DATACOM

INSTITUTE OF COMPUTER TECHNOLOGY

Disaster Readiness and Risk Reduction 2nd Semester

Module 1: Disaster: Its Meaning and Its Risk Factors

(SENIOR HIGH SCHOOL)

Inquiries and comments on this syllabus should be addressed to:

Jennalyn L. Martinez
Faculty Member
jennalynmartinez90@gmail.com
09184190204

2nd Floor Datacom Office, VMI Building Emilio Aguinaldo Highway, Palico I, Imus City Cavite (046) 471 55 08
Welcome to the Disaster Readiness and Risk Reduction Alternative Delivery Mode
(ADM) Module on Disaster: Its Meaning and Its Risk Factor! The hand is one of the
most symbolized part of the human body. It is often used to depict skill, action and
purpose. Through our hands we may learn, create and accomplish. Hence, the hand in
this learning resource signifies that you as a learner is capable and empowered to
successfully achieve the relevant competencies and skills at your own pace and time.
Your academic success lies in your own hands! This module was designed to provide
you with fun and meaningful opportunities for guided and independent learning at your
own pace and time. You will be enabled to process the contents of the learning
resource while being an active learner.

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.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Read the instruction carefully before doing each task.
3. Observe honesty and integrity in doing the task and checking your answers.
4. Finish the task at hand before proceeding to the next.
5. Return this module to your teacher one you are through with it.

If you encounter any difficulty in answering the task in this module, do not
hesitate to consult your teacher. Always bear in mind that you are not alone.

We hope that through this materials, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

2
What I Know

Pre-test

Instruction: Choose the letter of the best answer. Write the chosen letter on a separate
sheet of paper.

1. Which of the following is TRUE about disaster?

a. It causes widespread disruption in the community.
b. It causes mild disruption in the function of a community.
c. It causes mild destruction to limited parts of the community.
d. It is a predictable damage, harm and loss suffered by a community.
2. When does a disaster occur? When,
a. loss equal to its power
b. loss greater than its resources
c. loss can be case to case basis.
d. loss is less than its destruction

3. Which of the following barangays marked A,

B, C and D is mostly exposed to the rising of
water level from Talangka River?
a. A C.C
b. B D.D
4. In case houses will be covered by a
landslide, which of the following capacity will
help the community manage the situation?
a. fire extinguisher
b. rescue boat
c. temporary shelter
d. ventilator

5. Which age group is the most vulnerable to Virus-D?

a. 0-19 b. 40-59 c. 20-39 d. 80 and above

3
What I Need to Know

This module is intended to help you understand to concept of disaster, disasters are
reality, perhaps our most potent response to it must be awareness, knowledge, and
understanding of this reality. Hence, this first lesson provides you our dear learners with
a basic but thorough grounding on the concept of disaster and hoe and when an even
turns into a disaster.

LESSON 1: Definition of Disaster

You may have heard the word disaster in many situations. For example, your mom
would say “disaster” if she finds your room all in a mess. Another example, your friend
would tell you that “you were a disaster” if you gave an awful class presentation. In
these situations, the word disaster is used as a mere expression. However, the real
word disaster is something serious. You will understand the true meaning of disaster in
this module. You will also learn that disaster can even be prevented.

What’s In

Before we start this module, let us familiarize with some terms to be used in our
discussion about disaster.

 A natural phenomenon is an observable event which naturally happens around

us. Some examples of this are earthquake, typhoon, landslide, volcanic
eruption and tsunami.
 Man-made activities are activities carried out by man such as mining, farming,
quarrying, and fishing.
 A community has various functions such as distribution, production,
consumption of products, socialization, social control, social participation and
mutual support.

Philippines: A Country Prone to Natural Disasters

The Philippines has experienced from an inexhaustible number of deadly

typhoons, earthquakes, volcano eruptions, and other natural disaster. This is due
to its location along the Ring of Fire or typhoon belt, a large Pacific Ocean region
where many of Earth’s volcanic eruptions and earthquakes occur.

4
What’s New

The word disaster is misused in a lot of situations. People may have used it to
describe a room that is messy, a class presentation that has failed or to anything
that went wrong.

What is It

The widespread destruction or damage to a community shown in the pictures above are
caused either by a natural phenomenon or by man. A disaster occurs if there is a
serious disruption of the functioning of a community because of a widespread
destruction.

Some common causes of disaster and affected social function

Disaster can also be defined in terms of loss. If the loss suffered by a community is
greater than the ability of the resources to handle the situation, a disaster occurs.

IT’S A DISASTER
5
Disaster is “a sudden calamitous occurrence that causes great harm, injury, destruction,
and devastation to life and property”. It disrupts the usual course of life, causing both
physical and emotional distress as well as an intense feeling of helplessness and
hopelessness. A preceding definition of disaster stresses that two elements are
affected-life (whether human or animal) and property. A disaster is defined as a
"sudden or great misfortune" or simply "any unfortunate event." More precisely, a
disaster is "an event whose timing is unexpected and whose consequences are
seriously destructive." These definitions identify an event that includes three elements:

 Suddenness

 Unexpectedness

 Significant destruction and/or adverse consequences

However, a fourth element, lack of foresight or planning, is sometimes added. Disasters

occur with unnerving frequency. Their adverse consequences increase for those who do
not prepare for predictable contingencies. A disaster prevention and recovery plan can
help protect all of the University's assets including people, jobs, records, vital records,
and facilities.

Disasters are not restricted to records and information resources. The death of an
essential employee, a poisoning, an explosion, a fire, or a chemical spill are disasters
that adversely affect the University. The University, as a whole, must protect all of its
assets. Your plan must be tailored to meet the needs of your department, facility, and
types of information.

The plan can easily get out of hand by adding unnecessary costs which will make the
plan appear unfeasible to management. Your plan must include a clear definition of your
department's records (records refer to all recorded information, regardless of the media
or characteristics) to be protected in the disaster plan. Elements to avoid in your plan
should include the reconstructing or salvaging of reference material, convenience
copies, and non-essential files.

University records vary greatly in value. Whether stored electronically or on paper, the
plan must identify historical and vital records -- records that document your
department's origin, growth, development, operations, and civic contributions -- as well
as records that are essential to the resumption and continuation of business after a
disaster. A current list of vital records is necessary to determine the extent of any
information disaster. Procedures for protecting and reconstructing vital records stored
on magnetic media, optical disk or microforms differ from those protecting and salvaging
information contained on paper. Disaster plans must include and provide for all media
on which records are created and stored.

What’s More
6
 Lesson 1: Learning Task 1: “Count Me In”

INSTRUCTION: Write five (5) disastrous events in the Philippines in the last five years.

1.
2.
3.
4.
5.

Lesson 1: Learning Task 2: Define it on my own

INSTRUCTION: In five sentences, define the word DISASTER based on your

experiences happened to your life.

1.
2.
3.
4.
5.

Lesson 1: Learning Task 3: Definition of Disaster

INSTRUCTION: Rearrange the phrases below to explain why a situation becomes a

disaster.

if there were many boats destroyed by the waves, A

storm surge can cause a disaster which could disrupt
the fishing livelihood.

________________________________ ______________________________

________________________________________________

Lesson 1: Learning Task 4: Complete Me!

7
INSTRUCTION: Refer to the given community resources below to complete the
sentence.

Community Resources: road roller machine, asphalt, construction workers, civil engineers,
traffic enforcer

The situation can be _________________________ (a disaster, not a disaster) because

the community ______ (can, cannot) handle the loss. The resources it ________ (needed,
not needed) are _________ for material and _______________ for manpower.

Lesson 1: Learning Task 5: Choose Me!

INSTRUCTION: Choose from the words inside the box to complete the sentence.

smog factory emissions transportation

1. _______________________ can cause a disaster if there is a widespread

________ which could disrupt the _______________ of a community. Drivers
may find it difficult to drive through the street because of zero visibility. For items
2-3, refer to the information in the table below to complete the sentence.

Carpenter Teacher Doctor

Mason internet connectivity Nurse
Engineer Laptop Ventilator
Lumber Module hospital bed (limited)
iron bars mask

8
2. If there would be a strong earthquake, the community will suffer from a disaster. The
loss the community will suffer is ___________ (greater than, less than) its ability to
handle the situation. The community _________ (has complete, has incomplete)
resources to manage the effects of an earthquake such as _______, (all that applies) 3.
Situation: Students have to stay at home due to community lockdown. The community
loss is _____________ (less than, greater than) the community resources. The
community ___________ (can, cannot) cope with the situation. The situation will not
lead to a disaster because teachers can send __________ (module, laptop, stick with
internet connectivity) to the students. Students can still continue studying at home.

Lesson 1: Learning Task 6: FIX ME!

Situation: As a member of your community, it is important that you know the

community you live in. Answer the two questions below to know about your
community.

(1) What natural phenomena or man-made activities which could put your
community in danger?

(2) What are the community resources found in your community?

Task: Make two maps, (1) your present community map and (2) your ideal
model community map. Make 5 to ten sentences explaining how your ideal
community map different from your present map. Use the terms: natural
phenomenon, man-made activity, loss, community function, less than / greater
than, disaster. In your own words and be creative

9
What I Have Learned

A disaster is a serious disruption of the functioning of a community or a

society involving a widespread human, material, economic, or environmental
losses and impacts.

A disaster happens when the losses suffered by the affected community are
greater than its ability to handle severe situations using its resources.

What I Can Do

1. A community is shown where houses are close to one another separated only by
narrow streets. If one house was caught on fire, the fire may easily spread like
wild fire. Which of the following materials would likely cause a widespread house
fire? ____ Lightweight materials such as thin plywood
____ Solid concrete blocks
____ Solid concrete and stainless
steel trusses and brackets
____ Hard flex (heat resistant) wood for walls and frames

For item #1, refer to the figure below.

NOTE: Use one WHOLE SHEET OF PAPER for all activity. Write the LESOON AND
ACTIVITY NUMBER

10
 Lesson 2: Risk Factors Underlying in Disasters

There are factors in the community which can determine the chances of suffering from a
disaster.

What’s In

In the previous lesson you understood that a situation becomes a disaster if there is a
widespread destruction which can cause a serious disruption to a community. A natural
phenomenon like storm surge may cause widespread flooding that can disrupt housing
and transportation of a community. In addition, a manmade activity such as oil spill can
cause a widespread water pollution that could disrupt a balanced ecosystem and the
livelihood of fisherman. A disaster will also happen if the community loss is greater than
its ability to cope with the situation using its resources.

This time you will realize that we can actually do something to prevent a disaster from
happening by understanding what is disaster risk. We will also learn the three disaster
risk factors namely exposure to a hazard, vulnerability and capacity to cope.

What’s New

Disaster Risk Factors Can disasters be prevented from happening? If yes, what does it take to
prevent it from happening? Now, let us look at the two pictures below to get an idea.

Disaster Risk Factors

11
 Between A and B, which community is ...
1. in a dangerous condition?
2. exposed or prone to landslide?
3. vulnerable or susceptible to diseases?
4. lacking capacity in terms of access?
5. at a greater risk to disaster?
Based on the picture presented above, disaster actually happens because of several
factors affecting a community. Picture A shows numerous factors in a community which
increases its chances to suffering from a disaster. Let us find out in this lesson the
factors to disaster risk.

What is It

Disaster Risk

Similar to what you did in the previous activity in order for you to prevent a disaster from
happening, you must first identify the conditions or factors which determines your
chances of suffering from a disaster. Disaster risk is a term used to refer to the chances
or probability to suffer from the effects of a disaster. It is also used to describe the
possible losses in lives, health, status, livelihood, assets and services that a community
may suffer in the future based on certain factors or conditions. There are three factors
that may increase or decrease disaster risk or your chances of suffering from a disaster:
1. exposure to hazard,

2. vulnerability, and

3. capacity to cope.

Hazard

Before we define exposure to hazard, you must understand what a hazard is. Hazards
are things or events around us that can cause harm or damage to humans, property or
the environment. A super typhoon approaching a populated city is a hazard because it
can cause harm all people and things present in the city. However, if a super typhoon
approaches an island without an inhabitant, then the super typhoon is not a hazard
because there are no people, animals, plants, and properties that will be affected.

Exposure

Exposure to a hazard or simply called as exposure refers to people, property, systems

or other elements present in the hazard zones. When people or things are present in
hazard zone, there is exposure. Exposure to a hazard increases the disaster risk.

12
Vulnerability

Vulnerability refers to the characteristics and circumstances of a community, system or

asset that increases the chances of suffering from a disaster. Vulnerability for people
can be the age, gender, and sex. Vulnerability to a building structure is the weak
foundation or lack of property insurance. Vulnerability to community is the lack of policy,
laws and preparedness program. Finally, vulnerability to environment is the lack of
environmental protection laws or regulations.

Capacity

This refers to the combination of all the strengths, attributes and resources available
within a community or organization that can be used to handle a bad situation or a
disaster. Capacity can be in terms of skills of people (e.g. carpentry), institutions to
handle a situation (e.g. Department of Health), equipment (e.g. ventilator), infrastructure
(e.g. learning center), and community policies (e.g.14-day quarantine period) or
regulations (e.g. Building Code for building construction).

Learning Task 1: What is the Risk Factor

INSTRUCTION: Analyze the given situation by identify the correct risk factor. To facilitate your
task, accomplish the given table below.

13
 Lesson 2: Learning Task 2: Am
I Ready?

INSTRUCTION: Suppose you are invited by the SK Chairman in your barangay as a

resource speaker to your fellow age group during an Environmental Awareness Activity
and you were asked to give emphasis on the risk factor underlying disaster so that
young people will be equipped with knowledge on how to mitigate the effects of a
disaster. Have a concept in mind of how you are going to deliver the information. Write
down what you want to deliver to the audience.

Lesson 2: Learning Task 3:

Interview

INSTRUCTION: Interview at least two members of your family. Ask them of the
following:

1. hazard that might affect your family

2. vulnerable people in your family

3. capacity to help your family manage the situation

4. other families located in other places exposed to the same hazard.

Submit the interview transcript (interview questions and responses from your family
member)

NOTE: Use one WHOLE SHEET OF PAPER for all activity. Write the LESOON AND
ACTIVITY NUMBER

“We cannot stop natural disasters but we can arm ourselves with Knowledge: so many
lives wouldn’t have to be lost if there was enough disaster preparedness”

- Petra Nemcova -

14
 DATACOM

INSTITUTE OF COMPUTER TECHNOLOGY

Disaster Readiness and Risk Reduction 2nd Semester

Module 2: Disasters and Its Effects

(SENIOR HIGH SCHOOL)

Inquiries and comments on this syllabus should be addressed to:

Jennalyn L. Martinez
Faculty Member
jennalynmartinez90@gmail.com
09184190204

15
The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Read the instruction carefully before doing each task.
3. Observe honesty and integrity in doing the task and checking your answers.
4. Finish the task at hand before proceeding to the next.
5. Return this module to your teacher one you are through with it.

If you encounter any difficulty in answering the task in this module, do not
hesitate to consult your teacher. Always bear in mind that you are not alone.

We hope that through this materials, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

What I Need to Know

This module was designed and written with you in mind. It is here to help you master
the lesson on Disaster and Its Effects. The scope of this module permits it to be used in
many different learning situations. The language used recognizes the diverse
vocabulary level of students and the lessons are arranged to follow the standard
sequence of the course. Bet the order in which you read them can be changed to
correspond with the textbook that you are now using

The Module is intended to equip you with knowledge on different effects of Disasters in
One’s Life.

After going through this module, you are expected to:

1. Identify the effects of disasters to human and to the society.

2. Determine ways to lessen the impact of a disaster.
3. Cite personal values that can help one overcome the effects of disasters.
4. Help the community in reducing the effects of natural and human-made
disasters.

16
What I Know
Task 1

Instruction: Choose the letter of the best answer. Write the chosen letter on a separate
sheet of paper.

1. What is Post Traumatic Stress Disorder (PTSD)?

a. Congenital condition
b. Neonatal condition
c. Pre-existing condition
d. Psychological condition
2. What is the collective term used for the condition of people who develop stress
reaction that negatively affect their physical and mental behavior after suffering
from a disaster?
a. Displaced population
b. Emotional aftershock
c. Food scarcity
d. Health risk
3. What do you call the effect of a disaster that causes a group of people force to
leave their homes?
a. Displaced population
b. Emotional aftershock
c. Food scarcity
d. Health risk
4. Which among the following is NOT an effect of a disaster?
a. Displaced population
b. Emotional aftershock
c. Food scarcity
d. Health risk
5. What effect of disaster refers to the shortage of sustenance among people?
a. Displaced population
b. Emotional aftershock
c. Food scarcity
d. Health risk
6. What is the terms used referring to damaging incident that happened
unexpectedly in a certain society and caused harm to people and their
properties?
a. Disaster
b. Hazard
c. Politicking
d. Terrorism

17
7. COVID 19 has caused millions of diseased people and thousands of deaths all
over the world. How are you going to name the damaging event?
a. Disaster
b. Hazard
c. Politicking
d. Terrorism
8. How are you going to call a dangerous condition that carries human threat?
a. Disaster
b. Hazard
c. Politicking
d. Terrorism
9. A strong typhoon hit an uninhabited area in the mountainous Sierra Madre
region. What are you going to name the damaging event?
a. Disaster
b. Hazard
c. Politicking
d. Terrorism
10. What is it that disasters bring to humans?
a. Devastation
b. Excitement
c. Fame
d. Power
11. In a situation that you know you and your family are on a disaster risk area, how
could you reduce the impact of disaster that may come in your life?
a. Avoid the crowd.
b. Watch news to be informed.
c. Get the right mindset and preparation.
d. Build good relationships among neighbors.
12. Why should people need to plan and be ready for the possible consequences of
a disaster?
a. So that people would show their own capabilities.
b. So that people could set an example to others.
c. So that people would reduce the potential effects of disasters.
d. So that people could prepare a head of time.
13. Which should be the right attitude in dealing the effects of disaster?
a. Let us be mindful of others
b. Try to be a leader for others.
c. Show positivity in dealing with it.
d. Be grateful on what the government can provide.
14. Which of the following characteristics will help a person to recover quickly after a
disaster?
a. One must be happy and hopeful.

18
 b. One must be prayerful and friendly.
c. One must be wise and cooperative.
d. One must be resourceful and determined.
15. Coronavirus disease 2019 (COVID-19) is an infectious disease caused by
coronavirus 2 (SARS-Cov-2), a serious acute respiratory syndrome. This was
first detected in Wuhan, China in December 2019 and then spread around the
globe, triggering a continuing pandemic SITUATION. How can the Philippine win
against disasters like COVID 19?
a. Quarantine protocols must be continued.
b. People must maintain a clean environment at all time.
c. The citizens must follow health guidelines and safety measures.
d. The government must be allowed to decide for the good of the fellow
people,

Lesson 1: Effects of Disasters on

one’s Life

A natural disaster can bring about many devastating effects. Among these are deaths,
destruction of infrastructures, loss of livelihood and services, and other physical and
nonphysical effects. Since we are partly responsible for the disasters happening around
us, we must change some of our ways, in order to prevent or minimize the effects of
disaster in our lives.

19
What’s In

Lesson 1: Learning Task 1: My experience

Instruction: Think of Ten (10) disasters that you had experienced, watched, or read in
the past two years. The, write how you feel while experiencing, watching, or reading it.

Calamity/ Disaster Your Feeling

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

What’s New

Lesson 1: Learning Task 2: My Opinions

Instruction: Below are some illustrations depicting expressions about COVID 19

pandemic. Read them silently and try to figure out by answering the questions.

20
What troubling situation reminded you of the scenarios? Draw and share the feelings
and opinions that you had related to the situations as shown in the illustrations.

(Write and draw your thoughts and ideas)

What is It

A disaster is a damaging event that occurs suddenly and involves loss of life and
property. It can be of two types, natural and man-made.

Natural disasters can destroy a whole community in an instant.

Examples of natural disasters are volcanic eruptions, tsunamis, earthquakes, and

typhoons which are destructive to people’s lives.

Man-made disasters on the other hand are caused by human beings. Some of the man-
made disasters are bomb explosions, terrorism, wars, leakage of poisonous chemicals,
pollutions, industrial accidents, and epidemics. They are identified as man-made
disasters because they happen due to human actions and not by natural forces.

21
 Lesson 2: What is the difference between hazard and disaster

A hazard is a dangerous situation or event that carries a threat to humans. A disaster is

an event that harms humans and disrupts the operations of society. Hazard can only be
considered disasters one it affected humans. If a disaster happened in an unpopulated
area, it is still a hazard.

22
 Lesson 2: Learning Task 1: before, during and
after the disaster

Instruction: Make a little investigation in your community; identify the different natural
hazard that is occurring in your town and what happen before, during and after the
disaster.

NATURAL BEFORE DURING AFTER

HAZARDS
1.
2.
3.
4.
5.

Lesson 2: Learning Task 2: My own

diagram

23
Instruction: Explain the differences and similarities of hazard and disaster make your
own Venn diagram.

Lesson 2: Learning Task 3: Comic Strip

Instructions:

1. Make a comic strip about hazard and disaster preparedness. (Oslo paper)
2. Draw the 12-frames
3. Draw and write short story

24
 Lesson 2: Learning Task 4: agree or
disagree

Instruction: read the quotation below. The, write your agreement or disagreement to
the message that it conveys. Draw and explain your answer

NOTE: Use one WHOLE SHEET OF PAPER for all activity. Write the LESOON AND
ACTIVITY NUMBER

25
 DATACOM

INSTITUTE OF COMPUTER TECHNOLOGY

Disaster Readiness and Risk Reduction 2nd Semester

Module 3: Exposure and Vulnerability

(SENIOR HIGH SCHOOL)

Inquiries and comments on this syllabus should be addressed to:

Jennalyn L. Martinez
Faculty Member
jennalynmartinez90@gmail.com
09184190204

26
The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Read the instruction carefully before doing each task.
3. Observe honesty and integrity in doing the task and checking your answers.
4. Finish the task at hand before proceeding to the next.
5. Return this module to your teacher one you are through with it.

If you encounter any difficulty in answering the task in this module, do not
hesitate to consult your teacher. Always bear in mind that you are not alone.

We hope that through this materials, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

What I Need to Know

In this module, the learner will be able to recognize vulnerabilities of different elements
exposed to hazards and at the same time, determine all those elements. The Module is
intended to equip you with knowledge on vulnerabilities of different elements exposed to
specific hazards.
After going through this module, you are expected to:
1. comprehend the different elements that may be exposed to hazards;
2. differentiate vulnerabilities of different elements exposed to specific hazards;
3. explain how different elements can become exposed to hazard making it more
vulnerable; and
4. integrate the different vulnerabilities to understand the its interconnection with
one another.

What I Know
TASK 1

Instruction: Choose the letter of the best answer. Write the chosen letter on a separate
sheet of paper.
1. Which among the following is classified as social vulnerability?
a. fatalism
b. soil quality
c. health facilities
d. leadership qualities
2. What is the degree to which a population, system, service or geographic area is
likely to be affected or disrupted by the impact of a particular hazard?
a. capacity
b. hazard
c. risk
d. vulnerability

27
3. What element is exposed to hazard during typhoon when the houses are
destroyed?
a. economical
b. environmental
c. physical
d. social
4. What element is exposed when flood occurred due to deforestation?
a. economical
b. environmental
c. physical
d. social
5. COVID 19 pandemic affected the economy resulting to closure of many
businesses during the enhanced community quarantine. What element is mostly
affected?
a. economical
b. environmental
c. physical
d. social
6. Increased human population can sometimes result to ____.
a. lowered risk
b. less exposure
c. decreased hazard
d. increased vulnerability
7. Some areas in Cavite is situated within the fault lines stated at risk by
PHILVOLCS. What element has least possibility of being exposed to hazard?
a. economical
b. environmental
c. physical
d. social
8. COVID 19 pandemic affected the operations of establishments such as malls and
other leisure establishments which were prohibited from operating to prevent
further community transmission. Which element is mostly exposed?
a. economical
b. environmental
c. physical
d. social
9. What factors determine the level of disaster risk?
I. nature of the hazard
II. exposure of the community at risk
III. vulnerability of the elements which are affected
IV. economic value of the elements which are affected
a. I and II
b. II and III
c. III and IV
d. II and IV1
10. All of the following choices can least likely cause physical vulnerability EXCEPT
_____________.
a. pandemic

28
 b. storm surge
c. tsunami
d. wild fire

Lesson 1: Recognize vulnerabilities of

different elements exposed to specific
hazards.

The learners in this module will realize that recognizing the vulnerabilities of different
elements exposed to hazard will help the community design to formulate strategies on
prevention, mitigation, and immediate response and possible rehabilitations after a
major event such as natural disasters, war and the other similar situations.

What’s In

TASK 2

Instruction: Classify the following words/phrase according to the given category below.
Write your answer on a separate sheet of paper.

agricultural land hospital seashore

barangay response team marine resources social status

bridges railroads subdivision

fish pond rainforest telecommunications

government schools transportation

Category 1 Category 2 Category 3

If you are going to assign labels or headings for each category, what could it be?
Category 1 ______________________________________
Category 2 ______________________________________
Category 3 ______________________________________

Notes: There are several possible answers. Consider answers that are
relevant to the questions and could have been a possible answer
but not included in the answer key

29
 TASK 3

Instruction: Accomplish the following Table below. Identify the different elements that
are exposed to a particular hazard, and briefly state their vulnerabilities.

Elements Exposed to Hazards Vulnerability

Hazards
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

What is It

Vulnerabilities of different elements are determined due to its exposure to particular and
specific hazard.

Physical vulnerability includes population density levels, place of a settlement, the site
design, and materials used for infrastructure and housing. When hazardous events
occur, normally physical elements are severely damaged. For example, UP Visayas
buildings were totally destroyed during the super typhoon Yolanda in 2008 leaving the
structure totally damaged. Another example is the decreased in population density like
what happened in Baguio during the 1990 earthquake in North Luzon when a lot of
people were injured and died.

Social vulnerability happens due to inability of people, organization, and

societies to prevent severe effects from hazards because of the expected behavior in
social interactions, institutions, and system of cultural values. For example, during
typhoon the line of communications were cut off when cell sites shutdown or disruption
of transport system due to inability of small vehicles to pass through the flooded are as
or unpassable roads and bridges. With some difficulties in the delivery of services such
as relief goods and medicines, a lot of problems occurred like shortage of food and
spread of infectious diseases. Therefore, when social elements were exposed to
hazard, these may lead to disruption of normal processes and activities in the
community. Level of economic vulnerability is based on the economic status of
individuals, communities, and nations. The poorer the country, the more vulnerable to

30
disasters because they lack the funds or budgets to build sturdy structures and put
other engineering measures in place which protect them from being affected by
disasters. So, we can say that Philippines is more vulnerable to an event such as
earthquake compared to Japan. Though both countries are exposed to earthquake
hazard because both are located in the Pacific ring of fire, but due to differences in
economic status, Japan is more resilient because of its ability to afford changes in
architectural and engineering designs of building and infrastructures to make
them less vulnerable to earthquake. Another example is the Covid-19 pandemic
wherein the most affected are those who belong to low income and informal workers.
Social and economic vulnerability can be combined also known as socio economic
vulnerability. Environmental vulnerability is caused by natural resources depletion and
destruction. Organisms like humans, animals, and plants are all dependent on the
environment for survival. Human activities like deforestation, burning of fossil fuels
and kaingin affect the natural abilities of the environment to protect itself from any
natural hazard due to absence of trees which may cause landslide and flashfloods.
Sometimes the effects are irreversible. Quantifying vulnerability is used in estimating
how much mitigation and preparedness measures will be applied. Computation is
based on the previous hazard events and severity of their effects. Vulnerability can be
expressed as: 0 = lowest degree of vulnerability and 1 as the highest degree.
Vulnerability of people is the ratio of casualties or injured to the total population.
Vulnerability of buildings is expressed as a repair cost or degree of damage.

The Philippines has high vulnerability due to the following reasons:

 It lies in the Pacific typhoon belt and we are visited by an average of 20 typhoons
every year.
 Rugged nature of the landscape makes it vulnerable to landslide, mud flows, and
other disasters.
 It is an archipelagic country with many small islands where some areas are at
below sea level.
 It has the longest shore line in the world at 32,400 km making it vulnerable to
storm surges.
 It is still a primary agricultural and fishing economy.
 With poor institutional and social capacity to manage, respond, and
recover from natural hazard events.
 With high level of poverty
 Aside from typhoon, it is also at risk to volcanic eruptions, quakes, and floods.

31
What’s More
TASK 4

Instruction: Classify the following phrases and sentences whether it is

PHYSICAL, SOCIO ECONOMICAL OR ENVIRONMENTAL VULNERABILITY.
1. shutdown of telecommunication tower
2. houses built near fault lines
3. denudation of forests
4. rest houses near Boracay shoreline
5. Twenty-story building constructed on soil mainly made up of clay
6. bridges with cracks and crevices
7. overfertilization of agricultural soil
8. Lost of job due to COVID-19 pandemic
9. possible retrenchment of ABS CBN employees due to its shutdown
10. Destruction of coral reefs that serves as barriers against storm surge
TASK 5 Spot the Hazard

Instruction: Below are pictures of the works place, encircle the hazard and
complete the table below.

A. Home Dangers
from National Safety Council

32
 Spot the Hazard Assessment Make the changes
List the hazards describe the risk suggest ways to control the risk
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

B. OFFICE DANGERS CHECKLIST

from National Safety Council

33
 Spot the Hazard Assessment Make the changes
List the hazards describe the risk suggest ways to control the risk
1.
2.
3.
4.
5.

TASK 6 SITUATION

You are in grade 12, at your age you usually spend your time with your friends ad go
other places with them. You are very much excited because this is the day where you
and friends have been waiting for, a moment later President Duterte announced the
Enhanced Community Quarantine in entire calabarzon because of the COVID-19
Pandemic. You and your friends decided not to continue your outing and change it into
friends gathering party near you.

1. Determine the hazard given in the story.

2. What are the possible ways to lessen the vulnerability of the exposed elements
to hazard? Explain your answer
3. Why is it so important to determine the elements exposed to hazards in your
community?

NOTE: Use one WHOLE SHEET OF PAPER for all activity. Write the TASK NUMBER

Vulnerability is Basically

Uncertainty, Risk, and Emotional Exposure

BRENE BROWN

34
 DATACOM

INSTITUTE OF COMPUTER TECHNOLOGY

Disaster Readiness and Risk Reduction 2nd Semester

Module 4: Basic concept of hazard

(SENIOR HIGH SCHOOL)

Inquiries and comments on this syllabus should be addressed to:

Jennalyn L. Martinez
Faculty Member
jennalynmartinez90@gmail.com
09184190204

35
The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Read the instruction carefully before doing each task.
3. Observe honesty and integrity in doing the task and checking your answers.
4. Finish the task at hand before proceeding to the next.
5. Return this module to your teacher one you are through with it.

If you encounter any difficulty in answering the task in this module, do not
hesitate to consult your teacher. Always bear in mind that you are not alone.

We hope that through this materials, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

What I Need to Know

Students should be able to:

1. Define hazards;
2. Give examples of the types of hazards; and
3. Explain the impact of various hazards on different exposed elements.

Lesson 1: Basic Concept of Hazard

Hazards are the potentials for damage to man and his environment that may result
from the occurrence of natural events such as volcanic eruptions, earthquakes,
floods, and storm surge.

An event per se does not constitute a hazard. Without a threat to a population, the
eruption of an isolated volcano remains an event but when volcanic activity occurs
close to or right at the center of a populated area, a mere even becomes a hazard.

HAZARD

Elements of the physical environment, harmful to man and caused by forces

extraneous to him.

 A source of potential harm or situation with a potential to cause loss

 A natural event that has the potential to cause a harm or loss

36
  A phenomenon or situation, which has the potential to cause the disruption or
damage to people, their services and their environment

Types of Hazard

1. Natural Hazards – hazards that results from earth’s natural processes. (e.g.
volcanic eruption, earthquakes)
2. Secondary Hazard – are hazards that resulted or consequence of other
hazards. (e.g. landslides, tsunamis)
3. Technological Hazards – man-made hazards. (e.g. radiation leaks, toxicity of
land due to pesticides)
4. Quasi-natural Hazards – hazards that results from the interaction of natural
processes and human activities. (smog, desertification,)

GENERAL CLASSIFICATION OF HAZARD

1. Natural hazard such as earthquakes or floods arise from purely natural

processes in the environment.
2. Quasi – natural hazard such as smog or desertification that arise through the
interaction of natural processes and human activity.
3. Technological (or human – made) hazards such as the toxicity of pesticides to
agricultural lands, accidental leaks of chemicals from chemical laboratories or
radiation from a nuclear plant. These arise directly as a result of human activities.

TYPES OF HAZARD - Atmospheric (Single Element) (Combined Element) Excess

Rainfall Hurricanes Freezing Rain (Glaze) Glaze storm Hail Thunderstorm Heavy Snow
Falls Blizzard High wind speeds Tornadoes Extreme Temperature Heat/Cold Stress

TYPES OF HAZARD – Hydrologic

 Floods
 Wave Action
 Drought
 Rapid glacier advance Geologic
 Mass movement (Landslides, Mudslides, Avalanche)
 Tsunami
 Earthquake
 Volcanic Eruption
 Rapid sediment movement

TYPES OF HAZARD Biologic

 Epidemic in humans, plants, animals

 Locusts Technologic

37
  Transportation accident
 Industrial explosions and fire
 Accidental release of toxic elements
 Nuclear accidents
 Collapse of public buildings
 Cyber Terrorism

TYPES OF HAZARD Chemical Hazards

A chemical hazard is a (non-biological) substance that has the potential to cause
harm to life or health. Chemicals are widely used in the home and in many other
places. Exposure to chemicals can cause acute or long-term detrimental health effects.

TYPES OF Ergonomic Hazards

Ergonomic hazards are physical factors in the environment that may cause
musculoskeletal injuries.

These include repetition, awkward posture, forceful motion, stationary

position, direct pressure, vibration, extreme temperature, noise, and work
stress.

TYPES OF Physical Hazards

Physical hazards are factors or conditions within the environment that can
harm your health.

Lesson 2 Impact of various hazards on different

exposed elements

IMPACTS OF VARIOUS ON DIFFERENT EXPOSED ELEMENTS

According to the International Center for integrated Mountain Development (ICIMOD)

the impacts of various hazards vary in severity and vary in regard to how long they last.
In many ways wealth and development assist in the way people recover from hazards.
A more economically developed country can prepare for and predict hazards more
effectively and they have more resources to support a faster recovery. However there is
also a need for resilience. In many developing countries people who experienced
hardship can often recover more quickly from hazard

38
COMMON LONG TERM IMPACTS OF NATURAL HAZARD

 Physical Death of People • Destruction and loss of vital infrastructure like

transport system , roads, bridges, power, lines and communication lines. • Wide
spread loss of housing

Psychological impact

 Grief and psychological trauma

 Marital conflicts
 Depression due to loss of loved ones and properties
 Chronic anxiety among children severely affected COMMON LONG TERM
IMPACTS OF NATURAL HAZARD

COMMON LONG TERM IMPACTS OF NATURAL HAZARD

Socio – Cultural Impact

 Displacement of population
 Loss of Cultural Identity
 Forced adoption of new sets of culture
 Ethnic conflicts

Economic Impact

 Loss of job due to displacement

 Loss of harvest and livestock
 Loss of farms, fish cages, and other sources of living
 Loss of money and other valuables like jewelries, furniture and appliances
COMMON LONG TERM IMPACTS OF NATURAL HAZARD

Environmental Impact

 Loss of forest due to forest fires

 Loss of fresh water due to salination (intrusion of salt water to fresh water
sources)
 Disturbance of biodiversity
 Loss of natural rivers and other tributaries COMMON LONG TERM IMPACTS
OF NATURAL HAZARD

Biological Impact

 Epidemic to people, flora and fauna

 Chronic and permanent illness due to nuclear radiation
 Mental disorder developed from consumption of contaminated foods

39
  Proliferation of different viral and bacterial diseases COMMON LONG TERM
IMPACTS OF NATURAL HAZARD

TASK 1: Lesson 1 Arrange Me!

Instruction: Choose the right example of types of hazards below and write it on the
corresponding table. Copy answer the table in your answer sheet.

Natural Hazards Quasi-Natural Hazards Technological or Manmade

Hazards

40
Avalanche volcanic eruptions hurricanes
Oil spill biological attacks landslides
mining explosions polluting ground water droughts
wild fires or bush fires dam failures fires
transportation accidents storm surge earthquake
train accident plane crashes tornadoes
falling objects typhoon floods
air pollution water pollution acid rain
global warming desertification smog

lightning sandstorm epidemic in human

plants and animals

TASK 2: Lesson 1 Picture Analysis

Instructions:

a. Identify the different hazard and risk of the picture. List it down ten (10)

1. 6.
2. 7.
3. 8.
4. 9.
5. 10.

41
 b. Answer the following:
1. Based on the lesson, what are the 5 types of hazards you encountered, list
and draw included working place it happened.
2. Draw and describe what did you do to resolved such hazards?

TASK 3: Lesson 1 Identifying Hazards

Instructions: Name, draw and identify ten (10) different kinds of hazards

1. 6.
2. 7.
3. 8.
4. 9.
5. 10.

TASK 1: Lesson 2 Comic Strip

Instructions:

1. Make a comic strip about the impact of various hazards on different exposed
elements.
2. Write short story

NOTE: Use one WHOLE SHEET OF PAPER for all activity. Write the TASK NUMBER

“Safety doesn’t happen by accident”

42
 DATACOM

INSTITUTE OF COMPUTER TECHNOLOGY

Disaster Readiness and Risk Reduction 2nd Semester

Module 5: Earthquake Hazards and Risk Reduction Methods

(SENIOR HIGH SCHOOL)

Inquiries and comments on this syllabus should be addressed to:

Jennalyn L. Martinez
Faculty Member
jennalynmartinez90@gmail.com
09184190204

43
The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Read the instruction carefully before doing each task.
3. Observe honesty and integrity in doing the task and checking your answers.
4. Finish the task at hand before proceeding to the next.
5. Return this module to your teacher one you are through with it.

If you encounter any difficulty in answering the task in this module, do not
hesitate to consult your teacher. Always bear in mind that you are not alone.

We hope that through this materials, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

What I Need to Know

If earthquake is regarded as one of the most frightening natural disasters, that is

because seconds of its occurrence can be more destructive than days of a typhoon.
Besides, an earthquake comes with very little warning. This module is intended to equip
you with knowledge on various potential earthquake hazards and reduction of its risks.
After going through this module, you are expected to:

1. Identify various potential earthquake hazard sand ways to minimize it;

2. Appreciate the value of preparedness and resilience in disastrous situations; and
3. Create a comic strip about being prepared and resilient.

44
 LESSON 1:
Earthquake Hazards

An earthquake poses a lot of hazards which can contribute to large economic and
human losses, and represents a serious impediment to socioeconomic development,
creation of jobs and availability of funds for poverty reduction initiatives. In this module
you will be introduced to the different hazards brought about by an earthquake.
Earthquake hazard and risk assessment is a fundamental tool for developing risk
reduction measures and constitutes the first step to support decisions and actions to
reduce potential losses.

What’s In

In your previous lessons about earthquake, you have learned how an earthquake starts,
where it usually originates and the type of plate motion that usually causes an
earthquake. Now, it is essential for you to learn what are the impending threats and
hazards that go along with an occurrence of an earthquake. Ultimately, this will help you
develop sense of preparedness by equipping you with necessary knowledge on the
different earthquake hazards. Before you engage with the main objectives of this
module, let us have a brief throwback on important concepts about earthquake.

Can you label the picture below? Inside the boxes at the right, write the correct label
and give the definition of the term/s

Now, check your answer in the Answer Key section. Did you get them right? Let us
refresh the following earthquake concepts:

 An earthquake is the vibration of Earth produced by the rapid release of energy

within the lithosphere.

45
  Earthquakes are caused by slippage along a break in the lithosphere, called a
fault.
 The energy released by an earthquake travels in all directions from the focus in
the form of seismic waves.
 The movement that occurs along faults during earthquakes is a major factor in
changing Earth’s surface.
 Forces inside Earth slowly deform the rock that makes up Earth’s crust, causing
rock to bend.
 Elastic rebound is the tendency for the deformed rock along a fault to spring back
after an earthquake.
 An aftershock is an earthquake that occurs sometime soon after a major
earthquake.
 A seismograph is a device used to record the motion of the ground during an
earthquake.

What’s New

Who would not know the story of Popoy and Basha? In the movie One More Chance,
Popoy, who played the role of an architect, was able to fulfill his stubborn vision of
building calamity and earthquake-proof housing projects.

46
Source:, Unreel Ph, “One More Chance and that one scene that broke it”, February 16,
2020.1024 x 576, Accessed July 10, 2020, https://unreel.ph/feature/one-more-chance-
confrontation-scene/]Figure 2. Popoy playing the role of an architect wanting to build
earthquake-resistant structures Answer the following questions.

1. What do you think is the reason why Popoy thought of building earthquake-
proof houses?
______________________________________________________________________
______________________________________________________________________
_______________________________________________________________

2. What are the possible hazards or dangers that can be caused by an

earthquake?
______________________________________________________________________
______________________________________________________________________
____________________________________________________________

3. Based from yourprevious learnings, what are the materials and structural features of
an earthquake-proofhouse?
______________________________________________________________________
______________________________________________________________________
____________________________________________________________

What is It

What are Earthquake Hazards? Earthquake Hazards refer to earthquake agents which
have the potential to cause harm to a vulnerable target which can either be humans,
animals or even your environment. The effects of an earthquake can be classified as
primary or secondary. •Primary effects are permanent features an earthquake can bring
out. Examples include fault scarps, surface ruptures, and offsets of natural or human-
constructed objects. •Secondary effects happen when ground movement results toother
types of destruction. Examples include landslides, tsunami, liquefaction and fire.
Below are the four earthquake hazards which are considered as secondary effects of an
earthquake

1. Landslides Seismic vibration is a common

triggering mechanism for landslides.
Landslides can have particularly
devastating effects like floods, blocking of
rivers, death, and damage to land and
natural resources. Landslides can be
prevented by reinforcing slope material,

47
 modifying the pathway for surface and underwater and by putting piles and
retaining walls.

2. Tsunami A tsunami is a huge sea wave

triggered by a violent displacement of the
ocean floor. Underwater earthquakes,
volcanic eruptions or landslides can cause
tsunami. As it approaches a shallow
coastline, its speed decreased, but the
height of the tsunami increases drastically,
bringing so much damage to nearby
communities. Tsunamis can also
overwhelm sewage systems, destroy
structures and kill people.

3. Liquefaction Earthquake motion can

turn loosely packed, water-saturated soil
to liquid—"liquefaction.” Liquefied soil
becomes less compact and ultimately lose
the ability to support roads, buried pipes,
and, of course, houses. It is caused by
vibration or saturation with water which
causes the soil to decrease in density. This
poses danger for it lead to unstable
structures of buildings due to ground
subsidence.

4. Fires Earthquakes cause fires. Even

moderate ground shaking can break gas
and electrical lines, sever fuel lines, and
overturn stoves. To further complicate
things, water pipes rupture, so it would be
impossible to extinguish the fire

Most commonly used methods of reducing earthquake risks are as follows:

1. Effective recording and interpretation of ground motion. This can be done by

effective instrumentation in order to determine the location, strength and
frequency of earthquakes. This assists in providing alerts and warnings

48
 especially to high-risk or vulnerable areas for preparation and emergency
response.
2. Constructing seismic hazard maps A seismic hazard map shows the potential
hazards in a given area. In many regions in our country, seismic expectancy
maps or hazard maps are now available for planning purposes. It serves as basis
for disaster management information like locations for evacuation and evacuation
9routes. The anticipated intensity of ground shaking is represented by a number
called the peak acceleration or the peak velocity.
3. Developing resistant structures Resistant structures are able to withstand
collapse by redistributing forces caused by seismic waves through shear walls.
Developing engineered structural designs that are able to resist the forces
generated by seismic waves can be achieved either by following building codes
based on hazard maps or by appropriate methods of analysis

Source: Steel for earthquake-proof houses, Steel-Frames, 1600 x 680, Published Nov 6, 2017 by Posco Newsroom,
Accessed June 2, 2020, https://dh4drhh3phab.cloudfront.net/en/wp-content/uploads/2017/11/Steel-Frames.jpg

The Philippines is prone to natural calamities. For this reason, pushing for programs
that build calamity-proof housing projects must be given importance. Steel,
capable of withstanding enormous force without getting damaged, is usually used as
frame in making such houses for it provides great deal of security. Other essential
characteristics of steel are easy to maintain and can withstand the test of time and has
high strength to weight ratio. Moreover, it is proven to be eco-friendly. Source: Steel for
earthquake-proof houses, Steel-Frames, 1600 x 680, Published Nov 6, 2017 by Posco
Newsroom, Accessed June 2, 2020, https://dh4drhh3phab.cloudfront.net/en/wp-
content/uploads/2017/11/Steel-Frames.jpg

49
Table 1. Program options that can be taken by government and private institutions to
reduce the risks of earthquake hazards

So
urce: adpc. (1001). Earthquake Vulnerability Reduction for Cities (EVRC-2). Notes

The options and benefits of vulnerability reduction mentioned above are based on
experiences in developed countries. A refinement of approaches is necessary for
selecting and implementing these options in developing countries.

What’s More

Activity 1.1: Hurdling Language Barriers to Understand Science

Learning the Skill: Defining terms using context clues Give the meaning of the
underlined words by examining how it is used in the sentence. Look for context clues.

1. When the soil is water-saturated, it tends to behave like a liquid. Such behavior leads
to secondary earthquake effect which is called liquefaction.
_____________________________________________________________________
______________________________________________________________________
______________________________________________________________________

50
2. During earthquakes, LPG tanks and stoves may overturn and electrical lines may
sever, and consequently may lead to fire.
_____________________________________________________________________
______________________________________________________________________
______________________________________________________________________

3. Seismic activities must be monitored because earthquakes originate below the

earth’s crust.
______________________________________________________________________
______________________________________________________________________
_____________________________________________________________________

4. Ground subsidence happens because of the soft and liquid-like behavior of some
soil.
_____________________________________________________________________
_____________________________________________________________________

5. A tsunami is caused by earthquake in oceanic floors. This leads to huge flooding in

communities near the seashore.
_____________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Activity 1.2. Whatta Breakthrough!

Impact-proof desk developed for pre-school students

Published April 28, 2019, 4:02 PM

A group of researchers from the

Philippine Normal University (PNU),
De La Salle University, and
Technological University of the
Philippines developed a high impact-
proof automated study desk for
preschool children following recent
consecutive earthquakes in Luzon
and Visayas.

Life-Saving Automated Mesa to Endure

Seismic Activity or the LAMESA (PHOTO
COURTESY OF DOST / MANILA BULLETIN)

51
Called “LAMESA” for Life-Saving Automated Mesa to Endure Seismic Activity, the desk
serves as a “a survival tool and a teaching aid to initiate ‘active’ disaster preparation,”
according to PNU’s Dr. Marie Paz Morales, research team leader. This was done to
help educational institutions become more prepared for quake-related disasters such as
“The Big One”.

“The Big One”, a cataclysmic event that the Department of Science and Technology-
Philippine Institute of Volcanology and Seismology (DOSTPHIVOLCS) has been
forewarning for years, is expected to reach up to magnitude 8.5. Such massive force
can substantially destroy populated areas in Metro Manila, including residential areas,
businesses, and schools. “La mesa” or “mesa” means “table” in Filipino.

The desk—measuring 1.22 m in length, 0.69 m in width and 3.327 cm in tabletop

thickness—uses lightweight but highly strong and elastic materials to comply with
kindergarten standards. Its height of 0.57 m ensures that up to four kindergarteners,
with an average height of .91 m (or three feet), will be able to hide under the table.

The steel table top is coated with epoxy paint to make it durable and slick, while the
steel legs come with rubber footings to minimize sliding during tremors. Its center legs,
meanwhile, support a storage bin with sliding door for lighting devices plus ample food
and water supplies for up to nine kindergarteners.

Moreover, LAMESA is equipped with an accelerometer, a device that senses motion,

which feeds seismic measurements to a Wi-Fi-enabled microcontroller. This
microcontroller then simultaneously triggers the actuator which causes the table top to
fold 16 degrees upward.

LAMESA likewise has a built-in alarm system that activates when vibration levels are
above-normal. Further, it has a 13-bit liquid crystal display which shows the intensity
level and instructs people to evacuate when needed.

LAMESA combines technology with capacity building in terms of knowledge and

infrastructure to best address such probable disaster, particularly in educational
institutions.

According to the research team, they developed not only a resilient study desk for
kindergartens but also a warning system when earthquakes occur, a safety
infrastructure for students to use, and a learning tool to passive disaster preparation of
kindergarten.

____________

Source: Dhel Nazario, Impact-proof desk developed for pre-school students, Manilla
Bulletin, April 28, 2019.

52
Guide Questions

1. What does LAMESA stand for?

2. What type of materials in making this impact-proof desk?

3. What are the features of the desk?

4. At an expected magnitude of 8.5, how will you describe the strength

and damage does the Big One can bring?

5. How important is this invention for young children in school?

6. Why do you think these scientists came up with these inventions?

7. How important is it to be prepared and be resilient

Activity 1.3. Info-comics

Create a 12-box comic strip which encourages people to appreciate the value

of knowing earthquake hazards and risk reduction. You are certainly allowed

to go beyond 10 boxes if you want.

53