Disaster Readiness and Risk

Reduction

INTRODUCTION TO DIFFERENT
TYPES OF DISASTER
CONTENT STANDARD
The learners demonstrate understanding of the concept , type and their
impacts.

PERFORMANCE STANDARD
The learners shall be able to;
Relate various types of hazards and disasters with a specific area for ones
preparedness.

LEARNING COMPETENCIES
The learners are able to:
Define hazards and disaster
Give examples of the types of hazards and disaster
Explain the impacts of various hazards and disaster on different exposed
elements

SPECIFIC LEARNING OUTCOMES:

Explain what hazard and disaster
Define two main categories ( natural and manmade hazards)
Identify the impact of hazards common in environment
INTRODUCTION:
Communicate Learning Objectives

Introduce learning objectives

The students will be able to:

Explain the term hazards
Define the two main categories ) natural and man made of hazards
Identify the impacts of hazards common in their environment

Review:: natural process

Warm up learners knowledge on natural processes by asking them about processes
that shape and change our environment:

Possible answers:
Plate tectonics leading to mountain building, volcanism, ocean formation, etc
Atmospheric processes- formation of clouds, precipitations, winds, etc
Biologic accumulation- reef building, colony formation, forestations, etc
Human activities- urbanization, extracting resources, geoengineering, etc
Point out to the local environment any of the processes that have been mentioned.
Motivation: ( 10 min )
Definition of Hazards
1. Recall a recent or historical disastrous event. Ask the learners to tell the
class what they know about it.
2. Emphasize how the Philippines is one of the most hazardous countries in
the world, having more than 20 tropical cyclones in a year, earthquake
everyday, and more than 20 active volcanic found all over the country,
3. Introduce the basic definition of disaster and hazards. Cold call learners to
highlight the difference between the two terms
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
disruptions or environmental damage.
Disaster- A serious disruption or 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
4. Have them define in their own words,
5. Emphasize learning outcome : the definition of hazards
Practice ( 1 ( 40 Min )
Activity 1: classifying Phenomena according to Hazards
Pre activity ( 5 min )
1. List down these hazards on the board, Explain anything that some learners
might not recall.
.ground shaking
Tornado
Landslide
Flood
Indoor fire
Lava flow
Industrial pollution
Typhoon
Forest fire
Liquefaction
Storm surge
Tsunami
Extreme rainfall
During Activity ( 5 Min )
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 answer in their activity notebook.

3. Ask the learners to pair up with seatmate and tell

them that hey have to come up with a final classification
scheme written on a sheet of paper. They should discuss
the difference and similarities, if any of the basis for the
classification with each other.
Post Activity ( 30 Min )
Choose a volunteer to share with the class the
classification that they made.
Allow the learners to compare their answer with the
one written on the board. Use this as a jump off point
to the said discussion of the types of hazards listed in
a separate sheets:
( Man made & Natural Biological, geological
hyrdrometeorological
Emphasize to the learners that this subject will
mostly focus on geological hydrometeorological and
fire hazards.
Activity 2: Identifying Impacts of hazards ( 125 min )

Role Play

This activity is meant for the learners to think independently and

their quick analysis on the impacts of certain hazards according to
specific locations,
Figure 1> Map of location and suggested scenarios

Family in a concrete house near the highway far from the river and
mountain
Mountain climber going up the slope
Exchange learners in a local family home in the barrio near the river

Friends in a beach resort

Passenger in a jeep along a road with moderate traffic.

Pre Activity ( 5 Min )

Divide the class into 6 group. Explain to the class that this activity is meant to let them
imaging the impacts of certain phenomena ( the hazards ) on a specific settings. Then, assign
each group a certain setting ( based on the list above ) in the same locality that they must
commit to for each hazard.

Explain the guidelines for activity

There should be one reporter, who will explain what the group is representing

The rest of the group, actors, will take on roles, whether of living or non living things, But
there should always be at least one human in every situation,

No member is needed to represent the hazards\the actors must represent what is happening
to the living and non living things caught in the given situation. The assumption is that they are
unable to avoid the situation

5-10 minutes to make a depiction

The grade will be based on the accuracy of the depiction of possible impacts . not on the
acting.
Each group should submit the list of roles to the teacher. This will be used as a guide for
grading
Assign the learners to one of the letters assigned above.
During the activity ( 100 Min )

Collect the role sheet of each group

Tell each group to present to the class their role

play and explanation in 5 minutes Ask the
scribe to submit to you in apiece of paper
the roles that each one will depict
Keep strict time observance
Provide feedback after each, especially pointing
out the good aspects and mentioning
aspects they missed. Used the tables (
from a separate sheet ) as a guide on most
likely depictions
Round 1 ( 60 min )

Choose One between the two

A 60 minute class will might end here. Learners can
prepare outside of class.
Round 2 ( 40 Minutes )
Following the same instruction as before. This can also
be given impromptu. Allow the learners 10 minutes to
prepare.
Post Activity ( 20 Min )

Call cold learners on what they learned form the activities,

they may also write about it in their activity notebook

Guide Questions:
1. Are the impacts of each hazard the same?
2. What kind of hazards affected everyone? What kind
os hazards did not?
3. What would you do if you were caught in one of
these hazards

Summarize how the impact of certain hazards can differ

based on what is exposed to the hazards and where.
Enrichment
hazards

Make the learners think of other specific hazards that

would fall under geological, hydrometeorological. ,man
- made/ technological hazards

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
Culminating Performance Task:
The students will handle a symposium on environmental awareness
regarding disaster.

ACT IT OUT 4 3 2 1

DEPICTION All depiction Almost all Most of the Very little of

appeared to be depictions depictions the depictions
accurate and appeared to be appeared to be appeared to be
plausible accurate and accurate and accurate and
plausible plausible plausible

Required Learner Learner Learner Learner

Elements included more included all included most included less
information information information information
that was that was that was that was
required required required required