip:
I. What specific hazards related to fire can you identify in video? (Electrical fire, extreme heat, 1. Even with the above distinctions, some
amount of flexibility is allowed in the
smoke and noxious gases, water damage) definition of these three strategies.
II. What are the exposed elements that are exposed and vulnerable to each of these hazards? 2. You should tell the class to assume that
the fire occurs in a normal house
III. What specific steps can you think of for preventing a christmas tree fire. Have learners write occupied by people, pets, and other
these steps under the heading PREVENTION. material belongings. If learner say fire,
teacher needs emphasize that fire is a
IV. What specific steps can you think of for reducing the likelihood of a christmas tree fire? Have general term which comprises
numerous hazards including intense
learners write these steps under the heading MITIGATION
heat, combustion, smoke, and noxious
V. What changes to our normal/normal behavior can we adopt to prevent or reduce the risk from gases. Many exposed elements may
be damaged by smoke or heat even of
fire hazard? Have the learners write these steps under the heading ADAPTATION.
even if they do not burn. People are
4. Ask learners to summarize their answers in table form as illustrated below: killed from smoke inhalation rather
than regretting burned due to the fire.
Teacher should guide the learners in
HAZARD ELECTRICAL FIRE EXTREME HEAT AND COMBUSTION identifying elements both fixed as well
as movable, tangible as well as
intangible elements. Examples of
Expose Elements Christmas Lights Any nearby furniture or objects that are
combustible. intangible elements that should be
emphasized would be sentimental
People (Physical well being, psycho-social well
value of belongings, loss of a place to
being)
live, economic implications of losing
House and contents; loss of place to live; loss of home and belongings, psychological
place; loss of economic and sentimental value of trauma due to loss of a sense of place.
lost or damaged possessions. 3. In Christmas Tree Fire video, the fire
starts due to overheating of the
Prevention Regularly maintain christmas lights. Check for any Use Christmas Tree and ornaments made from christmas tree lights. Possible ways by
exposed wires that may cause a short circuit. non-combustible material. which such fire can be prevented
would include not leaving Christmas
Not using christmas lights on the christmas tree. Locating Christmas Tree away from combustible lights on for a extended period of time
furniture and objects. and using christmas lights with ICC or
PS Certification. It should also be
Mitigation Buy only christmas lights with ICC or PS Install a fire alarm. Regularly maintain fire alarm noted that Christmas tree was a pine
Certification. so that it is working properly. tree that was combustible. The fire
Use a timer on outlet to turn christmas lights off. hazard could have been minimized by
Place a fire extinguisher near the Christmas tree. using a tree and decorations that are
not combustible. The fire hazard could
Do not overload electrical socket. Locate Christmas tree outside the house (instead also have been minimized if the
Adaptation christmas tree was placed in an area
inside the house).
away from from items like furniture and
Do not leave christmas lights on for an extended
curtains that are also combustible and
period of time.
can easily catch fire.
215
5. After 20 minutes, learners share with the class their answers. Other learners should provide Teacher Tip:
constructive comments regarding their answers. You should also emphasize the falling
hazards are also very common in homes
6. As learners share their answers, synthesize and summarize answers of the class on the blackboard/
with small children. (Fairview Health
whiteboard. Services, n.d.)
Sample Answers are shown below:

EVALUATION (10 MINS) Element exposed to shaking hazard: House
1. Explain that the class will now apply what they have learned to another hazard. Explain that during itself, people living inside the house, family
pets, furniture, belongings, personal
an earthquake, one of the most common hazards is related to contents of home and buildings
records, sentimental value to possessions.
moving around or falling and injuring people. Explain that in this practice exercise, the class will
apply what they learned for fires to falling hazards during earthquake. Prevention, Mitigation and Adaptation
Strategies:
2. Show the following videos:
1. Secure to a nearby wall all large or tall
I. Earthquake Kobe, Japan (superbogag, 2008) appliances or pieces of furniture that
may move around or topple over
II. Earthquake Preparation: Potential Falling Hazards (CityofHillsboroOR, 2015)
during a strong earthquake.
3. Ask class to imagine that a similar earthquake occurs within the area where their house is located. 2. Move any large or tall appliances away
Ask learners to answer the following questions: from where it may fall on people (such
as sofa or beds) or block an exit way
I. What are the specific elements exposed to strong ground shaking? during a strong earthquake.
II. Enumerate at least 3 specific measures can be undertaken to prevent or mitigate injury of 3. Secure all lighting fixtures suspended
from the ceiling or hanging from the
people living within the house as well as damage to contents of the house?
walls which may fall on people or pets.
4. Secure (normally using velcro)
ENRICHMENT (OUT OF CLASS) breakable objects on shelves.
5. Put ties on cabinets that may suddenly
1. Learners consult an architect or civil engineer to research what preventive, mitigative or adaptive
open during an earthquake.
measures they can add to their hazard exposure reduction action plan.
2. Learners review and revise their plan of Hazard exposure reduction action plan action for addressing
falling hazards at home together with their parents.
3. Have learners view any of the prevention and preparedness videos enumerated above and
formulate a hazard exposure reduction action plan for their home during the event of a flood or
typhoon.
EVALUATION
Identify elements exposed and Learner is able to identify all Learner is able to identify most Learner is able to identify some Learner is unable to identify any
vulnerable to a specific hazard physical, social, economic and physical hazards and some exposed elements to a specific exposed elements to the specific
environmental hazards that are social, economic and hazard. Some exposed elements hazard..
exposed and vulnerable to the environmental elements that are are not vulnerable to the specific
specific hazard. both exposed and vulnerable to hazard.
the specific hazard.
Formulate preventive, Learner is able to formulate Learner is able to formulate Learner is able to formulate Learner is unable to formulate
mitigative and adaptive preventive, mitigative and preventive, mitigative and strategies that are unrelated to any strategy to reducing hazard
strategies for reducing hazard adaptive strategies for reducing adaptive strategies for reducing reducing exposure to hazard. exposure of exposed elements.
exposure of exposed hazard exposure of exposed hazard exposure of exposed
elements. elements. Strategies formulated elements.
demonstrate originality,
innovative, and resourcefulness
of learner.
1. Centers for Disease Control and Prevention. (2013). Floods|CDC. Retrieved from http://emergency.cdc.gov/disasters/floods/index.asp
2. Centers for Disease Control and Prevention. (2015). Key Facts About Flood Readiness|Floods. Retrieved from http://emergency.cdc.gov/disasters/floods/readiness.asp
3. Centers for Disease Control and Prevention. (2004). After a Flood|Floods. Retrieved from http://emergency.cdc.gov/disasters/floods/after.asp
4. Centers for Disease Control and Prevention. (2015). Hurricanes and Other Tropical Storms|CDC. Retrieved from http://emergency.cdc.gov/disasters/hurricanes/index.asp
5. United States Food and Drug Administration. (n.d.). Food and Water Safety During Power Outages and Floods. Retrieved from http://www.fda.gov/Food/
ResourcesForYou/Consumers/ucm076881.htm
6. American Red Cross. (n.d.). Fire Prevention & Safety Tips | Red Cross. Retrieved from http://www.redcross.org/get-help/prepare-for-emergencies/types-of-emergencies/
fire
7. National Fire Protection Association. (n.d.). Emergency Preparedness. Retrieved from http://www.nfpa.org/safety-information/for-consumers/emergency-preparedness
8. National Fire Protection Association. (2015, December 5). Christmas tree fires can turn devastating and deadly within seconds [Video file]. Retrieved from https://
youtu.be/xr6b9b8FYKk
9. National Fire Protection Association. (2012, November 5). Fire Power (Original). Retrieved from https://youtu.be/_OEdL6mDluo
10. National Fire Protection Association. (2011, February 16). Fire Power - Revisited! Retrieved from https://youtu.be/9JU59Nsv2vg
11. RedDeerAdvocate. (2011, October 10). Demonstration underscores the danger of kitchen fires. Retrieved from https://youtu.be/AkbcPhtl9TE
12. Centers for Disease Control and Prevention. (2012). Preparing for a Volcanic Eruption|Volcanoes. Retrieved from http://emergency.cdc.gov/disasters/volcanoes/
before.asp
13. Fairview Health Services. (n.d.). Retrieved from https://www.fairview.org/HealthLibrary/Article/40087
14. Superbogag. (2008, July 7). Earthquake - Kobe, Japan. Retrieved from https://youtu.be/MEfnCoqZWYY
15. City of Hillsboro OR. (2015, September 29). Earthquake Preparation: Potential Falling Hazards. Retrieved from https://youtu.be/IQc6vOG4yYQ
217
Identifying Specific Vulnerabilities

LESSON OUTLINE
Content Standards
The learners shall be able to: Introduction Introducing Learning Objectives 2
demonstrate understanding of various elements that may be exposed to Motivation News Article: Pampanga buried in Lahar 8
hazards including physical, social, economic, and environmental.
demonstrate understanding of the vulnerability of each element. Instruction Group Work 15
Performance Standard Practice Worksheet 30

The learners shall be able to: Evaluation Inquiry 5
conduct hazard hunts of exposed element and propose corresponding
corrective actions of ones preparedness. Enrichment
Learning Competency Materials:

The learners are able to: Pen and paper for classroom exercise
recognize vulnerabilities of different elements exposed to specific Suggested Resources
hazards (DRR11/12 Id-12) (1) Capacity Building in Asia using Information Technology Applications.
(n.d.). Module 5: Vulnerability of Physical Structures. Retrieved from http://
Specific Learning Outcomes www.adpc.net/casita/course-materials/Mod-5-Physical-Vul.pdf
At the end of the lesson, the learners will be able to: (2) Levy, M., and Salvadori, M. (1992). How buildings fall, how structures fail.
New York, NY: W.W. Norton & Company
1. apply concepts of exposure and vulnerability previously learned in (3) White, J. (n.d.). Five reasons buildings fail during earthquakes- and how to
recognizing vulnerability of different elements exposed to specific avoid them. Retrieved from http://christnerinc.com/uploads/wysiwyg/hcd-
hazards; five-reasons-buildings-fail-during-earthquakes-jeff-white.pdf
(4) Hawkesbury-Nepean Floodplain Management Steering Committee &
2. analyze how the reducing the vulnerability of an exposed element to a Hawkesbury-Nepean Floodplain Management Steering Committee & New
specific hazard may result in increasing its vulnerability to other hazards South Wales. Department of Natural Resources (2006). Reducing
and vulnerability of buildings to flood damage: guidance on building in flood
prone areas. [Hawkesbury-Nepean Floodplain Management Steering
3. synthesize practical strategies for reducing collective vulnerability of Committee], Parramatta, N.S.W
elements exposed to multiple hazards. (5) Federal Emergency Management Agency. (2005). FEMA 74: Earthquake
Hazard Mitigation for Nonstructural Elements. Retrieved from http://
mitigation.eeri.org/files/FEMA74_FieldManual.pdf

Teacher Tip:
If the June 1991 Eruption of Mt. Pinatubo
INTRODUCTION (2 MINS) was discussed in a previous class on
volcanic and related hazards, you can ask
Communicating Learning Objectives the class what they remembered about the
1. Tell the class that the lesson will involve identifying exposed element for specific hazards and lesson.
formulating strategies Some internet resources that can be used

for setting the motivation for the lesson
2. Write the following Specific Learning Outcomes on the board or on an index card and asks learners include:
to read them out aloud. 1. Natural Disasters and Cultural Change:
Bacolor town and Pinatubo volcano,
Philippines: coping with recurrent lahar
disaster. (Crittenden and Rodolfo,
MOTIVATION (8 MINS) 2002)
2. Lowe, D. (n.d.). Bacolor the town that
Video Clip got buried. Retrieved from http://
1. Assign learner read-up Crittenden and Rodolfo on how the town of Bacolor, Pampanga was buried www.thetravellingeditor.com/bacolor-
buried-town/
in 1995 by redeposited lahar derived from the eruption of Mt. Pinatubo in June 1991. Also have 3. Lakad Pilipinas. (n.d.). PAMPANGA:
The Half-Buried Bacolor Church.
learners read the reference on the reference material on the Socio-Economic Profiles of Pampanga: Retrieved from http://
Bacolor, Lubao and Mabalacat. www.lakadpilipinas.com/2014/02/
pampanga-half-buried-bacolor-
2. Show PowerPoint slides or show the videos from the recommended internet resources regarding the church.html
4. Danny Labung. (2011, June 22).
town of Bacolor, Pampanga. If needed, you can replay the videos so that learners can catch all the Bacolor: Mt Pinatubo Devastation -
details. 20th Anniv June 15, 2011 [Video file].
Retrieved from https://
www.youtube.com/watch?
v=t8dopMdq6Qk
INSTRUCTION (15 MINS) 5. Reden Dizon. (2011, April 27). San
Group&Work! Antonio, Bacolor: Lahar. Retrieved
1. Subdivide the class into groups of 5 to 7 learners to a group. Have the group elect a scribe who from https://www.youtube.com/watch?
v=iDTa4oNaX5Y
responsibility is to synthesize and document the answers.
You can also assign learners to read or
2. Based on the discussion of Crittenden and Rodolfo, ask learners to discuss among themselves the watch the videos recommended above.
following questions: Teacher Tip:
I. Identify the exposed elements affected by the lahar hazard, and why were these elements The main purpose of this exercise to
enable the learner to obtain an idea of the
vulnerable? (Sample answers: people physically vulnerable to getting buried or trapped in socio-political dimensions people,
communities and government respond to
structures particularly when lahar flow occurs suddenly and at night; the loss of loved one, disasters, and the affects these actions
possession, or loss of sense of place traumatize people both psychologically as well as socially; have on increasing or decreasing
vulnerability.
road and bridge can get eroded by lahar flows, houses with its contents can get buried, loss of
livelihood, basic services like water, sewage, electricity due to burial by lahar can severely affect Specifically, this exercise aims to explain
the social context in which the practice of
the normal way of life, loss of landmarks such as the burial of the church can erase cultural and raising houses on stilts came about in
historical monuments) Bacolor as a result of the lahar disasters.
219
Teacher Tip:
II. How did the residents sense of attachment to place significantly contribute to the residents An alternative case study that can be
substituted for the case of Bacolor,
remaining or resettling back the town of Bacolor. (Sample answer: Because people did not want Pampanga is the case of the province of
to leave the place, the invested their resources in remaning in and rebuilding the town of Albay. In November 2006, Typhoon Reming
resulted in lahar flows from Mayon burying
Bacolor). towns in Albay. Unlike the lahars of Mt.
Pinatubo that consisted generally soil, the
III. What factors/circumstances led to the adoption of the traditional practice of house raising by lahars from Mayon Volcano contained large
residents of Bacolor to reclaim and protect their houses? boulders mixed with soil. The large
boulders hit and severely damaged
3. Have each group submit their answers after 15 minutes. structures (consisting mainly of houses)
lying in the path of the lahar flow.
PRACTICE (30 MINS) Teacher Tip:

1. Show the picture of the house below and tells the class that this house is a typical raised house If learners have difficult time, it may be
found in the Pampanga area affected by lahar. The frame of the house including the foundation is necessary to ask the following guide
made from reinforced concrete, with hollow-blow in-fill walls. The roof system consists of a coco- questions to give the learners clues to the
lumber roof frame and galvanized iron roofing material. The partitions are constructed from wooden answers:
materials. The house was designed and constructed by a foreman with no formal engineering or 1. Does house have any of the
architectural training. characteristic features such the
presence of soft story, or the potential
for resonance of the structure with the
strong ground motions of the
earthquake? Is there a possibility of
the house pounding an adjacent house
given that it is founded on stilts.
2. How does founding the house on stilts
affect the ease by which the occupants
can evacuate the house during a
typhoon, fire, flood, or earthquake?
3. How does founding the house on stilts
affect the ease by which the contents
of the house, including the furniture
and appliances, can be moved to a
safer location.
2. There are 7 persons living inside the house which include:
I. The owner of the house who is male and 34 years old.
II. The wife of the owner of the house who is 32 years old.
III. Three children aged 5-years, 3-years, and a 6-month old infant.
IV. A 72-year old female.
V. A 40 year old male who is wheelchair bound.
3. Most of the furnishing of the house is either wooden or plastic in construction.
4. Have learners write on a sheet of paper how founding the house on stilts affects the vulnerability of
the house, its occupants and contents to the following hazards.
I. Strong ground shaking due to an earthquake
II. An fire starting from the stove in the kitchen
III. Flood due to continuous and heavy rains
IV. Strong winds from Signal 3 or stronger typhoon.
5. Have learners summarize their answers using the form as attached. A sample with the most common
answers is given below. This can also be used as the basis for a solution key. Given learners 15
minutes to fill out the table.
6. At the end of 15 minute period have learners exchange papers and discuss the individual entries in
each of the cells of the table having learners score the individual items. Use the example/solution
key below as a guide for checking.
EXPOSED ELEMENT
HAZARD
HOUSE CONTENTS OCCUPANTS
Earthquake\Strong Ground Putting the house on stilts will Because of stronger shaking there Putting the house on stilts will
Shaking make it shake more during an is a greater chance that the make it more difficult to evacuate
during a strong earthquake. This is
earthquake resulting in larger contents of the house will be particularly true for the children,
earthquake forces acting on the thrown around inside the house the PWD, and the elderly
occupant. of the house.
house.(a) and get destroyed.
Because of the stronger shaking,
there is greater chance that the
contents of the house will be
thrown around and will injure the
occupants of the house.
221
EXPOSED ELEMENT
HAZARD
HOUSE CONTENTS OCCUPANTS
Fire Putting the house on stilts results Putting the house on stilts will Putting the house on stilts makes
in reduced accessibility by fire make it more difficult to evacuate the house more difficult to
fighters. the contents of the house during a evacuate during a fire.
fire making them more vulnerable.
Flood The house will not be reached by Because the house is less likely to Because the house is less likely to
flood waters because of its higher be reached by flood water, there is be reached by flood water, there is
elevation. likely a chance that the contents likely a chance that the contents
will be damaged by flood waters. occupants will be affected by the
flood waters.
Typhoon Putting the house on stilts makes The greater possibility of the roof The greater possibility of the roof
it more vulnerable to strong winds being blown off during a typhoons being blown off during a typhoons
and typhoons because the higher results in a greater possibility that results in a greater possibility that
from the ground, the greater are the contents will be affected by a the occupants will be affected by a
the wind forces. typhoon. typhoon.
In particular there is a greater

possibility for the roof to be blown
off because of the higher elevation
and open windows.
EVALUATION (5 MINS)
Have each learner answer the following two questions:
1. Does putting the raising the house together with its occupants and contents, make it overall more
vulnerable considering it is exposed to earthquake, fire, flood and typhoon hazards? Why or why
not?
2. Suggest a measure that can be done to reduce the vulnerability of the house, its occupants or its
contents to each of the four hazards it is exposed to.
ENRICHMENT
1. Have learners formulate ways to minimize the majority of the vulnerabilities of the house, its
occupants and contents can be minimized to earthquake, fire, flood and typhoon hazards. If
necessary, have them consult an civil engineer or architect to address the physical/structural
vulnerabilities of the house. Learners can be made to report on their plan of action in the following
class period.
EVALUATION
EXCEEDS
EXPECTATIONS
Apply concepts of exposure and vulnerability Learner is able to correctly Learner is able to correctly Learner is able to correctly Learner is able to correctly
previously learned in recognizing vulnerability answer at most all twelve answer between 9 to 11 answer between 3 to 9 answer at most two out of
of different elements exposed to specific items in the practice items in the practice items in the practice twelve items in the practice
hazards. exercise. exercise. exercise. exercise.
Evaluation question 1: Analyze how the Learner knows that exposed Learner knows that exposed Learner knows that exposed Learner cannot tell if raising
reducing the vulnerability of an exposed elements are more elements are more elements are more the house has increased or
element to a specific hazard may result in vulnerable with a suitable vulnerable and can provide a vulnerable but cannot decreased the vulnerability
increasing its vulnerability to other hazards. explanation to support his suitable explanation to provide a suitable of the exposed elements to
answer. Explanation is both support his answer. explanation to support his the four hazards considered.
correct as well as original in answer.
that it is not included among Learner answers that all
the answers cited in the exposed elements are less
correction key, or based on vulnerable to all four hazards
the judgement of the as a result of raising the
teacher. elevation of the house.
Evaluation question 2: Synthesize practical Learner is able to provided Learner is able to provided Strategy provided by learner Learner is unable to think of
strategies for reducing collective vulnerability at least one strategy that is at least one strategy that is is either incorrect, not any strategy for addressing
of elements exposed to multiple hazards. correct and feasible/practice correct and feasible/practice feasible, or impractical based the vulnerability of exposed
based on the judgement of based on the judgement of on the judgement of the elements.
the teacher. Learner the teacher. teacher.
accomplishes enrichment
exercise.
223
1. Agarwal, A. (2007). Cyclone Resistant Building Architecture. Retrieved from http://www.unisdr.org/files/11711_CycloneArchitecture1.pdf
2. Bukowski, R. (2001). Fire as a Building Design Load. Retrieved from http://fire.nist.gov/bfrlpubs/fire01/PDF/f01106.pdf
3. Federal Emergency Management Agency. (2006). Designing for Earthquakes: A Manual for Architects. Retrieved from http://www.fema.gov/
media-library-data/20130726-1556-20490-5679/fema454_complete.pdf
4. CBM.Org. (n.d.). Working Towards A Disability Inclusive World. Retrieved from http://www.cbm.org/index.php
5. United Nations Office for Disaster Risk Reduction. (2014). Living with Disability and Disasters: UNISDR 2013 Survey on Living with Disabilities
and Disasters - Key Findings. Retrieved from http://www.unisdr.org/2014/iddr/documents/2013DisabilitySurveryReport_030714.pdf
6. Crittenden, K. S. and Rodolfo, K. S. (2002). Bacolor town and Pinatubo volcano, Philippines: coping with recurrent lahar disaster. In R.
Torrence and J. Grattan (eds.) Natural disasters and cultural change. Routledge, London, pp 43-65.
7. Lowe, D. (n.d.). Bacolor the town that got buried. Retrieved from http://www.thetravellingeditor.com/bacolor-buried-town/
8. Lakad Pilipinas. (n.d.). PAMPANGA: The Half-Buried Bacolor Church. Retrieved from http://www.lakadpilipinas.com/2014/02/pampanga-
half-buried-bacolor-church.html
9. Danny Labung. (2011, June 22). Bacolor: Mt Pinatubo Devastation - 20th Anniv June 15, 2011 [Video file]. Retrieved from https://
www.youtube.com/watch?v=t8dopMdq6Qk
10. Reden%Dizon. (2011, April 27). San Antonio, Bacolor: Lahar. Retrieved from https://www.youtube.com/watch?v=iDTa4oNaX5Y
Case Studies LESSON OUTLINE

Content Standards
The learners shall be able to: Introduction Introducing Learning Objectives 2
demonstrate understanding of various elements that may be exposed Motivation Definition of Terms 8
to hazards including physical, social, economic, and environmental. Instruction Reading of Articles and Group Work 50
demonstrate understanding of the vulnerability of each element.
Practice Presentation of Research 50
Evaluation Inquiry 10
conduct hazard hunts of exposed element and propose corresponding Enrichment Assessment of Hazards at Home
corrective actions of ones preparedness. Materials Pen and paper for classroom exercise

The learners are able to: 1. 1990 Luzon earthquake. (n.d.). Retrieved DATE from
Wikipedia: https://en.wikipedia.org/wiki/
differentiate among hazards, exposure, and vulnerabilities and give 1990_Luzon_earthquake
examples from actual situations. (DRR11/12 Id-13) 2. Philippine Institute of Volcanology and Seismology. (2001).
Specific Learning Outcomes The July 16, 1990 Luzon Earthquake - A Technical Monograph
[Monograph]. Retrieved from http://
At the end of the lesson, the learners will be able to: www.phivolcs.dost.gov.ph/html/update_SOEPD/
1. given a particular situation, differentiate between hazards, exposed 1990LuzonEQ_Monograph/foreword.html
elements and their vulnerabilities; 3. The July 16, 1990 Luzon Earthquake. (n.d.). Retrieved from
https://ds.iris.edu/data/reports/1990/90-014/
2. give examples of hazard, exposed elements and their vulnerabilities LuzorPHI.July90.eq.pdf
from historical events within the Philippines; and 4. EQE Engineering. (1990). The July 16, 1990 Philippines
3. suggests mitigation, adaptation and preparedness strategies for Earthquake: August 1990. (n.p.): Author
managing disaster risk based on experiences from previous disasters 5. Acacio, A. A. (1992, May 27). Retrofitting lifeline facilities on
whenever possible. liquefied deposits. Paper presented at Proceedings from the
4th Japan-U.S. Workshop on Earthquake Resistant Design of
Lifeline Facilities and Countermeasures for Soil Liquefaction,
Tokai University Pacific Center. Honolulu, Hawaii: National
Center for Earthquake Engineering Research
225
1. Tell the class that the lesson will synthesize the concepts on exposed elements and their
vulnerabilities and apply these to actual situations.
2. Write the following specific learning outcomes on the board or on an index card and asks learners to
read them out aloud.
MOTIVATION (8 MINS)
1. Ask learners within the class to explain the following terms in their own words: Disaster Risk, Hazard,
Exposure, Vulnerability and Capacity.
2. Ask learners to explain how hazard, exposure, vulnerability and capacity are related to disaster risk.

Teacher Tip:
Reading of Articles To save time and resources, teacher can
1. Prior the lesson, download and print materials on the following four historical disasters. subdivide class into four groups prior to
the class session, and assign members of
I. 16 July 1990 Luzon Earthquake each group to research the assigned
II. Typhoon Yolanda (Haiyan) historical disaster.
III. 1990 Eruption of Mt. Pinatubo

IV. Typhoon Ondoy and Pepeng
2. Divide the class into four groups. This can be done by lottery so that groups are roughly the same
size. The groups will be given the following names to help in identification and be assigned the
following historical disaster.
I. EARTH: 16 July 1990 Luzon Earthquake
II. WIND: Typhoon Yolanda (Haiyan)
III. FIRE: 1990 Eruption of Mt. Pinatubo
IV. WATER: Typhoon Ondoy and Pepeng
3. Each group studies the materials and answers the following questions (Sample answers are shown in
Table 2 below).
I. Research damages with regards to total deaths, total number of persons affected and total
economic damage. (See Country Profile. (n.d.). Retrieved from http://www.emdat.be/
country_profile/index.html)
II. What specific areas where affected by the disaster? ECONOMIC
III. For each specific area, identify the major hazards. DISASTER DEATHS AFFECTED LOSS (Million
US $)
IV. What were the major categories of exposed elements? For each category, give
specific examples based on facts gathered through research. Earth 2,412 1,597,553 640
V. What were the most common factors contributing the vulnerability of each of
these elements. Ask learners to describe the effects of hazards on the exposed Wind 7,354 16,106,870 10,000
elements.
Fire 847 1,036,065 211
4. Ask each group to explain based on what they researched why this event ended
up in a disaster (see sample answers in Table 3). Also ask each group to suggest Water 789 4,901,763 585
prevention, mitigation or adaptation strategies whenever possible. If no measures Table 1: Country Profile (University of Louvain-Belgium, n.d.)
can be done, have the group explain why. (see sample answers Table 4)
TABLE 2
DISASTER AREA AFFECTED HAZARD EXPOSED ELEMENTS VULNERABILITY / POTENTIAL EFFECTS
Luzon Baguio Earthquake- Roads (e.g. Kennon Road, Steep cuts made into slopes, as part of road
Earthquake induced landslides Marcos Highway) construction, are susceptible to slope failure
during an earthquake, resulting in debris that can
Access to Baguio City block roads resulting in loss of access that can
hampered rescue operations and relief goods.
Yolanda Tacloban Strong Winds People, Homes and Light structures and roofs of structures are
Contents susceptible to damage when subjected to loads
Storm Surge
induced by strong winds.
People are susceptible to injury when exposed to
flying debris made airborne by strong winds.
People are susceptible to drowning or injury when
carried away by turbulent flood waters.
Structures or the individuals elements (eg walls
and doors) are susceptible to damage when
exposed to hydrodynamic or buoyant forces due
to flood waters.
Wooden elements of structures and contents are
susceptible to damage due to prolonged
saturation. Certain contents are also prone to
damage to mold and mildew due to excessive
moisture.
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DISASTER AREA AFFECTED HAZARD EXPOSED ELEMENTS VULNERABILITY / POTENTIAL EFFECTS
Pinatubo Angeles City Tephra (Ash) Fall Structures Roof systems are prone to collapse due to weight
Eruption of tephra accumulating on roofs.
Ondoy Metro Manila Flash flooding People, Homes, Contents People are susceptible to drowning in flash floods
due to limited evacuation time.
Survivors of floods are susceptible to psycho-
social trauma.
Persons with chronic illness as well as physical and
psychological disabilities are significantly greater
difficulty in evacuating compared to able persons
making them more vulnerable to injury or death
during a flood.
Structures or specific elements are susceptible to
damaged when exposed to hydrodynamic or
buoyancy forces during a flood.
Structure and its contents are susceptible to
damage due to prolonged exposure to water.
TABLE 3
DISASTER AREA AFFECTED
1990 Luzon Earthquake Extensive loss of life, damage to infrastructure and critical facilities. Extensive environmental impact due
to numerous earthquake induced landslides.
Typhoon Yolanda Extensive loss of life, damage to infrastructure and critical facilities. Extensive environmental impact due
to large amount of debris generated. Death, injury and economic losses resulted in psychological trauma
to survivors.
Mt. Pinatubo Extensive environmental impact due to large amount of volcanic debris deposited. Extensive damage to
infrastructure within surrounding areas.
Typhoon Ondoy Area affected by flood was a highly developed and highly populated area.
TABLE 4
DISASTER AREA AFFECTED
Injury due to falling debris Difficult to avoid if earthquake occurs while travelling in a mountainous area. Best option would be to
resulting from earthquake stop the car, get out and find an area away from steep slopes.
induced landslides
Flood risk due to storm surges Research if your area is prone to storm surges and potentially how high waters can rise. Prepare an
evacuation plan and emergency kit which you can easily take should a flood occur.
Collapse of structures due to Check if you live near a potentially active volcano. When constructing a house, consult a licensed civil
tephra fall engineer or architect and discuss how volcanic hazards can be taken into consideration into the design of
the house. Explore the possibility of including risk from volcanic eruption in home insurance. Familiarize
yourself with the volcano alert leaves. Have an evacuation plan for a volcanic eruption. Prepare an
evacuation kit.
Hazard of flash flooding Research if you Live in a potentially flood prone area and determine how high the flood water can rise.
Prepare an evacuation plan and emergency kit which you can easily take should a flood occur.
PRACTICE (50 MINS)

1. Each group presents the information they researched and answers to the guide questions on the
first day (or previous class meeting) regarding the four(4) historical disaster to the class explaining
the background of the event, the specific hazards, exposed elements and factors that made these
elements vulnerable to the hazard. The group summarizes how these factors lead to the disaster.
Also, the group presents their suggestions regarding what lessons were learned from the disaster
and what strategies can the group recommend minimizing the risk of such a disaster occurring in the
future.
2. Comment and make suggestions regarding their assessment of the risk factors (hazard, exposure
and vulnerability), the assessment of the group as to what factors lead to the disaster, and the
recommended strategies from minimizing the occurrence of the same disaster in the future.
3. After the lesson, the group revises their case study report taking into consideration the comments
and suggestions and submits this in the succeeding class meeting.
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1. Select a disaster event that the learners in the class are familiar with. Explain the background of this
event. Ask learners to individually answer the following questions.
I. Identify the specific hazard(s) involved in this disaster.
II. Enumerate the exposed elements affected by the hazard.
III. Explain why the exposed elements were vulnerable to the hazard.
IV. Recommend strategies that could have been taken to minimize the possibility of a similar
disaster occurring in the future.
Example: Guinsaugon Landslide

I. Rainfall induced rockslide, avalanche and debris flow.
II. More than 1000 people killed, entire barangay of Guinsaugon including more than 200
houses, barangay hall and element school building. Psychological trauma to survivors and
relatives of those killed.
III. Debris from rock slide and avalanche travelled at speeds greater than 100 kph that
prevented residents of barangay Guinsaugon from evacuating. Landslide debris was highly
erosive and abrasive destroying structure within the flow path. Large volume of landslide
debris buried the town destroying all structures. People buried or trapped in houses
suffocated under the weight of the debris.
IV. More careful selection of site for establishing communities away from landslide prone areas.
Installation of early warning systems. Conducting information seminars on landslide hazards
for affected communities.
ENRICHMENT
1. Learner develops assess the hazards his/her house is exposed to. Hazards should generally include
earthquake, typhoon and fire, and possibly flooding, volcanic eruption and landslide related
hazards. The learner then makes an inventory of all exposed elements and identifies the specific
vulnerabilities of each of the exposed elements. Learner then formulates an action plan to address
these vulnerabilities. Learner can discuss the plan with his/her parents.
2. Group consults experts to solicit comments regarding their case study report and obtain
suggestions how to improve the report. Groups should particularly ask expert help on possible
strategies for dealing with the risk posed by different hazards, particularly those which do not seem
to have possible prevention, mitigation or adaptation measures.
EVALUATION
Differentiate the between Learner is able to distinguish Learner is able to distinguish Learner is unable to suggest Learner is unable to
hazards, exposed elements between hazard, exposure and between hazard, exposure and any mitigation, adaptation differentiate between
and their vulnerabilities for a vulnerability in all situations. vulnerability for most and preparedness strategies. hazard, exposure and
specific situation. situations. vulnerability for the specific
Whenever appropriate learner is situation.
able to distinguish between Most of the exposed elements
physical, social, economic and and vulnerabilities identified
environmental exposed element are physical.
and vulnerabilities.
Give examples of hazard, Learner is able to give examples of Learner is able to give Learner is able to give Learner is unable to give
exposed elements and their hazards, exposed elements and examples of hazards, exposed examples of hazards and examples of hazard,
vulnerabilities from historical their corresponding vulnerabilities elements and their exposed elements based on exposure and vulnerability
events within the based on Philippine historical corresponding vulnerabilities Philippine historical events, based on historical events
Philippines. events. Exposed elements and based on Philippine historical but is unable to identify the in the Philippines.
vulnerabilities are from varied events. Exposed elements and vulnerabilities of the exposed
categories including physical, vulnerabilities are generally of elements.
social, economic and the physical types.
environmental.
Suggests mitigation, Learner is able to suggest Learner is able to suggest Learner is able to suggest Learner is unable to
adaptation and mitigation, adaptation and some mitigation, adaptation some mitigation, adaptation suggest any mitigation,
preparedness strategies for preparedness strategies that are and preparedness strategies and preparedness strategies; adaptation and
managing disaster risk appropriate for the hazard they are that are appropriate for the however these are preparedness strategies.
based on experiences from intended to address. Strategies hazard they are intended to inappropriate for the hazard
suggested show originality, address. they are intended to address.
previous disasters whenever
innovation and resourcefulness of
possible.
the learner.
231
1. Mount Pinatubo. (n.d.). Retrieved DATE from Wikipedia: https://en.wikipedia.org/wiki/Mount_Pinatubo
2. Diggles, M. (ed.). (2005). The Cataclysmic 1991 Eruption of Mount Pinatubo, Philippines, Fact Sheet 113-97. Retrieved from http://
pubs.usgs.gov/fs/1997/fs113-97/
3. VolcanoDiscovery. (n.d.). Chronology of the 1991 Pinatubo eruption, Philippines. Retrieved from http://www.volcanodiscovery.com/
pinatubo/chronology-1991-eruption.html
4. Typhoon Ketsana. (n.d.). Retrieved DATE from Wikipedia: https://en.wikipedia.org/wiki/Typhoon_Ketsana
5. Typhoon Parma. (n.d.). Retrieved DATE from Wikipedia: https://en.wikipedia.org/wiki/Typhoon_Parma
6. National Disaster Risk Reduction and Management Council. (n.d.). Final Report on Tropical Storm Ondoy(Ketsana) and Typhoon Pepeng
(Parma). Retrieved from http://www.ndrrmc.gov.ph/attachments/article/92/
Narrative_Report_re_Tropical_Storm_Ondoy_(KETSANA)_and_Typhoon_Pepeng_(PARMA)_2009.pdf
7. Typhoon Haiyan. (n.d.). Retrieved DATE from Wikipedia: https://en.wikipedia.org/wiki/Typhoon_Haiyan
8. National Disaster Risk Reduction and Management Council. (n.d.). Situational Report re Effects of Typhoon YOLANDA (HAIYAN). Retrieved
from http://www.ndrrmc.gov.ph/index.php/21-disaster-events/1329-situational-report-re-effects-of-typhoon-yolanda-haiyan
9. Paciente, R. B. (2014, March 11). Response and Lessons Learned from Typhoon HAIYAN (YOLANDA). Paper presented at JMA/WMO
Workshop On Effective Tropical Cyclone Warning in Southeast Asia, Japan. Tokyo, Japan: (n.p.).
10. Country Profile. (n.d.). Retrieved from
11. http://www.emdat.be/country_profile/index.html
Concept, Principles, and Relevance of

Disaster Risk Reduction
Content Standard
The learners demonstrate understanding of disaster risk reduction. LESSON OUTLINE
The learners shall be able to: Instruction Lecture on Disaster Risk Reduction 40
develop a community emergency preparedness plan and community disaster Evaluation Quiz 10
preparedness plan to minimize vulnerability and disaster risk in the
community and avoid or limit adverse impacts of hazards. Enrichment Research on Past Disasters
Learning Competencies Suggested Resources

The learners are able to: (1) UNISDR Terminology on DRR, http://www.unisdr.org/
discuss the key concepts, principles and elements of DRRR. (2) Disaster risk reduction and climate change adaptation in
(DRR11/12-IIg-h-42); and the Pacific, http://www.unisdr.org/
Introduction to disaster risk reduction, http://
recognize the importance of DRRR on ones life. (DRR11/12-IIg-h-43)
www.preventionweb.net/files/
Specific Learning Outcomes 26081_kp1concepdisasterrisk1.pdf
(3) DepEd Disaster Risk Reduction Resource Manual
1. understand the principles of disaster risk reduction and management; and
(4) Corporate social responsibility and disaster reduction: a
2. apply these principles in their everyday lives global overview by Twigg, J. (2001) http://
www.dfid.gov.uk/r4d/PDF/Outputs/Mis_SPC/
R7893CSROverview.pdf
233
Communicating Learning Objectives
Introduce the following learning objectives using any of the suggested protocols.
1. I can identify the elements of disaster risks
2. I can enumerate and apply the key principles of disaster risk reduction in my daily life
Pre-test
1. Ask learners to enumerate/briefly define the types of hydrometeorological hazards discussed in
class:
I. Prevention
II. Mitigation
III. Adaptation
IV. Preparedness
V. Response
VI. Recovery
2. Ask the class to discuss

I. What is disaster risk?
II. How can we reduce disaster risk?
III. How can a community benefit from a disaster risk reduction plan?
INSTRUCTION (40 MINUTES)

Lecture
Disaster risk reduction (DRR) is a term used for reducing and preventing disaster risks. It is founded
on the principle that while hazards are inevitable, its adverse effects like lost lives and/or destruction of
property are not. There are steps that we can do to ensure reduction of risks. DRR actions can be
political, technical, social and economic.
Before we proceed to the principles to DRR, it is essential that we first understand what a disaster
actually entails.
Defining the concepts of Disaster Risk
I. Disaster
II. Risk
III. Hazard
IV. Vulnerability
V. Capacity
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.
Disasters are often described as a result of the combination of several things: the exposure to a hazard; the conditions of vulnerability that are
present; and insufficient capacity or measures to reduce or cope with the potential negative consequences. Disaster impacts may include loss
of life, injury, disease and other negative effects on human, physical, mental and social well-being, together with damage to property,
destruction of assets, loss of services, social and economic disruption and environmental degradation.
RISK HAZARD VULNERABILITY CAPACITY
The word risk has two Defined as a dangerous Defined as the characteristics Defined as the combination of
connotations: in general usage phenomenon, substance, and circumstances of a all the strengths, attributes and
the emphasis is usually placed human activity or condition community, system or asset resources available within a
on the concept of chance or that may cause loss of life, that make it susceptible to the community, society or
possibility on an event and its injury or other health impacts, damaging effects of a hazard. organization that can
negative consequence, such as property damage, loss of be used to achieve agreed
in the risk of an accident; livelihoods and services, social goals.
whereas in technical settings and economic disruption, or
the emphasis is usually placed environmental damage.
on the consequences, in terms
of potential losses for some
particular cause, place and
period.
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RISK HAZARD VULNERABILITY CAPACITY
The term disaster risk therefore Hazards can be single, sequential Vulnerability is a set of prevailing Capacity may include
refers to the potential (not actual) or combined in their origin and or consequential conditions infrastructure and physical means,
disaster losses, in lives, health effects. Each hazard is arising from various physical, institutions, societal coping
status, livelihoods, assets and characterized by its location, social, economic and abilities,
services, which could occur in a intensity, probability and likely environmental factors which as well as human knowledge,
particular community or society frequency. increase the susceptibility of a skills and collective
over some specified future time community to the impact of
attributes such as social
period. hazards
The hazards of concern to disaster relationships, leadership
risk reduction are hazards that and management.
arise from a variety of geological, Vulnerability also comprise
meteorological, hydrological, various physical, social, economic,
oceanic, biological, and political and environmental
technological sources, sometimes factors that affect the ability of
acting in combination. communities to respond to
events.
It is important to differentiate hazard from disaster. The phrase natural disaster which is widely used often causes confusion and has been the
subject of debates.
Strictly speaking there are no such things as natural disasters, but there are natural hazards. A disaster is the result of a hazards impact on
society. So the effects of a disaster are determined by the extent of a communitys vulnerability to the hazard (conversely, its ability, or capacity
to cope with it). This vulnerability is not natural, but the result of an entire range of constantly changing physical, social, economic, cultural,
political and even psychological factors that shape peoples lives and create the environments in which they live. Twigg (2001).
Interaction between Risk, Hazard, Vulnerability and Capacity

Hazards do not necessarily constitute disaster. Disasters are usually
described in terms of the effects which a hazard has on lives,
property, environment and the cost of recovery or rehabilitation.
Disaster Risk or Risk can be mathematically described as the product of the combination of three elements that were discussed: hazard,
vulnerability and capacity, and it given by the formula.
Hazards will always be present, therefore, disaster reduction strategies primarily include vulnerability and risk assessment. The following are
some factors that can affect the vulnerability of a community:
1. Political factors
I. A communitys vulnerability can be linked to political will and commitment to developmental concerns
II. Lack of access to resources, infrastructure, basic services and information can increase vulnerability
2. Economic factors
I. Poverty has the single most important influence to vulnerability
II. Economic status also relates to the capacity of a community to cope and recover from adverse effects
III. Poverty eradication and creation of sustainable livelihoods are essential part of disaster risk reduction
3. Physical factors
I. Access to suitable land, proper housing design, building materials and accessibility of emergency services
II. Poor physical environment exposes people to hazards such as landslides, floods, fires, wind, disease and epidemics.
4. Social factors
I. Level of education, training, safety and security, information and awareness, cultural beliefs, traditional values contribute to social well-
being
II. Lack of awareness and access to information can result in increase of vulnerability
5. Environmental factors
I. Scarcity of resources in a community can reduce the coping solutions and recovery from a disaster
Disaster Risk Reduction

Disaster Risk Reduction (DRR) is the concept and practice of reducing disaster risks through analysis and management of the causal factors of
disasters. It leads to reduced exposure to hazards, lessening of vulnerability of people and assets, effective management of land and the
environment and improved preparedness for adverse events.
Disaster risk reduction usually requires long-term planning across sectors and must be integrated into general national and regional
development strategies. DRR strategies usually begin with plans for assessing (a) the hazards and risks that threaten the target area, (b) the
237
extent of harm that would occur to communities and infrastructure, and (c) the vulnerable peoples capacities to cope with and recover from
possible disasters.
Figure 1: Shows the key components of DRRR and Management
Disaster Risk
Management
Disaster Risk Disaster Management

Reduction
Prevention Mitigation Adaptation Preparedness Relief Recovery
FIGURE 1: DISASTER RISK REDUCTION AND MANAGEMENT AND ITS COMPONENTS

PRE-EVENT
Prevention The outright avoidance of adverse impacts of hazards and related disasters.
Prevention expresses the concept and intention to completely avoid potential adverse impacts through action taken in
advance. Can be in the form of proper land use or using suitable engineering design. (However, oftentimes complete
avoidance of losses is not feasible and the task transforms to that of mitigation)
Mitigation The lessening or limitation of the adverse impacts of hazards and related disasters.
While the adverse impacts of hazards often cannot be prevented fully, their scale or severity can be substantially lessened
by various strategies and actions. Mitigation measures involve a wide range of elements from engineering techniques to
environmental policies and even public awareness.
Adaptation The adjustment in natural or human systems in response to actual or expected climatic stimuli or their effects, which
moderates harm or exploits beneficial opportunities.
This definition addresses the concerns of climate change and is sourced from the secretariat of the United Nations
Framework Convention on Climate Change (UNFCCC).
Preparedness The knowledge and capacities developed by governments, professional response and recovery organizations,
communities and individuals to effectively anticipate, respond to, and recover from, the impacts of likely, imminent or
current hazard events or conditions.
Preparedness action is carried out within the context of disaster risk management and aims to build the capacities needed
to efficiently manage all types of emergencies and achieve orderly transitions from response through to sustained recovery.
POST EVENT
Response The provision of emergency services and public assistance during or immediately after a disaster in order to save lives,
reduce 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.
Recovery The restoration, and improvement where appropriate, of facilities, livelihoods and living conditions of disaster-affected
communities, including efforts to reduce disaster risk factors.
The recovery task of rehabilitation and reconstruction begins soon after the emergency phase has ended, and should be
based on pre-existing strategies and policies that facilitate clear institutional responsibilities for recovery action and enable
public participation.
239
The concept of disaster has changed over time. In early human civilization, many cultures viewed
disasters as a sign of bad luck or an act of God. However, the development of science started
changing this perception of disasters. Some of the factors that contributed to this change are:
1. Social science
I. Treat hazards as external agents that communities can identify and react to
II. See disasters as expression of social vulnerability
2. Natural science
I. Emphasis on the hazard component hydrometeorological, geodynamic and/or technological
II. Understanding the dynamics of hazards
III. Quantifying the impacts of hazards
3. Recent studies on disaster risk
I. Understanding of disaster in both social and natural science perspective
The key components of DRR and how it is applied to different communities is not complete. It,
however, provide us with very good starting point for DRR.

1. Natural phenomena like typhoons or earthquake are considered as
A. Risks
B. Emergency
C. Hazard
D. Vulnerability
2. Among the components of DRR, where does the concept of building back better belong?
A. Preparedness
B. Mitigation
C. Response
D. Recovery
3. For the same number of people exposed to tropical cyclones, mortality risk in low-income countries
is approximately
A. The same as in high-income countries
B. Lower than risks in high-income countries
C. Higher than high-income countries
D. Dependent on the population of children
4. Appropriate environmental management can reduce the risk of disasters occurring by

A. Improving coastal management and flood risk reduction
B. Reducing risk of drought, sand storm and hazardous fires
C. Regulating flood waters
D. All of the above
5. The ability to face and manage adverse conditions using available resources and skills is
A. Responsiveness
B. Capacity
C. Risk Management
D. Awareness
ENRICHMENT
1. Ask the learners to research on past disasters that happened in the Philippines
2. By applying any of the key principles/components of DRR, discuss how we can reduce future
occurrence of similar events.
3. Ask learners to write an essay/reflection paper as an assignment.
241
Community-based Disaster Risk

Reduction and Management
Content Standard
The learners demonstrate understanding of disaster risk reduction.
LESSON OUTLINE
develop a community emergency preparedness plan and community Instruction Good Practices for DRR 40
disaster preparedness plan to minimize vulnerability and disaster risk in the Enrichment Research on Past Disasters 10
community and avoid or limit adverse impacts of hazards.
Suggested Resources
Learning Competency (1) International Strategy for Disaster Reduction. (2007).
The learners are able to: Towards a Culture of Prevention: Disaster Risk Reduction
discuss different community-based practices for managing disaster risk to Begins at School. Retrieved from http://www.unisdr.org/
specific hazards (DRR11/12-IIg-h-44) files/761_education-good-practices.pdf
Specific Learning Outcome (2) United Nations Office for Disaster Risk Reduction. (n.d.).
At the end of the lesson, the learners will be able to: Terminlogy - unisdr. Retrieved from https://
1. know different practices for disaster management www.unisdr.org/we/inform/terminology
1. I can learn about the good / best practices in disaster risk reduction management
Pre-test
1. What are the best practices in disaster risk reduction management in your community?

Good Practices for DRR
In this lecture, Four (4) initiatives done in different parts of the world are presented. These are
considered good practices, they provide an indication of the successes achieved so far and an idea of
what could be achieved in the future
By the end of this module, the learners will be asked to identify the key points why the following are
considered best practices, and will be asked to come up with their own plan to develop a community
based practice for managing a particular hazard.
Two projects are about raising awareness, namely:

1. School Children as Disaster Risk Reduction Catalysts and Initiators (Thailand)
2. Teaching Guide and Quiz Competitions Help Enhance Preparedness (Grenada)
And another two in promoting prevention

1. Children Assess their Own Vulnerabilities, Plan Risk Reduction (Philippines)
2. Annual Earthquake and Safety Drills in all Schools across the Country
243
SCHOOL CHILDREN AS DISASTER RISK REDUCTION CATALYSTS AND INITIATORS (THAILAND)
Only after the December 2004 Asian Tsunami disaster that disaster risk reduction has been a focus of interest in Thailand . In 2006, a project
called "Child-Led Disaster Risk Reduction (CLDRR) in Thailand Project" was initiated. The basic principle of the project was children and
youth can play an active role in community affairs that are relevant to them, especially if they are appropriately trained and supported by
adults
This is done by:

(1) building children's knowledge of disaster risk reduction (DRR) and community risk;
(2) building the capacity of children for DRR actions within their communities through educational campaigns; and (3) sensitizing adults
(schools and communities) on the importance of involving children in DRR and other issues relevant to them.
The role of the project is to:

1. Promote the idea of "child-led DRR among tsunami-affected communities" among its local partners by means of material,
presentations and visits;
2. Build the CLDRR capacity of local partners' staff and volunteers through training workshops on key DRR concepts, how to develop
community risk and resource maps, how to conduct an educational campaign for DRR in a community setting, and other refresher training
as needed by local partners; and
3. Provide technical and other support for the Project design and implementation process, including developing a training toolkit/manual
on CLDRR, on-the-job training for partners, and regular monitoring visits to Project locations.
IMPACTS LESSONS LEARNED
Children and teachers have received information and instruction on how Support from adults, especially from teachers, community members and
to cope better with disasters. project staff, is a key success factor
Teachers have been exposed to new alternative approaches to child- Children can and are willing to participate
centered learning, new issues on disaster risk reduction and a starting Children participatory projects must involve both children and adults
point for including DRR into their school curricula.
Targeted communities have benefited from learning from the children
and are making use of the children's outputs such as risk and resource
maps and educational campaigns
TEACHING GUIDE AND QUIZ COMPETITIONS HELP ENHANCE PREPAREDNESS (GRENADA)
Grenada is a Caribbean state that gets affected by tropical cyclones. Poor preparedness and response during Hurricane Ivan in 2004
indicated that the awareness and understanding of risk were insufficient in all sectors of their society. A teaching guide intended for Grade 3
to 5 learners on disaster preparedness was developed under the joint coordination of the Ministry of Education and UNICEF in Grenada.
Training sessions were also conducted to train teachers on how to prevent disasters. The teaching guide helped the teachers organize the
annual "National Disaster Awareness Week Primary School Quiz" competition and prepare their learners for the event.

An increase in the participation and level of knowledge of Grade 5 learners in A single teaching guide can make a difference in increasing awareness and
the "National Disaster Awareness Week Primary School Quiz". knowledge of disaster reduction among school learners, teachers and the public
As a result of the training, disaster-related discussions began in school, where at large
teachers and school administrators shared their experiences of Hurricane Ivan Organizers had to be sensitive with regard to the competing schools' workload
and stressed the importance of psychological first aid resources. at that time of year, which includes school activities and commitments
Subsequently, disaster managers learned to incorporate psychological first aid School quiz requires a coordinator with excellent organization skills to manage
into their presentations to schools and school groups. the scope of preparations necessary for a national-level activity. Also, the
support from the body which has control over primary schools (i.e. DepEd)
CHILDREN ASSESS THEIR OWN VULNERABILITIES, PLAN RISK REDUCTION (PHILIPPINES)

More than half of the population at risk in the Philippines is children, yet their specific vulnerabilities, needs and capacities have not been
addressed, nor has their potential role in disaster risk reduction (DRR) been recognized. To address this, a project called Child-Oriented
Participatory Risk Assessment and Planning (COPRAP) was implemented. The project promoted disaster planning for children through
development of tools that help children identify their own needs, vulnerabilities and capacities. Subsequently, the community adopted DRR
measures that benefited both the children and the rest of the community. More importantly, the Project paved the way for local-level
initiatives towards an integrated and sustainable approach to development

The project was sustainable and it paved the way for local level initiatives toward Children can play specific roles before, during and after a disaster such as
an integrated and sustainable approach to development. preparation of supplies or other basic needs
It debunked the notion that disaster management is solely the responsibility of In addition to food and clothing, children have a primary need for educational
adults material such as books, bags, pencils and notebooks.
Questionnaires and activities help understand the needs of a community before,
during and after a disaster.
245
ANNUAL EARTHQUAKE AND SAFETY DRILLS IN ALL SCHOOLS ACROSS THE COUNTRY
Iran has sought to educate children and youngsters on disaster preparedness at all school levels on a national scale, in both urban and rural
areas. Earthquake and Safety programs have been carried out in the country since 1991 by the Iran-based International Institute of
Earthquake Engineering and Seismology (IIEES), and school safety programs have been under way since 1996.
The Initiative, called Earthquake and Safety Drills in Schools, is part of a series of activities aimed at protecting people, especially children,
from the impacts of future earthquakes. The Initiative also involves developing and implementing a comprehensive program that addresses
all groups in society.

The drills have helped expand a seismic safety culture, spread the drill Education plays a key role in promoting safety measures against earthquakes
experience to non-school areas, and make Earthquake and Safety a national and spreading them in the society.
activity. A major challenge initially was to secure the cooperation of many institutions
Promotes a culture of safety at all levels of society and organizations such as mass media . This was overcome through persistent
Increase childrens knowledge, and share this knowledge with their families, advocacy and continuous follow-up to secure cooperation of many institutions.
friends and community

1. Ask the learners to research on other best-practices in Disaster Risk Reduction management
2. Ask the learners to choose a particular hazard, what practices can they institute in your own school
or community similar to those described above.
Community Preparedness Plan
Content Standard
The learners demonstrate understanding of disaster risk reduction. LESSON OUTLINE
Performance Standard Introduction Communicating Learning Objectives 5
Instruction Lecture: Themes of Disaster Risk 45
develop a community emergency preparedness plan and community Reduction Management Framework
disaster preparedness plan to minimize vulnerability and disaster risk in the
community and avoid or limit adverse impacts of hazards. Evaluation Thematic Areas 10

The learners are able to: (1) National Disaster Risk Reduction and Management
Council. (2011). National Disaster Risk Reduction and
develop a community preparedness plan (DRR11/12-IIg-h-45)
Management Plan 2011!2028. Retrieved from http://
www.ndrrmc.gov.ph/attachments/article/41/
Specific Learning Outcome: NDRRM_Plan_2011-2028.pdf
At the end of the lesson, the learners will be able to: (2) United Nations Office for Disaster Risk Reduction. (n.d.).
1. know the four themes in disaster risk reduction management framework Terminlogy - unisdr. Retrieved from https://
that will help them in creating their own community preparedness plans www.unisdr.org/we/inform/terminology
247
1. I can identify the elements of a disaster plan.
Pre-test
1. What is a disaster risk reduction plan?

Good Practices for DRR
The National Disaster Risk Reduction and Management Plan aims to provide policies, plans and
programs to deal with disasters in the Philippines. It also serves as the principal guide to disaster risk
reduction and management (DRRM) efforts to the country. The Framework envisions a country of
safer, adaptive and disaster resilient Filipino communities toward sustainable development.
Four (4) themes in disaster risk reduction management framework

1. Disaster prevention and mitigation
2. Disaster preparedness
3. Disaster response
4. Disaster rehabilitation and recovery
Definition of Terms:
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 infrastructure to eliminate certain risks, land use regulation
that do not permit any settlement in high-risk zones and seismic engineering designs that ensure the
integrity of building in an earthquake.
Disaster mitigation the lessening or limitation of the adverse impacts of hazards and related
disasters. Mitigation measures encompass engineering techniques and hazard-resilient construction as
well as improved environmental policies and public awareness.
Disaster preparedness the knowledge and capacities developed by governments, professional
response and recovery organizations, communities and individuals to effectively anticipate respond to,
and recover from, the impacts of likely, imminent or current hazard events or conditions
Disaster response - The provision of emergency services and public assistance during or immediately
after a disaster in order to save lives, reduce health impacts, ensure public safety and meet the basic
subsistence needs of the people affected.
Disaster rehabilitation and recovery - The restoration, and improvement where appropriate, of
facilities, livelihoods and living conditions of disaster-affected communities, including efforts to reduce
disaster risk factors, in accordance with the principle of build back better.
Rehabilitation measures that ensure the ability of affected communities and/or areas to restore their
normal level of function by rebuilding livelihood and damaged infrastructure and increasing the
communities organizational capacity.
The concepts of the thematic areas discussed above are not mutually exclusive, their concepts and
activities involved overlap, with no clear distinction over time.
(1) They mutually reinforce each other - Activities under each of the areas may affect each other.
For instance, appropriate prevention and mitigation can complement the level of
preparedness in a community.
(2) They do not, should not and cannot stand alone - Equal attention should be given to all
areas.
(3) They have no clear starting or ending points - Activities can be under several priority areas.
Note: Reduce peoples vulnerabilities and increase their capacities.
The outcomes of the activities could be focused on a specific area but should be considered as a part
of the whole plan. The table below lists the activities involved and illustrates the overlap between the
different thematic areas.
249
EVALUATION
PREVENTION AND REHABILITATION AND PREVENTION AND

PREPAREDNESS RESPONSE
MITIGATION RECOVERY MITIGATION
Disaster risk reduction in national and local plans and

programs. Hazard and risk mapping.
Activities related to ensuring the (a) people are

prepared and (b) response will be carried out efficiently
and effectively
Restoration of life lines and basic infrastructure. Early

recovery
Long term recovery and prevention and mitigation

building back better
To better understand how this applies to disaster planning, the following are the roles and overall goals of some government agencies in the
context of the 4 thematic areas.
DISASTER PREVENTION AND MITIGATION

GOAL: Avoid hazards and mitigate their potential impacts by reducing vulnerabilities and exposure and
DEPARTMENT OF enhancing capacities of communities
SCIENCE AND
TECHNOLOGY Reduce vulnerabilities and exposure of communities to health hazards
Enhance capacities of communities to reduce their own risks and cope with the impacts of all hazards
DISASTER PREPAREDNESS
GOAL: Establish and strengthen capacities of communities to anticipate, cope and recover from the negative
impacts of emergency occurrences and disasters
DEPARTMENT OF THE Increase level of awareness of the community to threats and impacts of all hazards
INTERIOR AND LOCAL Equip the community with necessary skills to cope with the negative impacts of a disaster
GOVERNMENT
Increase the capacity of a community
Develop and implement disaster preparedness policies and plans
Strengthen partnership among all key stakeholders
DISASTER RESPONSE
GOAL: Provide life preservation and meet the basic subsistence needs of affected population based in
acceptable standards during or immediately after a disaster
DEPARTMENT OF
SOCIAL WELFARE AND
1. Decrease the number of preventable deaths and injuries
DEVELOPMENT
2. Provide basic subsistence needs of affected population
3. Immediately restore basic social services
DISASTER REHABILITATION AND RECOVERY

GOAL: Restore and improve facilities, livelihood and living conditions and organization capacities of affected
communities, and reduce disaster risks in accordance with the build back better principle
NATIONAL ECONOMIC
AND DEVELOPMENT 1. Restore peoples means of livelihood and continuity of economic activities
AUTHORITY 2. Restore shelter and other installations
3. Reconstruct infrastructure and other public utilities
4. Assist in the physical and psychological rehabilitation of persons who suffered from the effects of disaster
251
EVALUATION (10 MINS) Teacher Tips:
Identify which thematic area a particular activity falls under Following answer key is just a guide,
1. Risk and hazard maps the activities can cover more than 1
2. Strengthen rescue operations thematic area.
3. Disaster Risk Reduction in school curricula
4. Design and construction of resilient school buildings Answer
5. More efficient insurance system 1. Prevention and mitigation /
6. Increase community capacities preparedness
2. Response
3. Preparedness
ENRICHMENT 4. Preparedness / rehabilitation
1. With the thematic areas in mind, ask the learners to formulate a disaster plan in your community by and recovery
thinking of at least 2 activities in each area that can be locally done for a common hazard. 5. Mitigation / preparedness /
recovery / response
6. Mitigation / preparedness
Survival Kit
LESSON OUTLINE
Content Standard
The learners demonstrate understanding of disaster risk reduction. Introduction Communicating Learning Objectives 10
Performance Standard Instruction Lecture: Themes of Disaster Risk 40

The learners shall be able to: Reduction Management Framework
develop a community emergency preparedness plan and community Practice Preparation of Disaster Kits 10
disaster preparedness plan to minimize vulnerability and disaster risk in the
community and avoid or limit adverse impacts of hazards. Suggested Resources
(1) Centers for Disease Control and Prevention. (2014).
Learning Competency Emergency supplies for earthquake preparedness.
The learners are able to: Retrieved from http://emergency.cdc.gov/disasters/
prepare survival kits and materials for ones family and for public earthquakes/supplies.asp
information and advocacy (DRR11/12-IIg-h-46) (2) Department of Homeland Security. (n.d.). Basic disaster
supplies kit. Retrieved from http://www.ready.gov/kit
(3) Philippine Red Cross. (n.d.). Red cross lifeline kit: Be ready
Specific Learning Outcome:
At the end of the lesson, the learners will be able to: all the time! Retrieved from http://www.redcross.org.ph/
get-involved/volunteer/item/837-red-cross-lifeline-kit-be-
1. prepare their own disaster kit
ready-all-the-time
United Nations Office for Disaster Risk Reduction.
Retrieved from http://www.unisdr.org/
253
1. I can prepare essential items needed for a disaster kit
Pre-test
Emergency / disaster supply kit is bag that contains supplies that one would require to survive when
evacuating from disaster.
1. For how long should supplies in a disaster kit last?
2. What items are vital to a disaster kit?
3. Would disaster kits depend on the type of hazard?

The first 72 hours after a disaster is critical. Supply of water, food, electricity, communication lines may
not be available. In addition, access to public safety services, rescue, clinics or hospitals may not be
possible. Hence, individuals should be prepared to be self-reliant and be able to survive for at least 3
days or 72 hours.
Basic emergency / disaster kit items are commonly found in households already like flashlight, battery
or crank operated radio. Food, water and blanket. The kit must be organized, easy to find and easy to
carry, and should be checked every 6 months to make sure the items are in good condition. The
following are the items essential in a disaster kit:
1. Water
2. Food
3. Tools
A. Personal effects and hygiene kit
B. Important family documents and money
C. First aid kit
WATER FOOD
A person can survive without food intake for 5 days as long Store only non-perishable food such as canned foods (easy-to-
as there is water intake. Prepare clean water in clean airtight open), crackers, dried fruit, dry cereal
containers for washing, drinking and cooking: Juice (canned, tetra-pack)
4 liters per person per day (1 liter for drinking and 3 liters for Food should be sufficient for three days consumption of every
sanitation) family member.
Disposable plates and utensils.
TOOLS IMPORTANT FAMILY DOCUMENTS AND MONEY

Maps with indication of evacuation sites and routes Keep these in a plastic envelope or any waterproof container
Whistle Money should be in the form of cash and loose change (atm
Flashlight with extra batteries (or self-powered flashlight) machines may not be working)
List of Emergency numbers to call Prepaid cards
Multi-purpose knife List of important information (security insurance number, driver's
Matches or lighter and candles license, passport number, bank account details, insurance policy,
AM radio transistor with extra batteries or self-powered etc.)
Blankets Important documents: Birth certificates, passport, marriage
Sleeping bag contract, diploma, insurance certificates, land titles, etc.
PERSONAL EFFECTS AND HYGIENE KIT FIRST AID KIT

Extra Clothing (Short and long sleeved shirts, pants, jackets, Disposable Gloves
socks, etc.) Adhesive Strips
Undergarments Sterile medical tap
Antibacterial soap Thermometer
Toothbrushes Adhesive Bandage
Toothpaste First aid manual
Comb/ hair brush Pain reliever and antibiotics
Tissue paper Anti-diarrhea medication
Prescription medication (if needed)
255
THINGS THAT ARE GOOD TO HAVE AVOID
Scissors Salty or sugary food as this will make you thirsty
Hard closed shoe (you may need to walk through debris) Food cans opened for more than 2 hours
Milk and fruit juice as they easily spoil
Toys, books, puzzle, other activities for children
Opening your refrigerator constantly (when power is out)

1. Ask the learners to think of other essential items for a disaster kit
2. Ask the learners to prepare a disaster kit in their household and/or
3. Ask the learners to make a poster conveying the importance of a disaster kit, and present them in their home, school and/or community.
The Philippine Disaster Risk Reduction

and Management Law
Content Standard
The learners develop a community emergency preparedness plan and LESSON OUTLINE
community disaster preparedness plan to minimize vulnerability and disaster
Introduction Review 5
risk in the community and avoid or limit adverse impacts of hazards.
Motivation Role Playing 40
The learners shall be able to: Instruction Discussion of RA 10121 and its IRR 60
able to develop a community disaster preparedness plan to minimize Evaluation Situational Reports 40
vulnerability and disaster risk in the community and avoid or limit adverse
impacts of hazards. Evaluation Quiz 35
Learning Competencies Enrichment Group Work

explain DRR-related laws and policies. (DRR11/12-IIi-j-47); Cartolina or Manila paper, permanent markers
avail of existing DRR-related services, programs, and projects. Suggested Resources
(DRR11/12-IIi-j-48); and (1) National Disaster Risk Reduction and Management Council
abide by public policies on DRRM. (DRR11/12-IIi-j-49) website. http://www.ndrrmc.gov.ph
(2) Philippine National Disaster Response Pillar. http://
Specific Learning Outcomes: www.reponseops.ph
At the end of the lesson, the learners will be able to: (3) Policy and Procedures Writing Guide. Boise State University.
1. understand and explain Republic Act 10121: Philippine Disaster Risk http://policy.boisestate.edu/policy-writing-guide/
Reduction Management Act of 2010 and its Implementing Rules and (4) Republic Act No. 10121. Official Gazette . http://www.gov.ph/
Regulations; 2010/05/27/republic-act-no-10121/
(5) Republic Act No. 10121 Implementing Rules and Regulations.
2. avail of existing DRR-related services programs and projects;
http://www.ndrrmc.gov.ph/attachments/article/95/
3. have access on information resources from the government in terms of Implementing_Rules_and_Regulartion_RA_10121.pdf
projects and programs of DRRM; and
4. abide by public policies on DRRM
257
You may opt to make a conceptual map of
Review
disaster risk reduction for the learners to
1. Ask the learners what they remember about Disaster Risk Reduction (DRR) and Disaster Risk supply associated terms and let them
Reduction Management (DRRM). explain.
2. Reiterate the community emergency preparedness plan and community disaster preparedness plan
that they have developed.

I. I will understand the Philippine Disaster Risk Reduction Law of 2010 (RA 10121).
II. I will learn about the implementing rules and regulations of RA 10121.
III. I will be able to avail of existing DRR-related services programs and projects.
IV. I will have access to the information and resources from the government in terms of projects and
programs with regards to DRR.
V. I will be able to abide by public policies on DRRM.
MOTIVATION (40 MINUTES)

Role Playing Teacher Tip:
1. Tell the learners that they would be part of the LGU and stakeholders and would make their own Policy definition: (Merriam-Webster
laws/rules/policies when a disaster strikes. dictionary)
A definite course or method of action
2. Divide the class into five groups. Each group will be given a scenario and a set of roles that they will
selected from among alternatives and
play. in light of given conditions to guide and
3. Hypothetically, all of the groups are living in the same area but will be dealing with different hazards determine present and future decisions.
A high-level overall plan embracing the
and possible disasters.
general goals and acceptable
4. The learners are tasked to make policies regarding their specific scenario. Using the disaster procedures especially of a government
preparedness plan that they have come up with, they need to make concrete procedures or steps of body.
how to deal with the possible disasters that they are assigned to. They also need to take note of the
dos and donts before, during, and after a disaster.
5. Learners will be given time to read their roles and discuss the policies that they want to implement
in regards to the possible disasters. Ideally, 15 minutes is given.
6. They will be given cartolinas/manila papers and permanent markers to write their policies. Teacher Tip:
7. After which, groups will be given a maximum of 5 minutes each to report their policies. There are six (6) roles that learners may be
put into. If the group consists of more than
8. The class will then compare the policies for the different hazards. 6 learners, you may opt to repeat certain
9. Similarities and differences will be pointed out for each of the policies. roles- ordinary residents, farmers, etc. You
may also add roles that you think are
10. Impose the following question to the learners: Which policy should be used if there are multiple appropriate in your area, e.g. cattle raisers,
disasters that occur, e.g. a storm is passing through as a volcano erupts (in the case of the 1991 religious leaders, etc.
Pinatubo eruption), fire has occurred due to an earthquake, etc.?
The roles represent the different sectors in a
community:
A. Politicians - government
B. Businesspeople business sector
INSTRUCTION (30 MINS) C. Stay-at-home residents ordinary
Discussion of RA 10121 resident
D. Social worker
1. There should only be one policy which governs all disaster risk reduction management in the
E. Farmer agricultural sector
Philippines. F. Doctor/nurse health sector
2. The teacher will discuss RA 10121 or the Philippine Disaster Risk Reduction Management (DRRM)
The format of how to write a policy is also
Act of 2010.
included at the Role Playing kit.
3. Learners will be tasked to take note the similarities and differences with their drafted policy.
Important details of the law:

1. RA 10121: An Act Strengthening the Philippine Disaster Risk Reduction and Management System,
providing for the National Disaster Risk Reduction and Management Framework and
institutionalizing the National Disaster Risk Reduction and Management Plan, appropriating funds
therefor and for other purposes.
2. Title: Philippine Disaster Risk Reduction and Management Act of 2010
3. Road Map of RA 10121: 21 years in the making, 7 congress, 4 administrations
4. Framework of National Disaster Risk Reduction Management
I. Serves as conceptual guide to all local and national efforts concerning DRRM
II. Shifts countrys paradigm and approach from reactive disaster management to proactive disaster
risk reduction.
III. Goal: Safer, adaptive and disaster-resilient Filipino communities towards sustainable
development.
259
PARADIGM SHIFT
Top-down and centralized Bottom-up and participatory

disaster management disaster risk reduction
Disasters as merely a function of Disaster mainly a reflection and

physical hazards peoples vulnerability
Integrated approach to genuine

Focus on disaster response and
social and human development
anticipation
to reduce disaster risk
Image from Primer on the Disaster Risk Reduction and Management (DRRM) Act of 2010 by DRRNetPhils.
SUMMARY OF THE LAW

I. Declaration of Policy and Definition of Terms (Sections 2 and 3) IV. Operational procedures
II. Declaration of Scope (Section 4) A. Coordination during emergencies (Section 15)
III. Creation of Institutions: B. Declaration of state of calamity (Section 16)
A. National Disaster Risk Reduction and Management Council C. Remedial measures (Section 17)
(Sections 5, 6, 7) D. Humanitarian assistance (Section 18)
B. Office of the Civil Defense (Sections 8, 9) V. Prohibited acts and Penal Clause (Sections 19, 20)
C. Regional and local DRRM Organization (Sections 10, 11, VI. Funding schemes (Sections 21, 22, 23)
12) VII. Annual report, IRR, Oversight committee, Sunset review
D. Mechanism for Disaster Volunteers (Section 13) (Sections 24, 25, 26, 27)
IV. Education and Training in DRR (Section 14) VIII.Repealing Clause, Separability Clause, Effectivity Clause
(Sections 28, 29,30)
POLICIES OF THE LAW (SECTION 2)
A. Uphold the peoples constitutional rights to life and property by F. Adopt and implement a coherent, comprehensive, integrated,
addressing the root causes of vulnerabilities to disasters, efficient and responsive disaster risk reduction program
strengthening the countrys institutional capacity for disaster risk incorporated in the development plan at various levels of
reduction and management and building the resilience of local government adhering to the principles of good governance such
communities to disasters including climate change impacts. as transparency and accountability within the context of poverty
B. Adhere to and adopt the universal norms, principles and alleviation and environmental protection
standards of humanitarian assistance and the global effort on risk G. Mainstream disaster risk reduction and climate change in
reduction as concrete expression of the countrys commitment to development processes such as policy formulation,
overcome human sufferings due to recurring disasters socioeconomic development planning, budgeting, and
C. Incorporate internationally accepted principles of disaster risk governance, particularly in the areas of environment, agriculture,
management in the creation and implementation of national, water, energy, health, education, poverty reduction, land-use and
regional, and local sustainable development and poverty urban planning, and public infrastructure and housing, among
reduction strategies, policies, plans and budgets others
D. Adopt a disaster risk reduction and management approach that is H. Institutionalize the policies, structures, coordination mechanisms
holistic, comprehensive, integrated, and proactive in lessening the and programs with continuing budget appropriation on disaster
socioeconomic and environmental impacts of disasters including risk reduction from national down to local levels towards building
climate change, and promote the involvement and participation of a disaster-resilient nation and communities.
all sectors and all stakeholders concerned, at all levels especially I. Mainstream disaster risk reduction into the peace process and
the local community conflict resolution approaches in order to minimize loss of lives
E. Develop, promote, and implement a comprehensive National and damage to property, and ensure that communities in conflict
Disaster Risk Reduction and Management Plan (NDRRMP) that zones can immediately go back to their normal lives during
aims to strengthen the capacity of the national government and periods of intermittent conflicts
the local government units (LGUs), together with partner J. Ensure that disaster risk reduction and climate change measures
stakeholders, to build the disaster resilience of communities, and are gender responsive, sensitive to indigenous know ledge
to institutionalize arrangements and measures for reducing systems, and respectful of human rights
disaster risks, including projected climate risks, and enhancing
disaster preparedness and response capabilities at all levels
261
POLICIES OF THE LAW (SECTION 2)
K. Recognize the local risk patterns across the country and strengthen the capacity of LGUs for disaster risk reduction and management
through decentralized powers, responsibilities, and resources at the regional and local levels
L. Recognize and strengthen the capacities of LGUs and communities in mitigating and preparing for, responding to, and recovering from
the impact of disasters
M. Engage the participation of civil society organizations (CSOs), the private sector and volunteers in the governments disaster risk reduction
programs towards complementation of resources and effective delivery of services to the Citizenry
N. Develop and strengthen the capacities of vulnerable and marginalized groups to mitigate, prepare for, respond to, and recover from the
effects of disasters
O. Enhance and implement a program where humanitarian aid workers, communities, health professionals, government aid agencies, donors,
and the media are educated and trained on how they can actively support breastfeeding before and during a disaster and/or an
emergency
P. Provide maximum care, assistance and services to individuals and families affected by disaster, implement emergency rehabilitation
projects to lessen the impact of disaster, and facilitate resumption of normal social and economic activities.
DISCUSSION of RA 10121 IRR (30 mins)

1. Discussion on the structure and functions of the National Disaster Risk Reduction and Management Teacher Tip:
Council NDRRMC. You may opt to prepare the discussion
ahead of time. In some parts which has
2. Disaster Risk Reduction and Management Council Organizational Network many details, you may give examples or ask
the learners to give examples based on
what they have learned about DRR.
!
National Disaster Risk Reduction

and Management Council
(NDRRMC)
Regional Disaster Risk Reduction

and Management Councils
(RDRRMC)
Provincial Disaster Risk Reduction Collectively, these councils

and Management Councils
are known as the Local
(PDRRMC)
Disaster Risk Reduction and
Management Councils
City Disaster Risk Municipal Disaster Risk (LDRRMCs)
Reduction and Reduction and
Management Councils Management Councils
(CDRRMC) (MDRRMC)
Barangay Disaster Risk Barangay Disaster Risk

Reduction and Reduction and
Management Management
Committees Committees
263
!
MEMBERS OF THE NATIONAL COUNCIL
14 LINE 12 GOVT 1 QUASI-GOVT 5 LGU 4 CIVIL SOCIETY 1 PRIVATE OCD EXEC

DEPARTMENTS AGENCIES 2 GFIs LEAGUES ORGS ORG
AGENCY ADMIN WITH
RANK OF
UNDER-
SECRETARY
DOH EXEC SEC. GSIS PNRC ULAP
DENR OPAPP SSS LPP
DA CHED LCP
DEPED AFP LMP
DOE PNP LMB
DOF NATL PRESS
DTI SEC.
! DOTC NAPCVDC
DBM National
DPWH Commission
DFA on Role of
DOJ Filipino The representatives from the CSOs and the
DOLE Women private sector shall be selected from among
DOT HUDCC
Climate their respective ranks based on the criteria and
Change
Commission
mechanisms to be set for this purpose by the
PhilHealth National Council.
Chairperson:
Department of National Defense (DND) Secretary
VC for Disaster VC#for#Disaster#Response:! VC#for#Disaster#Preven3on# VC#for#Disaster#

Preparedness: Department!of!Social! and#Mi3ga3on:! Rehabilita3on#and#
Department of the Welfare!and!Development! Department!of!Science!and! Recovery:!Na;onal!
Interior and Local (DSWD)!Secretary! Technology!(DOST)! Economic!and!
Government (DILG) Secretary! Development!Authority!
Secretary (NEDA)!Director?General!
ABBREVIATIONS
DOH Department of Health OPAPP Office of the Presidential Adviser on the Peace
Process
DENR Department of Environment and Natural Resources CHED Commission on Higher Education
DA Department of Agriculture AFP Armed Forces of the Philippines
DEPED Department of Education PNP Philippine National Police
DOE Department of Energy NAPCVDC National Anti Poverty Commission - Victims of

Disasters and Calamities
DOF Department of Finance HUDCC Housing and Urban Development Coordinating

Council
DTI Department of Trade and Industry PhilHealth Philippine Health Insurance Corporation
DOTC Department of Transportation and Communications GSIS Government Service Insurance System
DBM Department of Budget and Management SSS Social Security System
DPWH Department of Public Works and Highways PNRC Philippine National Red Cross
DFA Department of Foreign Affairs ULAP Union of Local Authorities of the Philippines
DOJ Department of Justice LPP League of Provinces of the Philippines
DOLE Department of Labor and Employment LCP League of Cities of the Philippines
DOT Department of Tourism LMP League of Municipalities of the Philippines
GFIs Government Financial Institutions LMB Liga ng mga Barangay
LGU Local Government Unit OCD Office of Civil Defense
VC Vice Chair
265
FUNCTIONS OF THE NDRRMC G. Monitor the development and enforcement by agencies and
A. Develop a NDRRM Framework (NDRRMF) which shall provide for organizations of the various laws, guidelines, codes or technical
a comprehensive, all-hazards, multi-sectoral, inter-agency and standards required by this Act.
community-based approach to disaster risk reduction and H. Manage and mobilize resources for disaster risk reduction and
management. The Framework shall serve as the principal guide management including the National Disaster Risk Reduction and
to disaster risk reduction and management efforts in the country Management Fund.
and shall be reviewed on a five (5)-year interval, or as may be I. Monitor and provide the necessary guidelines and procedures.
deemed necessary, in order to ensure its relevance to the times. on the Local Disaster Risk Reduction and Management Fund
B. Ensure that the NDRRM Plan (NDRRMP) is consistent with the (LDRRMF) releases as well as utilization, accounting and auditing
NDRRMF. thereof.
C. Advise the President on the status of disaster preparedness, J. Develop assessment tools on the existing and potential hazards
prevention, mitigation, response and rehabilitation operations and risks brought about by climate change to vulnerable areas
being undertaken by the government, CSOs, private sector, and and ecosystems in coordination with the Climate Change
volunteers; recommend to the President the declaration of a Commission.
state of calamity in areas extensively damaged; and submit K. Develop vertical and horizontal coordination mechanisms for a
proposals to restore normalcy in the affected areas, to include more coherent implementation of disaster risk reduction and
calamity fund allocation. management policies and programs by sectoral agencies and
D. Ensure a multi-stakeholder participation in the development, LGUs.
updating, and sharing of a Disaster Risk Reduction and L. Formulate a national institutional capability building program for
Management Information System and Geographic Information disaster risk reduction and management to address the specific
System-based national risk map as policy, planning and decision- weaknesses of various government agencies and LGUs, based
making tools. on the results of a biennial baseline assessment and studies.
E. Establish a national early warning and emergency alert system to M. Formulate, harmonize, and translate into policies a national
provide accurate and timely advice to national or local agenda for research and technology development on disaster
emergency response organizations and to the general public risk reduction and management.
through diverse mass media to include digital and analog
N. In coordination with the Climate Change Commission, formulate
broadcast, cable, satellite television and radio, wireless
and implement a framework for climate change adaptation and
communications, and landline communications.
disaster risk reduction and management from which all policies,
F. Develop appropriate risk transfer mechanisms that shall programs, and projects shall be based.
guarantee social and economic protection and increase
resiliency in the face of disaster.
FUNCTIONS OF THE NDRRMC FUNCTIONS OF THE LDRRMCS
O. Constitute a technical management group composed of A. Approve, monitor and evaluate the implementation of the
representatives of the abovementioned departments, offices, LDRRMPs and regularly review and test the plan consistent with
and organizations, that shall coordinate and meet as often as other national and local planning programs.
necessary to effectively manage and sustain national efforts on B. Ensure the integration of disaster risk reduction and climate
disaster risk reduction and management. change adaptation into local development plans, programs and
P. Task the OCD to conduct periodic assessment and performance budgets as a strategy in sustainable development and poverty
monitoring of the member-agencies of the NDRRMC, and the reduction.
Regional Disaster Risk Reduction and Management Councils C. Recommend the implementation of forced or preemptive
(RDRRMCs), as defined in the NDRRMP. evacuation of local residents, if necessary.
Q. Coordinate or oversee the Implementation of the countrys D. Convene the local council once every three (3) months or as
obligations with disaster management treaties to which it IS a necessary.
party and see to It that the countrys disaster management treaty
obligations be incorporated in its disaster risk reduction and
DISASTER VOLUNTEERS
management frameworks, policies, plans, programs and A. Mobilization of volunteers may be undertaken by government
projects. agencies, civil service organizations, private sector, and local
government units.
FUNCTIONS OF THE RDRRMC B. Enhancement, welfare, and protection of the volunteers will be
A. Coordinate, integrate, supervise, and evaluate the activities of
the responsibility of the agencies, civil service organizations,
the local disaster risk reduction and management councils
private sector, or local government unit which assembled them.
B. Responsible in ensuring disaster sensitive regional development
C. Accreditation and inclusion in the database of community
plans, and in case of emergencies shall convene the different
disaster volunteers are done at municipal or city level.
regional line agencies and concerned institutions and
D. Volunteers will follow guidelines set by the NDRRMC.
authorities.
E. Volunteers are entitled to compensatory benefits and insurance
C. Establish an operating facility to be known as the Regional
under the guidelines.
Disaster Risk Reduction and Management Operations Center
(RDRRMC) whenever necessary
EDUCATION AND TRAINING
A. DRR education is integrated into the school curricula of
secondary and tertiary level of education including formal and
nonformal, technical-vocational, indigenous learning, and out-of-
school youth courses and programs.
267
EDUCATION AND TRAINING REMEDIAL MEASURES (MANDATORY
B. SK councils together with the DRRMCs shall encourage the IMMEDIATE UNDERTAKING OF THE MEASURES
youth to participate in DRRM activities, e.g. quick response
WHEN STATE OF CALAMITY IS DECLARED)
groups. DRRM shall be part of SK programs and projects. A. Imposition of price ceiling on basic necessities and prime
C. Mandatory training of public sector employees in emergency commodities by the President upon the recommendation of the
response and preparedness shall be undertaken. implementing agency.
B. Monitoring, prevention and control by the Local Price
COORDINATION DURING EMERGENCIES Coordination Council of overpricing/profiteering and hoarding
A. LDRRMCs shall take the lead in preparing for, responding to, of prime commodities, medicines and petroleum products.
and recovering from the effects of any disaster C. Programming/reprogramming of funds for the repair and safety
B. BDC, if barangay is affected upgrading of public infrastructures and facilities.
C. City/municipal DRRMC, if two or more barangays are affected D. Granting of no-interest loans by government financing or
D. Provincial DRRMC, if two or more cities/municipalities are lending institutions to the most affected section of the
affected population through their cooperatives or peoples organizations.
E. Regional DRRMC, if two or more provinces are affected
F. NDRRMC, if two or more regions are affected INTERNATIONAL HUMANITARIAN ASSISTANCE
A. Importation and donation of food, clothing, medicine and
G. NDRRMC and LDRRMCs support LGUs which have primary
equipment for relief and recovery and other disaster
responsibility as first disaster responders.
management and recovery-related supplies
B. Importations and donations shall be considered as importation
STATE OF CALAMITY and/or donation to the NDRRMC, subject to the approval of the
A. National Council shall recommend to the President of the
Office of the President.
Philippines the declaration and lifting of state of calamity in an
area.
B. Scope of state of calamity can be a cluster of barangays,
PROHIBITED ACTS
A. Dereliction of duties which leads to destruction, loss of lives,
municipalities, cities, provinces, and regions.
critical damage of facilities and misuse of funds.
C. International humanitarian assistance may be necessary.
B. Preventing the entry and distribution of relief goods in disaster-
D. Local sanggunian may also declare and lift the state of calamity stricken areas, including appropriate technology, tools,
upon the recommendation of the LDRRMC. equipment, accessories, disaster teams/experts.
C. Buying, for consumption or resale, from disaster relief agencies
any relief goods, equipment or other and commodities which are
intended for distribution to disaster affected communities.
PROHIBITED ACTS K. Illegal solicitations by persons or organizations representing
D. Buying, for consumption or resale, from the recipient disaster others as defined in the standards and guidelines set by the
affected persons any relief goods, equipment or other aid NDRRMC.
commodities received by them. L. Deliberate use of false at inflated data in support of the request
E. Selling of relief goods, equipment or other aid commodities for funding, relief goods, equipment or other aid commodities
which are intended for distribution to disaster victims. for emergency assistance or livelihood projects.
F. Forcibly seizing relief goods, equipment or other aid M. Tampering with or stealing hazard monitoring and disaster
commodities intended for or consigned to a specific group of preparedness equipment and paraphernalia.
victims or relief agency.
G. Diverting or misdelivery of relief goods, equipment or other aid FUNDING
commodities to persons other than the rightful recipient or A. LDRRM Fund
consignee. (1) Not less than 5% of estimated revenue from regular sources
H. Accepting, possessing, using or disposing relief goods, shall be set aside to support disaster risk management
equipment or other aid commodities not intended for nor activities such as, but not limited to, pre-disaster
consigned to him/her. preparedness programs (training, purchasing life-saving
rescue equipment, supplies and medicines) and post-disaster
I. Misrepresenting the source of relief goods, equipment or other
activities (e.g. payment of premiums on calamity insurance)
aid commodities by:
(2) LDRRMC shall monitor and evaluate the use and
(1) Either covering, replacing or defacing the labels of the
disbursement of the LDRRMF.
containers to make it appear that the goods, equipment or
other aid commodities came from another agency or (3) LDRRMC may transfer the said fund to support disaster risk
persons. reduction work of other LDRRMCs which are declared under
state of calamity upon the recommendation of the LDRRMO
(2) Repacking the! goods, equipment or other aid commodities
and approval of sanggunian concerned.
into containers with different markings to make it appear that
the goods came from another agency or persons or was (4) Thirty percent (30%) shall be allocated as Quick Response
released upon the instance of a particular agency or persons. Fund (QRF) or stand-by fund for relief and recovery programs
in order that situation and living conditions of people in
(3) Making false verbal claim that the goods, equipment or
communities or areas stricken by disasters, calamities,
other and commodity m its untampered original containers
epidemics, or complex emergencies, may be normalized as
actually came from another agency or persons or was
quickly as possible.
released upon the instance of a particular agency or persons.
J. Substituting or replacing relief goods, equipment or other aid
commodities with the same items or inferior/cheaper quality.
269
FUNDING order that situation and living conditions of people in
B. NDRRM Fund communities or areas stricken by disasters, calamities,
(1) NDRRM Fund shall be used for disaster risk reduction or epidemics, or complex emergencies, may be normalized as
mitigation, prevention and preparedness activities such as quickly as possible.
but not limited to training of personnel, procurement of (4) All departments/agencies and LGUs that are allocated with
equipment, and capital expenditures. It can also be utilized DRRM fund shall submit to the NDRRMC their monthly
for relief, recovery, reconstruction and other work or services statements on the utilization of DRRM funds and make an
in connection with natural or human induced calamities accounting thereof in accordance with existing accounting
which may occur during the budget year or those that and auditing rules.
occurred in the past two (2) years from the budget year. (5) All departments, bureaus, offices and agencies of the
(2) The specific amount of the NDRRM Fund and the government are hereby authorized to use a portion of their
appropriate recipient agencies and/or LGUs shall be appropriations to implement projects designed to address
determined upon approval of the President of the Philippines DRRM activities in accordance with the guidelines to be
in accordance with the favorable recommendation of the issued by the NDRRMC in coordination with the DBM.
NDRRMC.
(3) Of the amount appropriated for the NDRRM Fund, thirty C. Funding of the OCD
percent (30%) shall be allocated as Quick Response Fund (1) OCD shall be allocated a budget of one billion pesos (Php
(QRF) or stand-by fund for relief and recovery programs in 1,000,000,000.00) revolving fund.
!
ASSESSMENT (40 MINS) Teacher Tip:

Situational reports on disasters could be
1. After the discussion of the policies and IRR of RA 10121, learners will be given a situational report
downloaded from the NDRRMC website:
on a recent disaster. http://www.ndrrmc.gov.ph/index.php/21-
2. The situational reports will consist of the situation overview, incidents monitored, casualties, disaster-events.
affected population, and damages.
You may want to vary the types of disasters
3. They will be given 20 minutes to identify or assess the following: given to learners. They may get disasters
related to earthquakes, volcanoes,
A. Which DRRMC should be at the forefront of the situation?
landslides and sinkholes,
B. Should a state of calamity be declared? Why or why not? hydrometeorological, or fire.
C. What concrete steps should be taken by the DRRMC given the situation?
4. The learners will submit a written report consisting of their answers to questions.
5. Afterwards, the learners will be given a copy of the full report in which they will know what the actual These are some of the resources for the
DRRMCs have done. projects and programs of the government
concerning DRR:
6. On a separate sheet of paper, the learners will critique if the disaster response of the DRRMCs were 1. Earthquake and volcanic hazards
adequate and appropriate based on RA 10121. PHIVOLCS website (http://
phivolcs.dost.gov.ph)
2. Landslides and other hazards MGB
website (http://mgb.gov.ph)
3. Hydrometeorological hazards
EVALUATION (35 MINS) PAGASA website (http://
pagaasa.dost.gov.ph), Project NOAH
On the projects and programs of the government on DRR (http://noah.dost.gov.ph) and
1. Learners will be asked to research about the projects and programs of the government regarding Philippine Microsatellite Project
(Diwata-1)
DRR. 4. Fire Hazards BFP website (http://
2. They will be assigned government institutions that they will research on (basing on the NDRRMC bfp.gov.ph)
5. Quasigovernment organization on
structure). DRR: Philippine Red Cross website
3. Their task is to find out about recent projects and programs of the government. (http://www.redcross.org.ph)
4. They will write a report regarding the projects and programs. The report will consist of the following Teacher Tip:
This is an open-ended activity wherein
details:
the learners will conduct research,
A. What is the project or program all about? interview their local disaster risk
reduction and management office, and
B. What institution is/was responsible for the project? possibly start a collaborative project with
their LDRRMC
C. Who was/are affected by the project or who can avail of the project?
D. What is/was the duration of the project?
E. How does/did the project address DRRM?
F. Is/Was the project successful in its goals?
G. Are there any suggestions or comments that you have about the project?
5. If the projects/programs are currently happening, the learners will be asked to participate in the
project, in an aspect to be agreed upon with the designated coordinator in each DRRR agency.
Additional activity:
1. The teacher may opt to use some of the website resources and as a hands-on activity wherein learners
will discover/know the current status or monitoring of these agencies concerning DRR.
271
ENRICHMENT Teacher TIp:
1. Divide the learners into groups and ask them to research on the most recent disaster in their This is an open-ended activity wherein
the learners will conduct research,
community. interview their local disaster risk
2. Using the information that they have gathered, they need to determine the following details: reduction and management office, and
possibly start a collaborative project with
A. Under which hazard could the disaster be classified? their LDRRMC
B. How many were affected by the disaster? Who were affected by the disaster?
C. How much damage was caused by the disaster?
D. What concrete steps should have been taken by the local authorities in response to the disaster as
stipulated in RA 10121? Give detailed steps.
3. Afterwards, they will go and interview their LDRRMC regarding the response conducted for the
disaster. They will determine if the steps taken by the LDRRMC were in accordance to RA 10121. They
will also compare the steps that they have formulated to those of LDRRMCs.
4. From there, the learners will also ask about the services, programs, and projects that their LDRRMCs
are conducting.
5. The learners are encouraged or required to be involved in at least a single project conducted by the
LDRRMC.
EVALUATION MEETS EXPECTATIONS NEEDS IMPROVEMENT NOT VISIBLE
ASSESSMENT ON Learner was able to give concrete Learner was only able to give some Learner was unable to give
POLICIES AND IRR steps to be taken by the DRRMCs details involving the disaster but was details on concrete steps taken
in accordance with RA 10121. unable to give concrete steps taken DRRMCs in accordance with RA
DRRMCs in accordance with RA 10121. 10121.
ASSESSMENT ON Learner was able to research and Learner was able to research on a project Learner was unable to research
PROJECTS AND fully explain on a project or or program concerning DRR. However, any project or program of the
PROGRAMS ON DRR program concerning DRR. the learner was unable to explain the government concerning DRR.
project or program properly.
ASSESSMENT ON THE Learner was able to show full Learner was able to show partial Given a particular disaster
LEVEL OF OBEDIENCE obedience to DRRR policies obedience to DRRR policies scenario, learner did not show
ON DRRR POLICIES any indication of obedience to
DRRR policies
ROLE PLAYING KIT
Scenario: You live in an area which is prone to disasters. Unfortunately, your area does not have a set of procedures/protocol to
follow when a disaster strikes. This lack of policy has resulted into chaos and confusion at the time of the disaster causing a lot of
injuries, casualties, and damages. In order to address this problem, a meeting of community stakeholders was called to come up
with policies and procedures. Each group will be assigned a specific hazard that they need to focus on. Each member of the group
will pick a role that they will embody during the discussions. The learners will have to come up with policies taking into
considerations the roles that they play.
HAZARDS ROLES
1. Earthquake Hazards 1. Politician/local government official

2. Volcano Hazards 2. Businessperson
3. Rainfall-induced landslide and sinkhole 3. Stay-at-home resident
4. Hydrometeorological hazards 4. Police/Firefighter (Social worker)
5. Fire Hazard 5. Doctor/nurse
6. Farmer
HOW TO WRITE A POLICY: POLICY FORMAT

A. Policy Number H. Definitions uncommon words or words with meanings unique
B. Effective and Revised Dates to be determined by the policy to higher education should be defined and listed in alphabetical
group order.
C. Policy Title should capture the content of the policy; does not I. Policy Statement provides a rationale for the policy,
include the word policy including underlying philosophy of the policy and what the
policy hopes to accomplish. Section may include a statement
D. Purpose brief statement of the purpose of the policy which of how the policy is related to the institutions core mission
many include a basic explanation for the policy if not apparent and values.
on its face.
II. Procedure includes the steps necessary to comply with the
E. Additional Authority list of statute, regulation, State Board policy, with sufficient detail that end users will readily
policy, Executive Order, or other relevant authority governing the understand how to comply with the policy mandates.
policy. Procedures should be consistent with the policy section.
F. Scope to who or what does the policy apply Forms associated with the procedure should be linked in the
G. Responsible Party list unit, department, college or other document.
pertinent area responsible for administering or enforcing policy.
273
Sample of the policy:
This sample goes directly to the policy statement and the procedures needed.
(Source: http://www.biztree.com/doc/general-safety-policy-D715)
GENERAL SAFETY POLICY

1. Safety General Policy
Providing safe working conditions and maintaining continuity of employment is of continual concern. In this regard, it is important that
adequate policies and procedures be developed and adhered to in order to ensure safe, efficient operating conditions, thereby
safeguarding employees and facilities.
The Company will not knowingly permit unsafe conditions to exist, nor will it permit employees to indulge in unsafe acts. Violations of
Company rules and regulations will result in disciplinary action.
The Company believes that the safety of employees and physical property can best be ensured by a meaningful program.
A. Employee
Since the employee on the job is frequently more aware of unsafe conditions than anyone else, employees are encouraged to make
recommendations, suggestions, and criticisms of unsafe conditions to their immediate supervisor so that they may be corrected.
B. Supervisors
Supervisors are responsible for the working conditions within the department and the plant generally. A supervisor should remain
alert at all times to dangerous and unsafe conditions, so that he/she may recommend corrective action, discipline employees who
habitually create or indulge in unsafe practices, assess new or changed situations for inherent dangers, and follow up on employee
suggestions for corrective action so that unsafe conditions are not instituted or permitted to exist.
2. Safety Committee Meetings

Company operates in accordance with guidelines and as such encourages the employees involvement in company-wide safety
committee meetings to be held quarterly. The committee will specify procedures and actions to be taken in the event of fires, security,
and other emergencies. Decisions and recommendations will be communicated via the department team meetings.
3. Injuries
All employees are required to immediately report all occupational illnesses or injuries to your supervisor, no matter how minor, and
complete an occupational illness or injury form.
Disaster Readiness and Risk Reduction - Colored Images
Hydrometeorological Hazards, DRR11/12-

IIc-d-34, Hydrometeorological Events
Other Related Geological Hazards, DRR11/12 IIa-b-30, Landslide and Flood Susceptibility Map of QC
Quadrangle
275
Other Related Geological Hazards
DRR11/12 IIa-b-30
Landslide and Flood Susceptibility Map of QC Quadrangle

Pyroclastic flow from Pinatubo Volcano eruption
Earthquake Hazards
DRR11/12-If-g-20
Quezon City Ground Shaking Hazard Map
277
Volcano Hazards, DRR11/12-Ih-i-25, Taal Volcano Base Surges Hazard Map
Other Related Geological Hazards, DRR11/12 IIa-b-27,
DRR11/12 IIa-b-28, Types of Sinkholes
Volcano Hazards, DRR11/12-Ih-i-25, Hydrometeorological Hazards, DRR11/12-IIc-d-32,

Mayon Volcano Pyroclastic Flow Hazard Map Types of Clouds
279
Other Related Geological Hazards, DRR11/12 IIa-b-27, DRR11/12 IIa-b-28, Types of Sinkholes
Hydrometeorological Hazards, DRR11/12-IIc-d-32, Types of Clouds

Hydrometeorological Hazards, DRR11/12-IIc-d-32, Types of Clouds
281
283
Hydrometeorological Hazards,
DRR11/12-IIc-d-33,
Hydrometeorological Events
Hydrometeorological Hazards, DRR11/12-IIc-d-34, Hydrometeorological Events

Hydrometeorological Hazards, DRR11/12-IIc-d-35 and 36, Rainfall Observations
285
Hydrometeorological Hazards, DRR11/12-IIc-d-35 and 36, Rainfall Observations

Hydrometeorological Hazards, DRR11/12-IIc-d-35 and 36, Mines and Geosciences Bureau GeoHazard Visualization Portal
287
Hydrometeorological Hazards, DRR11/12-IIc-d-35 and 36, Flood/
Flashflood susceptibility map
Hydrometeorological Hazards, DRR11/12-IIc-d-33,

PAGASA Regional Flood Advisory
Biographical Notes
MARIO A. AURELIO, Ph.D. GERRY BAGTASA, Ph.D.
Team Leader Writer
Dr. Gerry Bagtasa is an Associate Professor at the
Dr. Mario A. Aurelio is currently the Director of the University of the Philippines Diliman. He obtained his Bachelors
National Institute of Geological Sciences, University of the degree in Physics, with a specialization in Computer Application
Philippines (UP-NIGS). He obtained his Bachelors degree in from the De La Salle University Manila. He then finished his
Geology from the University of the Philippines, where he was also Masters degree in Physics from the De La Salle University Manila,
given the Leopoldo Faustino Award for garnering the 1st Place in and his doctorate degree in Science, focusing on Artificial
the Geology Licensure Exam in the same year. He went on to Systems, Optics and Electronics, and Atmospheric Physics from
obtain an M.Sc. in Geodynamics of Oceans and Continents, and Chiba University, Japan. One of his goals is to look at the air
a Ph.D. in Structural Geology and Tectonics, both from Universit pollution present in Metro Manila and how it affects local
Pierre et Marie Curie in Paris, France. weather. He has published papers and presented in conferences
In his pursuit of excellence in research and teaching, Dr. locally and internationally, has created a crowd-sourcing weather
Aurelio has written over 175 international and local scientific application, and runs a website that forecasts weather for
publications and technical reports and has presented over 150 different cities in the Philippines.
papers in conferences, seminars, and workshops in over 20
countries. He has co-edited and co-written a book entitled:
JOHN DALE B. DIANALA
Geology of the Philippines, 2nd Edition, and is the co-author
of the International Geological Map of Asia 1:5M (IGMA5000) Writer
published in 2013 by the Sub-Commission for Asia of the Mr. John Dale B. Dianala is currently a researcher at the
Commission on Geological Map of the World under the United University of the Philippines, and is pursuing a Master of Science
Nations. degree in Geology that focuses in Structural Geology and
Tectonics, particularly in active faults and earthquake occurrence.
His works cover areas in Southeast Asia, Africa, and
He finished his Bachelors degree in Geology, Cum Laude, from
Europe. Prior joining the academe, Dr. Aurelio worked for 20
the University of the Philippines, as a Merit Scholar from the
years as a geologist at the Mines and Geosciences Bureau,
Department of Science and Technology. He also taught
allowing him to gain extensive experience in mineral exploration
laboratory courses in Structural Geology, Petrology, Mineralogy,
and development. He continues to actively engage in mineral
and Field Geology in the same university.
resource studies through his research in the university.
Furthermore, he holds the rank as Lieutenant Commander in the
Philippine Coast Guard Auxiliary.
289
KARIZZ ANNE L. MORANTE MARK ALBERT H. ZARCO, Ph.D.
Writer Writer
Ms. Karizz Anne L. Morante is the Department Head of Dr. Mark Albert H. Zarco is a Professor 12, and the Group
the Mathematical Sciences, Physics, and Technology Department Head of the Geotechnical Engineering Group, Institute of Civil
of the Philippine Science High School - Central Luzon Campus, Engineering, College of Engineering, University of the Philippines
where she also serves as a Special Science Teacher 1. She is Diliman. He finished his Doctor of Philosophy, Civil Engineering
currently taking her Master of Science degree in Geology in the major in Geotechnical Engineering from Virginia Polytechnic
University of the Philippines Diliman, and finished her Bachelors Institute and State University. He finished his Masters Degree
degree in Geology from the same university, receiving the and his Bachelor of Science in Civil Engineering (Cum Laude)
Juvenis Orbis Geological Fraternity Inc. Geology Merit Award. from the University of the Philippines DIliman. He has also
She was also a DOST Science Education Institute Merit Scholar published academic papers on Soil Structure Analysis,
during her college years. She also presented papers on Marine Generalised Hyperbolic Stress-Strain Relationships for Nonlinear
Science in Singapore, and on the extent of Overriding Plates Deformation Analysis of Soils, and in Computational Aspects of
found in Northwestern Masbate in Taiwan. Consolidation Settlement Calculations. He received the Fulbright
Hayes Grant, and three UPERDFI Awards as an Outstanding
researcher. He was also the Chairman of the Committee on
Foundations and Geomaterials, NSCP-ASEP in 2010.
MA. MYLENE M. VILLEGAS
Writer
Ms. Ma. Mylene M. Villegas is the Chief Science Research SANDRA M. TABINAS
Specialist at the Philippine Institute of Volcanology and Copyreader
Seismology (PHIVOLCS). She finished her Bachelors Degree in Ms. Sandra M. Tabinas is an Information Technology
Geology from the University of the Philippines Diliman, and Officer II at the Information Management Bureau, Department of
pursued a Masters Degree in Development Communication from Social Welfare and Development where she heads the
the University of the Philippines Open University. She also Geographic Information Systems Unit. She also served as a
finished her Masters Degree in Geology from Arizona State Planning Officer and Geographic Information Systems Officer at
University, USA; and is currently finishing her doctorate degree in DSWD from 2013-2016, where she created ICT policies,
Communication from UP Open University. She is a member of the guidelines, and project proposals; and updates evacuation maps
Geological Society of the Philippines, of the International for DSWD service management during disaster operations. She
Association of Volcanology and Chemistry of the Earths Interior, was also a member of the Typhoon Yolanda Disaster
and the International Communication Association. She has led Augmentation Response Team. She finished her Bachelor of
researches in different volcanoes in the Philippines, including the Science in Metallurgical Engineering from the University of the
Canlaon Volcano, the Parker Volcano, and the Taal Caldera. Philippines Diliman.
TERESITO C. BACOLCOL, Ph.D. BS Geology, and BS Geological Science and Engineering
Programs. She also spent 30 years in government services at the
Technical Editor Mines and Geosciences Bureau at the Department of
Dr. Teresito C. Bacolcol is an Associate Scientist at the Environment and Natural Resources. She rose from the ranks
Department of Science and Technology, detailed at the from Geologist to Supervising Research Specialist, and was
Philippine Institute of Volcanology and Seismology. He is trained on various methods of analyses and evaluation related to
currently the Vice-President of the Geological Society of the the use of mineral resources. She participated in research
Philippines, and a member of the Technical Committee for projects on non-metallic deposits as well as in geohazard
Geology of the Commission on Higher Education. He was also a mapping of various areas in the country. She also published her
Science Research Specialist at the Philippine Institute of research on sediment facies, age, and depositional environments
Volcanology and Seismology from 1997 to 2005. of the Labayug limestone in Pangasinan.
He finished his Bachelors Degree in Geology at the
University of the Philippines, his Diplme dtudes Approfondies GATO B. BORRERO
from the Universite de Paris VI (Universit Pierre et Marie Curie),
and his Doctor of Philosophy in Geology from the Universite de
Illustrator
Paris VI (Universit Pierre et Marie Curie). Mr. Gato B. Borrero is the Creative Direction Consultant at
He was also a Visiting Scientist at the Research Centre for D11B Graphic Design Studio, an Art Director at Quorum
Volcanology, Seismology, and Disaster Mitigation at Nagoya Holdings Corporation, an Illustration and Graphic Design
University; and a Post-doctoral fellow at Academia Sinica, Consultant at the Management Sciences for Health, and served
Institute of Earth Sciences, Taiwan. as a Design Consultant for the Manila Observatory, the Philippine
Red Cross, the End Child Prostitution, Child Pornography and
Trafficking of Children for Sexual Purposes, Greenpeace
MARIANNE V. FERNANDEZ, Ph.D. Southeast Asia, and the Oxford Committee on Famine Relief. He
Technical Editor finished his Bachelor of Fine Arts from Kalayaan College, and is
currently taking up his Master of Development Communication at
Engr. Marianne V. Fernandez is the Program Coordinatior
the University of the Philippines.
of the Earth Science and Engineering Department at MAPUA
Institute of Technology. She finished her Bachelors Degree in
Geology at the MAPUA Institute of Technology, her Master of
Science in Geology from the National Institute of Geological
Sciences, College of Science, University of the Philippines
DIliman. She has more than 24 years of teaching experience in
MAPUA Institute of Technology, where she handles courses for
291

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The Commission on Higher Education

in collaboration with the Philippine Normal University

Teaching Guide for Senior High School

This Teaching Guide was collaboratively developed and reviewed by

Chapter 1: Basic Concept of Hazard Chapter 5: Other Geological Hazards

Lesson 1: Introduction to Different Types of

Lesson 13: Impending signs of Landslides and

Chapter 3: Earthquake Hazards Chapter 6: Hydrometeorological Hazards

Lesson 5: Tsunami Signs . . . . . . . . . . . . . . . . . . . . . . . . . 46 Lesson 17: Signs of Hydrometeorological Hazards . . 138

Lesson 18: Precautionary and Safety Measures for

Chapter 4: Volcanic Hazards

Lesson 8: Different Types of Volcanic Hazards . . . . . . . . 66

Lesson 9: Signs of Volcanic Eruptions . . . . . . . . . . . . . . 80

Lesson 10: Volcano Hazard Maps . . . . . . . . . . . . . . . . . 89

Lesson 11: Precautionary and Safety Measures for

Lesson 32: Concept, Principles, and Relevance of

Lesson 33: Community-based Disaster Risk

Lesson 22: Precautionary Measures and Proper

Lesson 36: The Philippine Disaster Risk Reduction

Lesson 25: Concept of Exposure . . . . . . . . . . . . . . . 186 Colored Illustrations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 275

Lesson 26: Concept of Vulnerability . . . . . . . . . . . . . 192 Biographical Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 289

Lesson 27: Variation of Vulnerability across Sectors . 199

Lesson 28: Physical Vulnerability . . . . . . . . . . . . . . . . 206

Lesson 29: Identifying Exposed Elements . . . . . . . . 213

Lesson 30: Identifying Specific Vulnerabilities . . . . . 218

Lesson 31: Case Studies . . . . . . . . . . . . . . . . . . . . . . 225

SAYSAY: MEANING HUSAY: MASTERY SARILI: OWNERSHIP

College Readiness Standards Foundational Skills DepEd Functional Skills

Global awareness, scientific and economic literacy, curiosity,

Global awareness, media literacy, technological literacy,

Global awareness, multicultural literacy, collaboration and

Media literacy, multicultural literacy, global awareness,

Various elements that may

Earthquake The learners demonstrate The learners develop a The learners

Hydrometeorologi The learners demonstrate The learners develop a The learners

Community-based disaster 3. Discuss different community-based practices

Code Book Legend

Learning Area and Strand/ Subject or

Grade Level Grade 11/12

Introduction to Different Types of

Performance Standard Motivation Definition of Hazard 10

DISASTER - UNISDR (2009) (adapted by

A serious disruption of the functioning of a

Comment: Disasters are often described as

D. Flood You may add more or change some of the

Post Activity (30 mins.)

Other definitions of hazards from

Exchange learners in a local Flooded. Drowning of non- Panic, injuries

Landslide Faulty Electrical Wiring

Mountain climbers going up the slope trapped, caught in debris, No effect

Friends in an isolated beach No effect No to little effect.

Fishermen on the open sea No effect No effect

Passengers in a jeep along a road with No to little effect. No to little effect.

Post activity (20 mins)

Introduction to Disaster Concepts

Additional Resources at the End of this Lesson

2. Review the basic definition of Hazard and Disaster.

Disaster - A serious disruption of the functioning of a community or a society involving

INSTRUCTION (237 MINS)