DISASTER READINESS

AND RISK REDUCTION

Modified Strategic Intervention Materials

Quarter 1 Week 3
Disaster Readiness and Risk Reduction
Modified Strategic Intervention Materials
Senior High School – Quarter 1: Week 3: Explain the Meaning of Vulnerability
More Vulnerable Sectors of Society
Diagnosing Vulnerabilities of Different Elements
Exposed to Specific Hazard

Development Team
Author: Charles Allen G. Canlas
Angela Mae Ann C. Macadaeg
Dave Prudence G. Tayag
Cover Art Illustrator: Erich D. Garcia
Reviewer: Paz I. Calas
Editor: Paz I. Canlas
Layout: Leiann G. Celis

Management Team
Zenia G. Mostoles EdD, CESOV, Schools Division Superintendent
Celia R. Lacanlale PhD, Chief CID
Paz I. Canlas, Education Program Supervisor in Science

Department of Education – Division of Pampanga

Office Address: High School Boulevard, Brgy. Lourdes,

San Fernando City, Pampanga
Landline Number: (045) 435-27-28

Email Address: [email protected]

 Title Card

Lesson 6: Explain the Meaning of Vulnerability

Guide Card

What do I need to know?

Introduction
In this module, you will learn about the concept of vulnerability. Wherein at the
end of the lesson, you will be able to understand various elements that may be exposed
to hazards including physical, social, economic, and environmental.

As we go on with the discussion on this module, you will be able to explain the
meaning of vulnerability, capacity and resilience within the context of disaster risk; and distinguish
between physical, social, economic and environmental factors that affect vulnerability of exposed
elements.

Learning Competency
Explain and understand the meaning of vulnerability (DRR11/12 Ic-8) (Q1/Week 3)

Learning Objectives
1. explain the meaning of vulnerability, capacity and resilience within the context of
disaster risk; and
2. distinguish between physical, social, economic and environmental factors that affect
vulnerability of exposed elements and give examples.

Pre-Test

What I know?
Write the letter of the correct answer in your notebook.
1. It describes the characteristics and circumstances of a community, system or asset that make it
susceptible to the damaging effects of a hazard.
A. Vulnerability C. Effect
B. Hazard D. Risk

1
 2. It is the likelihood or probability of a hazard event of a certain magnitude occurring.
A. Vulnerability C. Effect
B. Hazard D. Risk

3. It is a process, phenomenon or human activity that may cause loss of life, injury or other health
impacts, property damage, social and economic disruption or environmental degradation.
A. Vulnerability C. Effect
B. Hazard D. Risk

4. It is the ability to recover prior state or achieve desired post-disaster state.

A. Exposure C. Resilience
B. Resistance D. Capacity

5. This pertains to the at-risk property and population

A. Exposure C. Resilience
B. Resistance D. Capacity

6. Measures taken to prevent, avoid, or reduce loss.

A. Exposure C. Resilience
B. Resistance D. Capacity

7. EXPOSURE+RESISTANCE+RESILIENCE is equal to __________.

A. Risk C. Hazard
B. Effect D. Vulnerability

8. All are types/sectors of vulnerability EXCEPT.

A. Mental Vulnerability C. Social Vulnerability
B. Economic Vulnerability D. Environmental Vulnerability

9. It Mmay be determined by aspects such as population density levels, remoteness of a settlement,

the site design and materials used for critical infrastructure and for housing.
A. Physical Vulnerability C. Social Vulnerability
B. Economic Vulnerability D. Environmental Vulnerability

10. Natural resources depletion and resource degradation are the key aspects of __________________.
A. Physical Vulnerability C. Social Vulnerability
B. Economic Vulnerability D. Environmental Vulnerability

Review

What’s in? Let us have a simple recall.

What’s in?

Vulnerability describes the characteristics and circumstances of a community,

system or asset that makes it susceptible to the damaging effect of a hazard. There are
many aspects of vulnerability, arising from the various physical, social, economic and
environmental factors.

2
 According to UNESCO/UNDRO(1982) Definitions of Hazard & Risk Terminologies:
Vulnerability (V) is the degree of loss to a given element or set of elements at risk resulting from the
occurrence of hazardous phenomenon of a given magnitude. Vulnerability is measured by
VULNERABILITY= Exposure + Resistance + Resilience.

Activity Card
Let’s do this!

Share your thoughts!

Activity No. 1

The Three Cups Experiment

Materials: Paper cup, plastic cup, and glass cup.

Procedure:
1. Place the paper, plastic and glass cups on the edge of a table and consider these as the elements
at risk.

2. Imagine a strong earthquake taking place. Describe what will happen to each of the three cups
when the table vigorously shakes.
______________________________________________________________________________
______________________________________________________________________________
3. Then, place a pillow on the floor. Describe what will happen to the glass cup if it lands on the
pillow instead of the hard floor during the earthquake.
______________________________________________________________________________
______________________________________________________________________________
4. This time, imagine a fire occurring. Describe what will happen to each of the cups if exposed to
intense heat and flames.
______________________________________________________________________________
______________________________________________________________________________
5. Lastly, imagine a flood that submerges the room until the ceiling. What will happen if the three
cups are submerged in water and kept there for a day?
______________________________________________________________________________
______________________________________________________________________________

How do you find the activity? What is your understanding of the concept of vulnerability, exposure and
hazard based on the experiment? Write your answer in your Science notebook

3
 Let Us Discuss!

Vulnerability varies significantly within a community and over time. This definition identifies
vulnerability as a characteristic of the element of interest (community, system or asset) which is
independent of its exposure. However, in common use, the word is often used more broadly to include
the element’s exposure.

1. Physical Vulnerability may be determined by aspects such as population density levels, remoteness
of a settlement, the site, design and materials used for critical infrastructure and for housing
(UNISDR).

Example: Wooden homes are less likely to collapse in an earthquake, but are more vulnerable to fire.

2. Social Vulnerability refers to the inability of people, organizations and societies to withstand
adverse impacts to hazards due to characteristics inherent in social interactions, institutions and
systems of cultural values. It is linked to the level of well- being of individuals, communities and
society. It includes aspects related to levels of literacy and education, the existence of peace and
security, access to basic human rights, systems of good governance, social equity, positive
traditional values, customs and ideological beliefs and overall collective organizational systems
(UNISDR).

Example: When flooding occurs some citizens, such as children, elderly and differently-able, may be
unable to protect themselves or evacuate if necessary.

3. Economic Vulnerability. The level of vulnerability is highly dependent upon the economic status of
individuals, communities and nations. The poor are usually more vulnerable to disasters because
they lack the resources to build sturdy structures and put other engineering measures in place to
protect themselves from being negatively impacted by disasters.

Example: Poorer families may live in squatter settlements because they cannot afford to live in safer
(more expensive) areas.

4. Environmental Vulnerability. Natural resource depletion and resource degradation are key aspects
of environmental vulnerability.

Example: Wetlands, such as the Caroni Swamp, are sensitive to increasing salinity from sea water,
and pollution from stormwater runoff containing agricultural chemicals, eroded soils, etc.

4
Activity Card 2
Metro Manila Jigsaw: Scenarios and Perceptions on Vulnerability during Ondoy

Mechanics:

1. Pick 3 scenarios among the choices.

2. The scrolls contain scenarios of a variety of people in different cities and municipalities within
Metro Manila, all during the time of the flood disaster of Tropical Storm Ondoy.
3. Read the scrolls and put yourself into the shoes of the people in the scenario. Each one is asked
what is most likely going to happen, and why.
4. Write your answer in your notebook.
1 2 3 4

5 6 7 8

5
 Enrichment Card

Enrichment Activity 1

1
2

3 4

5 Picture Analysis. Who Is More Vulnerable?

Evaluate two of the pictures for the likelihood that

it could experience disaster due to the following
hazard:
A: earthquake
B: volcanic eruption
C: landslide
D: typhoon
E: floods

Write your answer in your notebook.

They should give their reason why or why not.

Enrichment Activity 2

What Are the Factors Affecting Vulnerability?

Based on enrichment No. 1, ask each group to explain how ONE of the following factors affect the
vulnerability of a certain area / community to a certain hazard:

1. proximity to a hazard event

2. population density near a hazard event
3. socioeconomic status of the community
4. capacity and efficiency to reduce disaster risk
5. building codes and disaster policies.

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 Reflection Card

Let me hear your thoughts about the

lesson.

3-2-1. Provide what is asked.

Three important facts you have learned

1.
2.
3.

Two interesting facts you have found

1.
2.

One insight about yourself as a learner

1.

Assessment Card

You’re about to finish this learning module. But

before that, let us assess how much is learned the test
below. Good luck!

I. MULTIPLE CHOICE. Encircle the letter of your answer in each item.

1. EXPOSURE+RESISTANCE+RESILIENCE is equal to________.
A. Risk C. Hazard
B. Effect D. Vulnerability

2. Natural resources depletion and resource degradation are the key aspects of ________________.
A. Physical Vulnerability C. Social Vulnerability
B. Economic Vulnerability D. Environmental Vulnerability

7
 3. It is the ability to recover prior state or achieve desired post-disaster state.
A. Exposure C. Resilience
B. Resistance D. Capacity

4. It pertains to the at-risk property and population.

A. Exposure C. Resilience
B. Resistance D. Capacity

5. Measures taken to prevent, avoid, or reduce loss.

A. Exposure C. Resilience
B. Resistance D. Capacity

II. Vulnerability Assessment

Together with your parents do a vulnerability assessment of your 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).

Prepared by:

CHARLES ALLEN G. CANLAS

Sta. Maria High School - Macabebe

Reference Card
 Commission on Higher Education. (2016). Teaching Guide for Senior High School. Disaster
Readiness and Risk Reduction. Philippines: Commission on Higher Education
 http://memp.colacotway.vic.gov.au/ch01s04s03.php
 https://www.slideshare.net/szl/disaster-vulnerability-risk-and-capacity
 https://www.slideshare.net/CharizaCervao/exposure-and-vulnerability
 https://FrancisseClairePuert/exposure-and-vulnerability-drrr
 https://www.sciencedirect.com/science/article/pii/S2212567114009526
 https://littlemissurbanite.com/2016/01/06/hazard-and-disaster-games-and-activities/
 http://www.odpm.gov.tt/node/162

8
 9
ASSESSMENT CARD
I. Multiple Choice
1. D 2. D 3. C 4. A 5. B
II.Vulnerability Assessment
The answers of the students in this activity will depend on the (3) most possible hazards likely
to affect their home.
ENRICHMENT CARD
Enrichment Activity 1
There are no right nor wrong answers in this activity. The answers of the learners are based
on their assessment and perception.
Enrichment Activity 2
The answers of the students in this activity are based on their selected natural
disaster.
ACTIVITY CARD
Acitvity 2
Answer to this activity will depend on the perception of the students, provided they go around
the concept of vulnerability.
ACTIVITY CARD
Acitvity 1
PRE-TEST
1. A 6. B
2. D 7. D
3. B 8. A
4. C 9. A
5. A 10. D
Answer Card
 Title Card
Lesson 7 : More Vulnerable Sectors of Society

Guide Card
Introduction: What I need to know?
People often say the word “vulnerable” and “vulnerability” when speaking about safety.
Everyone is advised to be alert all the time so that they would not be susceptible to any hazard or
disaster. Vulnerability is defined as the characteristics and circumstances of individuals, groups or
communities that make it prone to the negative effects of a hazard. Vulnerability differs among
individuals, groups or communities considering the kind of hazard exposure. Circumstances change over
time which make vulnerability temporary. You may be vulnerable today but not tomorrow and vice
versa. With this in mind, we can say that some individuals, groups or communities are more prone to
suffering, harm, damages and losses. Some sectors of society are more vulnerable to disaster than others.

Learning Competency
Explain why certain sectors of society are more vulnerable to disaster than others

Learning Objectives
 explain the challenges a person with disability faces when coping with hazards
 discuss strategies of helping persons with disabilities
 identify the factors of vulnerability

Pre-Test: What I know?

Directions: Read each question carefully and choose the correct answer. Write the letter of your answers
in your notebook.

1. It is the characteristics and circumstances of a community, system or asset that make it susceptible to
the damaging effects of a hazard.
A. Disaster C. Hazard
B. Exposure D. Vulnerability

2. Which of the following is a demographic factor of vulnerability?

A. Age of population C. Insurance cover
B. Emergency planning D. Nature of society

3. All of the following are socio-economic factors of vulnerability, except:

A. Building codes C. Nature of society
B. Education D. Wealth

10
4. These are trained for community preparedness.
A. Building codes C. Emergency planning
B. Emergency personnel D. Insurance cover

5. Rigorous and applied _______________ protect most buildings from collapse during earthquakes.
A. Building codes C. Emergency planning
B. Emergency personnel D. Insurance cover

6. All of the following describe community preparedness, except:

A. Building codes C. Emergency planning
B. Communication networks D. Insurance cover

7. PWD means persons with _______________.

A. Disabilities C. Disagreement
B. Disadvantage D. Disappointment

8. All of the following can get a PWD ID, except:

A. A blind man C. A soldier with an amputated foot
B. A deaf and mute woman D. A student with foot sprain

9. It is a learning disorder that involves difficulty reading due to problems identifying speech sounds
and learning how they relate to letters and words.
A. Dysfluency C. Dyslexia
B. Dysfunction D. Dysphagia

10. All of the following are ways to help people with disabilities, except:
A. Respect and understand confidentiality.
B. Treat people with disabilities as equals.
C. Stare at people with disabilities.
D. Ask before you help.

11. Outside help in the form of humanitarian aid is not necessary during a disaster.
A. True B. False

12. Preparation is the key element of prevention.

A. True B. False

13. Countries with good quality and widespread communication networks allow messages to be quickly
shared.
A. True B. False

14. Elements at risk can also refer to intangible elements such as economic activities and infrastructure
networks.
A. True B. False

15. Low income populations are more likely to be well prepared.

A. True B. False

Check your work.

● If you got a perfect score, SKIP THIS MODULE.

● If you got 8-14 points, PROCEED WITH THIS MODULE.

11
 Review: What’s in?
The severity of the effects of disasters among individuals, groups and communities depends
strongly on the level of exposure and vulnerability. Exposure refers to the elements at risk while
vulnerability is the characteristics and circumstances of an individual, a group or a community that make
it susceptible to the damaging effects of a hazard.

Vulnerability is something that is not permanent. Vulnerability also differs among individuals,
groups or communities. There are some sectors of society which are more vulnerable to disaster than
others.

In this module, we are going to explain the challenges that a person with disability faces when
coping with hazards, discuss strategies of helping persons with disabilities and identify the factors of
vulnerability.

Activity Card

What’s new?

Activity 1
Directions: Test your sign language skills and solve for the hidden words. Write your answers in your
notebook.

1.

2.

3.

4.

5.

12
 Discussion Of Activity 1

During your elementary days, you have learned these alphabet sign
languages. Sign languages are visual images that use hand, face and body
movements as a means of communication. It is the most commonly used form of
communication for people who are deaf or those with difficulty of hearing.

Activity 2
Directions: Guess the words using the pictures and jumbled letters given. Write the answers in your
notebook.

1. ____________________________ 2. _________________________

3._______________________________ 4. ______________________

13
 Discussion Of Activity 2

Different factors can cause a population to be more vulnerable such as the

demographic factors and the socio-economic factors. Vulnerability can also be
discussed according to community preparedness and the ability of the community
to deal with the after-effects of a hazard. The words that you have guessed are all
associated with these factors.

Enrichment Card

Vulnerable Groups

There will always be a certain group with a higher level of vulnerability to hazards. These
groups are called “special populations” or “populations at risk.” They are unable to protect themselves in
times of emergencies because of their special conditions. These groups are classified further into persons
with disabilities (PWDs).

Due to the challenging situations they are in, PWDs need everyone’s support – from individuals,
groups, communities, government and us. They need special attention, understanding and considerations
to lessen their already vulnerable positions in life.

Factors of Vulnerability

1. Demographic factors
 Age of population – The very young and very old populations are unable to respond to
hazard events well because they are less mobile.
 Distribution of population – Populations may be dispersed differently within the hazard area
like those numerous people who live in the poorer areas.
 Population density – It considers the number of people that might be affected by a disaster.
The more dense the population, the more efficient the response should be.

2. Socio-economic factors
 Education – Education programs like the earthquake drills can be helpful for individuals to know
how to deal with hazard events like the Big One.
 Nature of society – Efficient emergency response may be the result of careful planning and
training of personnel in highly centralized government structures.
 Understanding of the area – Understanding the area is a significant factor to be considered in
Disaster Preparedness Planning. It is an advantage to the established or original settlers in a
particular area affected by a disaster.
 Wealth – Low income populations are less likely to be well prepared due to the lack of money to
spend for Survival Kit.

3. Community preparedness
 Building codes – Most buildings are protected from collapse during earthquakes because of the
rigorous and applied building codes. The government should strictly apply this in the issuance of
building permits and licenses for land development.

14
  Communication networks – Communication has a very important role during disasters. Countries
with good quality and widespread communication networks allow messages to be rapidly shared.
 Emergency planning – Preparation is the key element of prevention. Preparation for a disaster
should be exemplified in an Emergency Plan.
 Scientific monitoring and early warning systems – Advanced and recognized monitoring system
can help people in the preparation for any kind of disaster.

4. Dealing with the after-effects

 Aid request – Humanitarian aid is necessary during a disaster. It should be fast and efficient
because inefficiency and negligence of managing these aids may possibly result to further
damage or loss of property, or worse, death.
 Emergency personnel – The availability of emergency personnel or trained individuals for
community preparedness may vary depending on the time of day and location of the hazard
event.
 Insurance cover – Individuals may purchase insurance policies to mitigate their losses. Having
insurance policies is an important aspect of preparation for a disaster.

JUMBLE SOLVER

Directions: Complete each statement below by arranging the jumbled letters given before each number.
Write your answers in your notebook.

EULAQS 1. Always treat people with disabilities as _____.

DIASILBTIY 2. Never assume someone does or does not have a _____.

TOCUH 3. Never _____ a person’s equipment.

CAELR 4. Keep ramps and accessible walkways _____.

PSANEORL 5. Respect a person’s _____ space.

LAGAGUNE 6. Always make eye contact with the person, not his sign _____
interpreter.

RONITUE 7. Respect and understand a person’s _____.

SRUZEIE 8. If a _____ occurs, make sure the person’s head is out

of harm’s way.

KAS 9. Always _____ before you help.

UTDARNNESD 10. If you cannot _____ what she says, ask her to repeat
herself.

15
 Complete the Table

Directions: There are 14 phrases written below. Each phrase describes a factor of vulnerability. Group
them into four (demographic factors, socio-economic factors, community preparedness and
dealing with the after-effects) to complete the table. Write your answers in your notebook.

Age of population Aid request

Communication
Building codes
networks

Distribution of
Education
population

Emergency personnel Emergency planning

Insurance cover Nature of society

Scientific monitoring and

Population density
early warning systems

Understanding of the
Wealth
area

Demographic Socio-economic Community Dealing with the

factors factors preparedness after-effects

16
 Reflection Card

What I have learned? Write your thoughts in your notebook.

Three (3) things I learned from the lesson

1 2 3

Two (2) interesting facts

1 2

One (1) question I still have

1

What I Can Do?

Please read each statement and indicate how much it is like you by filling in the blank with
always, often, sometimes, rarely or never. There are no right or wrong answers. Write the complete
sentences in your notebook.

 I __________ treat people with disabilities as equals.

 I __________ ask before I help.
 I __________ assume someone does or does not have a disability.
 I __________ stare at people with disabilities.
 I __________ respect and understand confidentiality.

Aside from the statements above, please write five more ways on how you can help a person
with a disability.

1. __________________________________________________________________
2. __________________________________________________________________
3. __________________________________________________________________
4. __________________________________________________________________
5. ____________________________________________________________________
17
 Assessment Card
Assessment 1
Directions: Look for words which are related to our lesson. Find as many as you can. Words appear
straight across, backward straight across, up and down, down and up. Write your answers
in your notebook.

A N E T W O R K S C P E G I K
M O Q S E E U V W Y O C A C E
R I S K C G A U I K P L M O A
Q U W Y O E L L A C U U E C I
G I C K N C A N T M L B N I D
O Q A S O N I E U H A F O H R
M U T E M A C R W D T O I P E
Y S A M I R O A G E I O T A Q
Z X R V C U S B T A O T A R U
R P A N L S J I H F N F C G E
D D C B Z N X L V T R P U O S
N N T Y T I L I B A S I D M T
I D R A Z A H T L J H F E E D
L B Z X V T R Y P N L J H D F
B U I L D I N G C O D E S D B

Assessment 2
Directions: Use the choices below to identify the factor of vulnerability being described. Write the letter
of your answers in your notebook.

A. Demographic factors C. Community preparedness

B. Socio-economic factors D. Dealing with the after-effects

_____ 1. Building codes _____ 6. Education

_____ 2. Age of population _____ 7. Emergency planning
_____ 3. Nature of society _____ 8. Aid request
_____ 4. Insurance cover _____ 9. Communication networks
_____ 5. Population density _____ 10. Wealth

Prepared by:

ANGELA MAE ANN C. MACADAEG

Teacher III
Betis High School

18
 Reference Card

 De Leon, M. (2016). Disaster Readiness and Risk Reduction. Philippines: Trinitas Publishing
Inc.

 Disability Awareness For You. (n.d.). Retrieved from

https://disabilityawareness4you.wordpress.com/how-you-can-
help/?fbclid=IwAR1avCLzRFcOtiYeYYOPRWf_OIsf-pcMKFnF9V0dD2lVmCV5F-
LXjLPrTqo

 Matheson, G. (2017). Sign Language Alphabets From Around The World. Retrieved from
https://blog.ai-media.tv/blog/sign-language-alphabets-from-around-the-world

 PXFUEL. (n.d.). Retrieved from https://www.pxfuel.com/en/free-photo-iclqs

 Quebral, V. (2016). Disaster Readiness and Risk Reduction for Senior High School.
Philippines: Lorimar Publishing Inc.

 Wikimedia Commons. (2019, March 31). SASL-Fingerspelled-Alphabet. Retrieved from

https://commons.wikimedia.org/ wiki/File:SASL-Fingerspelled-Alphabet.png

Answer Card
15. B 10. C A 5.
14. A 9. C B 4.
13. A 8. D A 3.
12. A 7. A A 2.
11. B 6. D D 1.
PRE-TEST

MUTE AND DEAF 5.

EDUCATION 4.
DYSLEXA 4.
BLINDNESS 3. NETWORKS 3.
DISABILITY 2. WEALTH 2.
VULNERABILITY 1. INSURANCE 1.
Activity 1 Activity 2
ACTIVITY CARD ACTIVITY CARD

UNDERSTAND 10. PERSONAL 5.

ASK 9. CLEAR 4.
SEIZURE 8. TOUCH 3.
ROUTINE 7. DISABILITY 2.
LANGUAGE 6. EQUALS 1.
1. JUMBLE SOLVER
ENRICHMENT CARD

19
 20
ASSESSMENT CARD - 2
1. C 6. B
2. A 7. C
3. B 8. D
4. D 9. C
5. A 10. B
ASSESSMENT CARD - 1
A N E T W O R K S C P E G I K
M O Q S E E U V W Y O C A C E
R I S K C G A U I K P L M O A
Q U W Y O E L L A C U U E C I
G I C K N C A N T M L B N I D
O Q A S O N I E U H A F O H R
M U T E M A C R W D T O I P E
Y S A M I R O A G E I O T A Q
Z X R V C U S B T A O T A R U
R P A N L S J I H F N F C G E
D D C B Z N X L V T R P U O S
N N T Y T I L I B A S I D M T
I D R A Z A H T L J H F E E D
L B Z X V T R Y P N L J H D F
B U I L D I N G C O D E S D B
1. AGE 8. DEMOGRAPHIC 15. NETWORKS
2. AID REQUEST 9. DISABILITY 16. POPULATION
3. BLIND 10. ECONOMIC 17. RISK
4. BUILDING CODES 11. EDUCATION 18. SOCIAL
5. CATARACT 12. HAZARD 19. VULNERABILITY
6. CLUB FOOT 13. INSURANCE 20. WEALTH
7. DEAF 14. MUTE
ENRICHMENT CARD
2. COMPLETE THE TABLE
Socio-economic Community Dealing with the
Demographic factors
factors preparedness after-effects
 Age of  Education  Building codes  Aid request
population  Nature of society  Communication  Emergency
 Distribution of  Understanding of networks personnel
population the area  Emergency  Insurance cover
 Population  Wealth planning
density  Scientific
monitoring and
early warning
systems
 Title Card
Lesson 8 : Diagnosing Vulnerabilities of Different Elements
Exposed to Specific Hazard

Guide Card

What do I need to know?

Introduction
Hi there! This is another
opportunity for you to learn more about
Disaster Risk Reduction and
Management.

Vulnerabilities are circumstances that predispose a person or a community to a hazard. Having

ample knowledge about this concept will enable you to build a deeper understanding of assessing risks
that could arise during hazard or disaster. In the previous module, you have explored these concepts.

In this learning material, you will be allowed to explore the vulnerabilities of different elements
exposed to a specific hazard. This will also allow you to assess your vulnerabilities that may help you
develop a plan to minimize risks of a particular hazard.

Learning Competency
Recognize the vulnerabilities of different elements exposed to the specific hazard
(Q1/ Week 3).

Learning Objectives
1. Recall the principles of vulnerability
2. Apply concepts of exposure and vulnerability previously learned in recognizing
the vulnerability of different elements exposed to specific hazards
3. Critique the vulnerability of the Philippines to COVID-19 Pandemic

21
Pre-Test
This exercise will help you recall some
concepts related to the various elements that may
What I know? be exposed to hazards.

IDENTIFICATION. Identify which of the following in each category is most likely

vulnerable to a hazard. Put a cross (X) mark on the space provided.

1. ___ children
___ adult

2. ___ male
___ female

3. ___ poor people

___ rich people

4. ___ substandard housing

___ standard housing

5. ___ a person with insurance

___ a person without insurance

6. ___ a 75 year old male

___ a 35 year old male

7. ___ nipa hut

___ house made of concrete

8. ___ rural area

___ urban area

9. ___ people living in the mountain regions

___ people living in the plains

10. ___ proactive people in disaster preparedness

___ reactive people in disaster preparedness

11. ___ physically fit person

___ physically challenged person

12. ___ houses built in the coastal area

___ houses built in the low-risk area

13. ___ educated political leaders

___ uneducated political leaders

14. ___ infrastructure built following the building code

___ infrastructure built with no formal engineering training

15. ___ first-class municipalities

___ third-class municipalities

22
Review: What’ in?

The activity you just had enabled you to identify which is most likely vulnerable to hazard or
disaster. In the previous module, you have learned that various elements may be exposed to hazards
namely (a) physical, (b) social, (c) economic, and (d) environmental. Physical vulnerability is focused
on aspects like population density levels, the remoteness of settlements, materials used in building
infrastructure, and housing. Social vulnerability refers to the incapacity of the people, communities,
organizations, and societies to endure the detrimental impacts of hazards due to some factors like values,
customs, beliefs, culture, and education. The economic vulnerability involves the economic status of the
people, communities, and country. Marginalized people are usually prone to disasters due to a lack of
resources. Lastly, environmental vulnerability includes the depletion of natural resources in an area
(Quebral, 2016).

Activity Card

Activity 1: The Rise of Bacolor, Pampanga

READING COMPREHENSION ACTIVITY. In this activity, you are tasked to download a

research paper entitled, Bacolor Town and Pinatubo Volcano, Philippines: Coping with Recurrent
Lahar by K.S. Rodolfo and K.S. Crettenden published in 2002 at
https://www.researchgate.net/publication/229085823_Bacolor_Town_and_Pinatubo_Volcano_Philippi
nes_Coping_with_Recurrent_Lahar_Disaster
Read the research article with understanding and answer the questions in your notebook.
1. Identify the exposed elements affected by the lahar hazard. Why were these elements
vulnerable?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

2. How did the residents’ sense of attachment to place significantly contribute to the residents
remaining or resettling back to the town of Bacolor?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
3. What factors/circumstances led to the adoption of the traditional practice of house raising by
the residents of Bacolor to reclaim and protect their houses?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
_________________________________________________________________________
Discussion of the Activity
You have seen how the people of Bacolor, Pampanga recovered from the ordeal of Mt. Pinatubo
eruption. The research article presented the socio-political aspect of people, communities, and
government’s response to disasters, and the impacts of these actions have on increasing or decreasing

23
vulnerability. The disaster occurred and damaged the community on a larger scale. Usually, larger
natural disasters occur less frequently. This may somehow make people little familiar with the hazard.
The inhabitants’ effort to recuperate and rehabilitate a ruined community is a function of three factors.
First, a more chronic and familiar threat will be better integrated with the local culture, which will have
developed routine mitigation strategies. Second, a community will be discouraged from attempting
rehabilitation in place if no infrastructure survives upon which to rebuild. Third, even if everything is
destroyed, people will rebuild the community if they perceive a threat to be over. (Alexander, 1991;
Anderson, 1967 as cited in Crittenden & Rodolfo, 2002). Just like the survivors of the wrath of Mt.
Pinatubo, over the years they were able to recover after the disaster. The victims of the eruption in
Bacolor, Pampanga have adopted some measures to rehabilitate their damaged community and little by
little bring back their normal life. And hopefully, their experiences will serve as a lesson for everyone.

Activity Card 2: Take the Role of a Safety Engineer

Role-play. In doing this activity, you have to bear in mind that you are a safety engineer and
tasked to assess the vulnerability of the house pictured below.

This is a typical house rebuilt after the eruption of Mt. Pinatubo in Bacolor, Pampanga. The
frame of the house together with its foundation is made from reinforced concrete, with hollow-blow in-
fill walls. The roof system consists of a coconut lumber roof frame and galvanized iron roofing material.
The partitions are constructed from wooden materials. The house’s furnishing is either made of wood or
plastic. It was designed and constructed by a foreman with no formal engineering nor architectural
training. There are seven people living inside the house with the following profiles.

Occupants Profile
Husband Male, 34 years old
Wife Female, 32 years old
Children 5-years old male
3-years old female
6-month old female
Grandmother (mother of the wife) Female, 72 years old
Brother of the wife 40-years old wheelchair-bound

24
 Complete the table provided below. Write your answers in your notebook.
EXPOSED ELEMENTS
HAZARDS
HOUSE OCCUPANTS CONTENTS
String ground shaking
due to earthquake

A fire starting from

the stove in the
kitchen

Flood due to
continuous and heavy
rains

Strong winds from

Signal #3 or stronger
typhoons.

Discussion of the Activity

Remember that vulnerability covers different elements – physical, social, economic, and
environmental. The presented situation to you shows different hazards wherein the house, occupants,
and contents are vulnerable. Ensure that you have centered your assessment on the vulnerabilities of the
exposed elements as described in the previous paragraphs.

Enrichment Card

Describing the Vulnerabilities of our Household

Make a simple description of your house similar to

Activity Card B and assess the vulnerability of your
household to the hazards based on the identified exposed
elements. Write your answers in your notebook.

Description of your house

____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
___________________________________________________________________________________

25
Profiling of family members
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

Discussion of the Activity

No one is exempted from any hazard or disaster. However, risk assessments and preparedness
are vital to prevent the untoward impact of a hazard or disaster. If you think your household is
vulnerable to a hazard or disaster, you may talk with your family and plan on how to address them.

Reflection Card

Let me hear your thoughts about

the lesson. Write your ideas in your
notebook.

3-2-1. Complete the table below.

Three important facts you have learned

1.
2.
3.

Two interesting facts you have discovered

1.
2.

One insight about yourself as a learner

1.

26
 Assessment Card

Your knowledge about the concept of

vulnerabilities will help you assess the hazard risks
easily.

At present, we are experiencing a global biological disaster. People from all walks of life are
affected by it. Watch the documentary of Mr. Atom Araullo entitled COVID-19: Nang Tumigil ang
Mundo at https://www.youtube.com/watch?v=41z0nQ26Sy4 - and identify the vulnerabilities that the
Philippines have which may contribute to the increasing COVID-19 cases in the country. Present your
answer to the box below.

VULNERABILITIES
Disaster
Physical Social Economic Environmental
COVID – 19

Prepared by:

DAVE PRUDENCE G. TAYAG

Betis High School

27
 28
ACTIVITY CARD – 1 PRE-TEST
Problem 1 1. children
1. people physically vulnerable to getting buried or trapped in
2. female
structures particularly when lahar flow occurs suddenly and at night
2. the loss of loved one, possession, or loss of sense of place, 3. poor people
traumatized people both psychologically as well as socially 4. substandard housing
3. road and bridge can get eroded by lahar flows, houses with its 5. a person without insurance
contents can get buried
6. a 75-years old male
4. loss of livelihood, basic services like water, sewage, electricity due
to burial by lahar can severely affect the normal way of life 7. nipa hut
5. loss of landmarks such as the burial of the church can erase cultural 8. rural area
and historical monuments 9. people living in the mountain
Problem 2 regions
People did not want to leave the town; they invested their 10. reactive people to disaster
resources in remaining and building the town of Bacolor. preparedness
11. physically challenged person
Problem 3
The disaster affected the financial capabilities of the residents. 12. house built in the coastal area
This is why they opted for the traditional practice of house raising on 13. uneducated political leader
stilts to reclaim and protect their houses against possible lahar flow. 14. infrastructure built with no formal
However, over time these houses were modified. engineering training
15. third-class municipality
Answer Card
store.
Rimando, R. (2016). Disaster readiness and risk reduction (1st ed.). Quezon City, QC: Rex Book 
Lorimar Publishing, Inc.
Quebral, V. (2016). Disaster Readiness & Risk Reduction: For senior high school. Philippines: 
readiness and risk reduction. Quezon City, QC: Phoenix Publishing House, Inc.
Lanada, M., Melegrito, M., & Mendoza, D. (2016). Building resilience communities Disaster 
https://www.youtube.com/watch?v=41z0nQ26Sy4
Mundo. [Videofile]. Retrieved from YouTube at
GMA Public Affairs. (5-June 2020). The Atom Araullo Specials: COVID-19: Nang Tumigil Ang 
Trinitas Publishing, Inc.
De Leon, M., & Cordero, A. (2016). Disaster readiness and risk reduction. Quezon City, QC: 
hilippines_Coping_with_Recurrent_Lahar_Disaster
https://www.researchgate.net/publication/229085823_Bacolor_Town_and_Pinatubo_Volcano_P
ResearchGate at
4. Publisher: One World Archaeology Series, Routledge, London, pp. 43-65. Retrieved from
Coping with Recurrent Lahar Disaster. In book: The Archaeology of Natural Disasters, Chapter:
Crettenden. K.S. & Rodolfo, K. S. (2002). Bacolor Town and Pinatubo Volcano, Philippines: 
Readiness and Risk Reduction. Philippines: Commission on Higher Education
Commission on Higher Education. (2016). Teaching Guide for Senior High School. Disaster 
Reference Card
 29
ASSESSMENT CARD
VULNERABILITIES
Disaster
Physical Social Economic Environmental
COVID – 19  status of health  preparedness of  The Philippines is  limited available
care facilities the government a third world resources like
 housing  the attitude of the country facemasks,
 population Filipinos toward educational alcohol
the pandemic attainment
 community
quarantine
ENRICHMENT CARD
This is an open-activity the student may write his assessments on the table given provided that his
answers must be congruent with the description of their house and profile of family members.
ACTIVITY CARD – 2
EXPOSED ELEMENTS
HAZARDS
HOUSE OCCUPANTS CONTENTS
String ground shaking Putting the house on stilts Putting the house on stilts Because of stronger
due to earthquake will shake the house more will make it more difficult shaking, there is a greater
during an earthquake to evacuate during a strong chance that the contents of
resulting in larger earthquake. This is the house will be thrown
earthquake forces acting particularly true for the around inside the house
on the house. children, the PWD, and the and get destroyed.
elderly occupants of the
house. Because of the
stronger shaking, there is a
greater chance that the
contents of the house will
be thrown around and will
injure the occupants of the
house.
A fire starting from Putting the house on stilts Putting the house on stilts Putting the house on stilts
the stove in the will result in reduced will make the occupants will make it more difficult
accessibility by more difficult to evacuate to evacuate the contents of
kitchen firefighters. the house during a fire. the house during a
fire making them more
vulnerable.
Flood due to The house will not be Because the house is less Because the house is less
continuous and heavy reached by floodwaters likely to be reached by likely to be reached by
because of its higher floodwater, there is a lesser floodwater, there is a
rains elevation. chance that the occupants chance that the contents
will be affected by the will not be damaged by
floodwaters floodwaters
Strong winds from Putting the house on stilts The greater possibility of The greater possibility of
Signal #3 or stronger will make it more the roof being blown off the roof being blown off
vulnerable to strong winds during typhoons results in during typhoons will result
typhoons. and typhoons because the a greater possibility that in a greater possibility that
higher from the ground, the occupants will be the contents will be
the greater are the wind affected by a typhoon. affected by a typhoon.
forces. In particular, there
is a greater possibility for
the roof to be blown off
because of the higher
elevation and open
windows.
For inquiries or feedback, please write or call:
Department of Education – Division of Pampanga

Office Address: High School Boulevard, Brgy. Lourdes,

San Fernando City, Pampanga

Landline: (045) 435-27-28

Email Address: [email protected]