Inclusive Paulinian Adaptive Uninterrupted Learning (iPaul) Program

ST. PAUL SCHOOL, BAROTAC VIEJO, ILOILO INC.

Sitio Ambulong, Brgy. Natividad, Barotac Viejo Iloilo
LEP-DRRR -G12

CURRICULUM CONNECTION
LIFE PERFORMANCE OUTCOMES:
LPO2: Courageous, Resourceful EXPLORERS & PROBLEM SOLVERS

PERFORMANCE OUTCOMES:
All SPCEM Science Specialists can:
PO2: Utilize advanced concepts, skills, processes, technologies or research in the scientific disciplines to create and implement
innovations or workable solutions that improve or preserve life, the environment, disaster preparedness, or the field of science .

ESSENTIAL PERFORMANCE OUTCOMES:

EPO1: Seek out issues, possibilities, and sources of related information willingly for further investigation and development

CONTENT: PERFORMANCE STANDARD:

Seek out issues, possibilities, and sources of related Each Paulinian Seek out issues, possibilities, and sources
information willingly for further investigation and of related information willingly for further investigation and
development in explaining the meaning of disaster. development in explaining oxidation and reduction (redox)
reactions.
.
MOST ESSENTIAL LEARNING COMPETENCE/S:
 Describe the effects of disasters on one’s life. (DRR11/12-Ia-b-3)

INTENDED LEARNING OUTCOMES:

 Identify the risk factors underlying disasters.
 Describe each Risk factors underlying disasters.
 Utilize the gained knowledge in real life situations to avoid harm and assure safety.
 Appreciate the importance of understanding the risk factors underlying disasters to mitigate the effects of disaster and practice
mitigation measures as early as necessary by seeking out issues, possibilities, and sources of related information.

ACTIVITY MENU
INTRODUCTION
LEARNING OUTCOMES
 SETTING OF EXPECTATIONS

CONCEPT DEVELOPMENT INPUTS

 Risk Factors Underlying Disasters

SKILLS DEVELOPMENT EXCERCISES

 Worksheet no. 1: What is the Risk Factor
 Worksheet no. 2: Identifying Risk Factors
 Worksheet no. 3: Fill Me

ASSESSMENT TASK

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INTRODUCTION

This module is intended to help you understand the 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 how and when an event turns into a disaster.

The Module is intended to equip you with knowledge to explain the risk factor underlying
disaster.

LEARNING OUTCOMES
 Risk Factors Underlying Disasters
SETTING OF EXPECTATION
Read the outcomes above and fill out the table below. Write what you know about the
topic on My Knowledge. Write your Expectations on what you will become based on the
program outcome, essential performance outcome, intended learning outcomes, and applied
performance commitment on My expectations. At the end of the lesson, write what’ve learned on
My learnings. What you’ve become and where can you apply your learnings on My application.

My Knowledge My Expectations

My Learnings My Application

CONCEPT DEVELOPMENET INPUTS

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Direction: Read the scenario below. Based on your understanding of disaster from the previous module,
enumerate or list down the risks that are reflected from the text.

Disaster can affect everyone. It does not discriminate between and among social classes,
gender, creed, race, and nationality. But certain risk factors put those affected in a position where they
will have graver or longer-lasting post-disaster stress reactions. These aggravating factors contribute to
evident differences in the stress reactions of certain individuals with certain characteristics.

Gina, an 18-year-old resident of Tacloban

City, just got laid off from her job as a sales
clerk in a mediumsized hardware store. She
and her siblings could barely survive each
day with their limited resources. Then
Typhoon Yolanda struck, it killed her 2
younger sisters. Their home was destroyed
by the storm surge. In her barangay alone,
2000 residents were killed, including her
childhood friends and
former playmates .

Identified Risk:

1. __________________________________ 4. __________________________________

2. __________________________________ 5. __________________________________
3. __________________________________

RISK FACTORS

Disaster risk as defined in the first module, has three important elements such as:

1. Exposure - the “elements at risk from a natural or man-made hazard event (Quebral,
2016).

2. Hazard-a potentially dangerous physical occurrence, phenomenon or human activity

that may result in loss of life or injury, property damage, social and economic disruption, or
environmental degradation.

3. Vulnerability - the condition determined by physical, social, economic and

environmental factors or processes, which increase the susceptibility of a community to the impact of
hazard (Food and Agriculture Organization of the United nation, FAO 2008).

Reduction of the level of vulnerability and exposure is possible by keeping people and property
as distant as possible from hazards. We can not avoid natural events from occurring, but we can
concentrate on addressing the reduction of risk and exposure by determining the factors causing
disasters.

Risk Factors are processes or conditions, often development-related, that influence the level of
disaster risk by increasing levels of exposure and vulnerability or reducing capacity.

The following are also taken into consideration when risk factors underlying disaster are
involved:

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⚫ Severity of exposure - which measures those who experience disaster firsthand which has the
highest risk of developing future mental problems, followed by those in contact with the
victims such as rescue workers and health care practitioners and the lowest risk are those most
distant like those who have awareness of the disaster only through news.

⚫ Gender and Family - the female gender suffers more adverse effects. This worsens when
children are present at home. Marital relationships are placed under strain.

⚫ Age - adults in the age range of 40-60 are more stressed after disasters but in general,
children exhibit more stress after disasters than adults do.

Magbool, Irfan, Asian Disaster Preparedness Center, ADPC, 31 December 2012,

https://www.adpc.net/igo/contents/adpcpage.asp?pid=1266&dep=RIG

⚫ Economic status of country - evidence indicates that severe mental

problems resulting from disasters are more prevalent in developing countries like the
Philippines. Furthermore, it has been observed that natural disasters tend to have more
adverse effects in developing countries than do mancaused disasters in developed countries.
Magbool, Irfan, Asian Disaster Preparedness Center, ADPC, 31 December 2012,
https://www.adpc.net/igo/contents/adpcpage.asp?pid=1266&dep=RIG

Factors which underlie disasters:

1. Climate Change - can increase disaster risk in a variety of ways – by altering the frequency and
intensity of hazards events, affecting vulnerability to hazards, and changing exposure patterns. For most
people, the expression “climate change” means the alteration of the world’s climate that we humans
are causing such as burning of fossil fuels, deforestation and other practices that increase the carbon
footprint and concentration of greenhouse gases in the atmosphere. This is in line with the official
definition by the United Nations Framework Convention on Climate Change (UNFCCC) that climate
change is the change that can be attributed “directly or indirectly to human activity that alters the
composition of the global atmosphere and which is in addition to natural climate variability observed
over comparable time periods”

International Strategy for Disaster Reduction, “Climate Change and Disaster Risk
Reduction”, September 2008
https://www.wmo.int/pages/prog/dra/vcp/documents/7607_Climate-Change-DRR.pdf

2. Environmental Degradation - changes to the environment can influence the frequency and
intensity of hazards, as well as our exposure and vulnerability to these hazards. For instance,
deforestation of slopes often leads to an increase in landslide hazard and removal of mangroves can
increase the damage caused by storm surges (UNISDR, 2009b). It is both a driver and consequence of
disasters, reducing the capacity of the environment to meet social and ecological needs. Over
consumption of natural resources results in environmental degradation, reducing the effectiveness of
essential ecosystem services, such as the mitigation of floods and landslides. This leads to increased risk
from disasters, and in turn, natural hazards can further degrade the environment.

Prevention Web. Editor, “Environmental Degradation”, Prevention Web. The Knowledge

Platform for Disaster Risk Reduction, 12 November 2015 https://www.preventionweb.net/risk/environmental-degradation

3. Globalized Economic Development - It results in an increased polarization between the rich and
poor on a global scale. Currently increasing the exposure of assets in hazard prone areas, globalized
economic development provides an opportunity to build resilience if effectively managed. By
participating in risksensitive development strategies such as investing in protective infrastructure,

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environmental management, and upgrading informal settlements, risk can be reduced. Dominance and
increase of wealth in certain regions and cities are expected to have increased hazard exposure (Gencer,
2013).

Prevention Web. Editor, “Globalized Economic Development”, Prevention Web. The Knowledge Platform for Disaster Risk
Reduction, 12 November 2015 https://www.preventionweb.net/risk/globalized-economic-development

4. Poverty and Inequality - Impoverished people are more likely to live in hazardexposed areas
and are less able to invest in risk-reducing measures. The lack of access to insurance and social
protection means that people in poverty are often forced to use their already limited assets to buffer
disaster losses, which drives them into further poverty. Poverty is therefore both a cause and
consequence of disaster risk (Wisner et al., 2004), particularly extensive risk, with drought being the
hazard most closely associated with poverty (Shepard et al., 2013). The impact of disasters on the poor
can, in addition to loss of life, injury and damage, cause a total loss of livelihoods, displacement, poor
health, food insecurity, among other consequences. Vulnerability is not simply about poverty, but
extensive research over the past 30 years has revealed that it is generally the poor who tend to suffer
worst from disasters (DFID, 2004; Twigg, 2004; Wisner et al., 2004; UNISDR, 2009b).

Prevention Web. Editor, “Poverty and inequality”, Prevention Web.

The Knowledge Platform for Disaster Risk Reduction, 12 November
2015 https://www.preventionweb.net/risk/poverty-inequality

5. Poorly planned and Managed Urban Development - A new wave of urbanization is unfolding in
hazard-exposed countries and with it, new opportunities for resilient investment emerge. People,
poverty, and disaster risk are increasingly concentrated in cities. The growing rate of urbanization and
the increase in population density (in cities) can lead to creation of risk, especially when urbanization is
rapid, poorly planned and occurring in a context of widespread poverty. Growing concentrations of
people and economic activities in many cities are seen to overlap with areas of high-risk exposure.

Prevention Web editor, “Poorly planned and managed urban development “, Prevention Web. The
Knowledge Platform for Disaster Risk Reduction, 12 November 2015
https://www.preventionweb.net/risk/poorly-planned-managed-urban-development

6. Weak Governance - weak governance zones are investment environments in which public
sector actors are unable or unwilling to assume their roles and responsibilities in protecting rights,
providing basic services and public services. Disaster risk is disproportionately concentrated in lower-
income countries with weak governance (UNISDR, 2015a). Disaster risk governance refers to the specific
arrangements that societies put in place to manage their disaster risk (UNISDR, 2011a; UNDP, 2013a)
within a broader context of risk governance (Renn, 2008 in UNISDR, 2015a). This reflects how risk is
valued against a backdrop of broader social and economic concerns (Holley et al., 2011).

Prevention Web. Editor, “ ”Prevention Web. The Knowledge Platform for Disaster Risk
Reduction. Nov. 12, 2015 https://www.preventionweb.net/risk/weak-governance

Certain factors are related to a survivor’s background and recovery is hampered if survivors:
were not functioning well before the disaster; have no experience dealing with disasters; must deal with

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other stressors after the disaster; have low self-esteem; feel uncared for by others; think they exercise
little control over what happens to them; and unable to manage stress.

More factors contributory to worse outcomes: death of someone close; injury to self or family
member; life threat; panic, horror, or similar feelings; separation from family; massive loss of property;
and displacement.

SKILLS DEVELOPMENET EXERCISES

Worksheet no. 1: What is the Risk Factor

Directions: Analyze the given situation by identifying the correct risk factor. Write only the letter that
corresponds to your answer. To facilitate your task, accomplish the given table below:

A. Climate Change
B. Environmental Degradation
C. Globalized Economic Development
D. Poverty and Inequality
E. Poorly planned and Managed Urban Development
F. Weak Governance

Situation Factor Underlying Disaster

unwillingness to assume their roles and responsibilities in governing

disaster risk department
rising sea levels
cities located in low-altitude estuaries such as Marikina City,
Philippines are exposed to sea-level rise and flooding.

houses are built with lightweight materials

effects in developing countries

deforestation that can lead to landslide

global Warming
garbage slide killed that over 200 people in an informal settlement
in Manila, the Philippines,
fragmented responsibilities for drought risk management

Worksheet no. 2: Identifying Risk Factors

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Direction: Read the news article about an earthquake. After you have read the article, answer the
guide questions.

6.4-Magnitude Earthquake Shakes Southern Philippines

MANILA • A strong 6.4-magnitude earthquake shook the southern Philippines yesterday,

sending frightened residents fleeing from buildings, officials and eyewitnesses said.

The quake struck off the coast of the southern town of Manay at 3.16 pm at a depth of 14km, the
Philippine Institute of Volcanology and Seismology (PHIVOLCS) said in a statement.

While there were no immediate reports of serious destruction, the institute said it expects the
earthquake to have caused some damage.

A lot of people ran from their homes because a lot of items were falling inside," The Philippine
Institute of Volcanology and Seismology (PHIVOLCS) is a service institute of the Department of
Science and Technology (DOST) that is principally mandated to mitigate disasters that may arise
from volcanic eruptions, earthquakes, tsunami and other related geotectonic phenomena.
PHIVOLCS science researcher John Deximo said.

The Philippines lies on the so-called Ring of Fire, a vast Pacific Ocean region where many
earthquakes and volcanic eruptions occur.

At least two people were killed and scores injured when a 6.5-magnitude quake struck the central
Philippines in July last year.

The most recent major quake to hit the Philippines was in 2013, when a 7.1magnitude quake left
more than 220 people dead and destroyed historic churches in the central islands.

France-Presse, Agence, “6.4-Magnitude Earthquake Shakes Southern Philippines”THE STRAIT TIMES ASIA, 09
September 2018, SGT https://www.straitstimes.com/asia/se-asia/64-magnitude earthquake-shakes-southern-philippines

Guide Questions:

1. What risk/s can you identify from the news article?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________
2. What do you think are the factors that affect the disaster risks from the preceding article?
__________________________________________________________________________________
__________________________________________________________________________________

__________________________________________________________________________________

Worksheet no. 3: Fill Me

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Direction: Supply the missing letters to complete the word/s that described the various effects
of disaster. Statements are provided as clues.

1. The elements at risk from a natural or man-made hazard event.

_X__S__E

2. These are processes or conditions, often development-related, that influence the level of
disaster risk by increasing levels of exposure and vulnerability or reducing capacity.

D_S___E_ R___

3. The conditions determined by physical, social, economic, and environmental factors or

processes, which increase the susceptibility of a community to the impact of hazard.

_U_N__A__L__Y

4. Damage to both public and private infrastructures

I_F__S_R__T_R_ D__A_E

5. Many people must abandon their homes and seek shelter in other regions which may cause
large influx of refugees that disrupt accessibility of health care and education, as well as food
supplies and clean water

P__E_T__L D_S__A__M_N_

ASSESSMENT TASK:

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AM I READY?

Direction: 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 factors underlying disasters 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. The given rubrics below will be used
for scoring.

Rubrics for creating a speech.

30 25 15 10

The speech is on The speech is on

The speech The speech is
topic but the topic and the
Content adheres to the neither on topic nor
substance is substance is
theme/topic. has substance.
satisfactory. fair.

Ideas and pieces of

Some pieces
information
The speech is of
seem to be
Organization of very well Clear words are information
are not clear randomly
Thoughts organized and used.
and hard to arranged and
informative.
improvement is
follow.
needed.

REFERENCES
Maria Angelina D. Rea, PhD et al., General Biology 1 Rex Book Store, Inc. 856 Nicanor Reyes, Sr. St.
Manila Philippines.

Prepared by:
IRISH JHAIZEL KAYE FUENTES
Subject Teacher

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