Disaster Response and Risk Reduction Grade 11 Self-Learning Module PDF

D.R.R.R. 11 Disaster Response and Risk Reduction – Grade 11 Quarter 3 – Module 3: Effects of disasters on one’s life First Edition, 2020 Republic Act 8293, Section 176 states that no copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the gov...

D.R.R.R. 11 Disaster Response and Risk Reduction – Grade 11 Quarter 3 – Module 3: Effects of disasters on one’s life First Edition, 2020 Republic Act 8293, Section 176 states that no copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for the exploitation of such work for a profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education - Schools Division of Pasig City Development Team of the Self-Learning Module Writer: Andy C. Glova Editor: Melvina S. Tarcena Reviewers: Melvina S. Tarcena Illustrator: Layout Artist: Micaelle Lauren V. Tenorio Management Team: Ma. Evalou Concepcion A. Agustin OIC-Schools Division Superintendent Carolina T. Revera, CESE OIC-Assistant Schools Division Superintendent Manuel A. Laguerta EdD OIC-Chief, Curriculum Implementation Division Education Program Supervisors Librada L. Agon EdD (EPP/TLE/TVL/TVE) Liza A. Alvarez (Science/STEM/SSP) Bernard R. Balitao (AP/HUMSS) Joselito E. Calios (English/SPFL/GAS) Norlyn D. Conde EdD (MAPEH/SPA/SPS/HOPE/A&D/Sports) Wilma Q. Del Rosario (LRMS/ADM) Ma. Teresita E. Herrera EdD (Filipino/GAS/Piling Larang) Perlita M. Ignacio PhD (EsP) Dulce O. Santos PhD (Kindergarten/MTB-MLE) Teresita P. Tagulao EdD (Mathematics/ABM) Printed in the Philippines by the Department of Education – Schools Division of Pasig City  D.R.R.R. 11 Quarter 3 Self-Learning Module 3 Effects of Disasters on One’s Life Introductory Message For the Facilitator: Welcome to the Disaster Readiness and Risk Reduction Grade 11 Self- Learning Module on Effects of Disasters on One’s Life! This Self-Learning Module was collaboratively designed, developed, and reviewed by educators from the Schools Division Office of Pasig City headed by its Officer-in-Charge Schools Division Superintendent, Ma. Evalou Concepcion A. Agustin, in partnership with the City Government of Pasig through its mayor, Honorable Victor Ma. Regis N. Sotto. The writers utilized the standards set by the K to 12 Curriculum using the Most Essential Learning Competencies (MELC) in developing this instructional resource. This learning material hopes to engage the learners in guided and independent learning activities at their own pace and time. Further, this also aims to help learners acquire the needed 21st-century skills especially the 5 Cs, namely: Communication, Collaboration, Creativity, Critical Thinking, and Character while taking into consideration their needs and circumstances. In addition to the material in the main text, you will also see this box in the body of the module: Notes to the Teacher This contains helpful tips or strategies that will help you in guiding the learners. As a facilitator, you are expected to orient the learners on how to use this module. You also need to keep track of the learners' progress while allowing them to manage their learning. Moreover, you are expected to encourage and assist the learners as they do the tasks included in the module.  For the Learner: Welcome to the Disaster Readiness and Risk Reduction Self-Learning Module on Effects of Disasters on One’s Life! 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 material while being an active learner. This module has the following parts and corresponding icons: Expectations - This points to the set of knowledge and skills that you will learn after completing the module. Pretest - This measures your prior knowledge about the lesson at hand. Recap - This part of the module provides a review of concepts and skills that you already know about a previous lesson. Lesson - This section discusses the topic in the module. Activities - This is a set of activities that you need to perform. Wrap-Up - This section summarizes the concepts and application of the lesson. Valuing - This part integrates a desirable moral value in the lesson. Posttest - This measures how much you have learned from the entire module.  EXPECTATIONS This module is about the concept of disaster in your daily life. After going through this module, you are expected to: 1. describe the effects of disasters on one’s life; 2. collect information from news clippings and internet resources about the cause and impact of the disasters; and 3. cite ways on how to avoid and reduce the impacts of a disaster caused by flooding. PRETEST DIRECTIONS: Choose the best answer for each of the following questions. 1. Which effects of disasters that includes indigenous diseases, traumatic injuries, emotional stress, and epidemic stress? A. Damage to Critical Facilities C. Medical Effects B. Disruption of Transportation D. Social and Political Impacts 2. Catastrophic natural disaster losses in developed countries involve which of the following? A. large numbers of deaths B. large financial costs to individuals and companies C. primarily losses are borne by insurance companies D. large numbers of deaths and large financial costs 3. Areas of cities that are subjected to significant natural hazards should be used for which of the following? A. office buildings because they can withstand the effects of the hazard B. inexpensive single-family houses C. parks and natural areas D. shopping malls 4. Which of the following can reduce the risk of flooding? A. zonings and building regulations for new developments B. dams, detention basins, and levees C. flood awareness and education programs D. all three can reduce the risk of flooding 5. Which of the following is NOT a way to reduce the effects of flooding? A. adding rip-rap to the banks of the stream. B. planting vegetation along the banks of the stream C. cutting and clearing of trees off the banks D. all three can reduce the effects of flooding  RECAP FACT or BLUFF Directions: Read each statement below carefully. Write a FACT if the sentence is true and write BLUFF if the sentence is false. _____1. Poverty contributes to the increase of disaster risks that refers to the quality of construction often is low and building codes, and registration processes, and other regulatory mechanisms are lacking, as well as numerous other development priorities displace. _____2. Loss of biodiversity is NOT a problem caused by environmental degradation. _____3. Urbanization, climate change and over-exploitation of species are factors contributing to the increase of disaster risks. _____4. Rapid and unplanned urbanization is factor underlying disasters that we can reduce risk through establishing urban development programs that lessen the creation of slums in risk areas, prevent the growth of housing on dangerous slopes or flood plains, and provide the poor with access to safe lands. _____5. Protecting communities by installing early warning systems. Make warnings more effective with regular drills and increase community ability to foresee, prepare for, and cope with the disaster are the most effective mitigating plans to reduce the risk factors related to flooding prone areas in Pasig and should be the highest priority of the local government. LESSON How is the effect of disaster estimated or measured? Why is the measurement (quantitative or qualitative) of the effects of disaster important? Disaster often results from the failure to anticipate the timing and enormity of natural hazards. Little lead time is left to take preparedness actions such as evacuation and strengthening of structures. Disaster does not only results in death and destruction or damage to homes and buildings (Figure 1) but also in the destruction of crops and decreased quality or quantity of water. Apart from these effects, let us take a look at the other effects of disasters.  https://www.thenation.com/wp-content/uploads/2015/03/typhoon_haiyan_rtr_img_0.jpg FIGURE 1: Destruction of Business Centers in Downtown, Tacloban City after the landfall of Category 5 Typhoon Haiyan, in Leyte province, central Philippines on Sunday, November 8, 2013. EFFECTS OF DISASTERS 1. Medical Effects. The medial effects of disaster include traumatic injuries, emotional stress, epidemic stress, and indigenous diseases. 2. Damage to Critical Facilities. Widespread disasters can destroy or damage facilities that may be critical not only in maintaining a safe environment and public order but also in responding to the disaster. Among these are communication installations, electrical generating and transmission facilities, hospitals, water facilities (storage, purifications, and pumping), and other public and private buildings. 3. Disruption of Transportation. During the initial stages of a disaster, almost all surface means of transportation within a community are disrupted by broken bridges and roads and streets that are rendered impassable by landslides or floods. The restricted mobility of vehicles makes rescue and other emergency operations doubly difficult. 4. Economic Impact. As a result of the destruction and damage to critical facilities, especially to transportation and communication facilities, disaster disrupts economies as normal business operations and other economic activities are curtailed. People must also leave their jobs and devote their time to disaster-related activities, such as search and rescue, or to caring for survivors. 5. Global Environmental Change. There is increasing evidence of global climate change brought about by both human activity and disasters. Although the long- range consequences are hard to predict, more cyclonic storms, an increase in both flooding and drought, and a trend towards desertification cannot be ruled out. The changes could result in a wide range of more hazards such as wildfires and mudslides, reduced productivity in the oceans, and weakened immune systems of people and animals. 6. Social and Political Impact. As a large segment of the population in developing countries consists of the poor, who are the most vulnerable whenever disaster strikes, these countries are the most affected. The poor are the most prone to disasters like earthquakes and typhoons because of the structures they live in which are unreinforced and poorly built. These are also often located in marginal lands. When disasters happen, social and political inequalities are usually exposed, which may lead to major political and social changes. One example is the formation of the state of Bangladesh from Pakistan. The breakaway was triggered by a disaster from a tropical cyclone and storm surge which exposed inequalities in the treatment of East Pakistan by more affluent West Pakistan. ACTIVITIES ACTIVITY 1 - Effects of Disasters Read the questions carefully and confine your responses to an analysis of the questions as written. Do not assume any facts not outlined in the questions. A rubric is publicized at the last part of this module for your guidance in availing points. 1. What are the different effects of disasters on one’s life? 2. What would you consider as the worst effects of disasters? Why? 3. What is the best way to avoid the impacts of a disaster caused by flooding? Cite two (2) examples. 4. List at least three ways to minimize the negative effects of ground shaking hazards due to an earthquake. 5. Can you consider spending to make a school building earthquake-proof as a good investment? Why? ACTIVITY 2 – News Clippings Gather information from news clippings and internet resources about the cause and impact of the disaster of your choice. You will prepare a brief written report which will be presented orally to your family members. Answer the following questions to guide discussion and reports: What caused the disaster? When and where exactly did the natural event originate? How extensive was the area affected? Was the cause of the disaster forecasted or predicted? Were there warnings issued? How did people react to the warning? How many lives were lost? How many were injured and missing? Can the loss of lives be quantified in terms of peso or dollars? What could have prevented the loss of many lives? Did the disaster affect the performance of the country’s economy years after it happened? How? How much did the country spend on rescue, relief, and rehabilitation works? What particular loss or damage cannot be recovered or repaired? How justified are pre-disaster measures and expenditures? WRAP-UP Complete the concept map below. Write the effects of a disaster to one’s life and give two examples for each. Effects of Disaster to One’s Life  VALUING ACTIVITY 3 – Ways to Reduce For this activity, your goal is to let your family know how to minimize or avoid the impacts of a disaster caused by flooding. Your task is to prepare an essay to be shared with your family. The topic is how to reduce the negative impacts of a disaster caused by flooding. Write the essay on a separate sheet of paper. Maximum of 50 words only. ___________________________________________________________________________ __________________________________________________________________________________ ____________________________________. ___________________________________________________________________________ __________________________________________________________________________________ ___________________________________________________________. The scoring rubric below will be used in assessing your task. VERY GOOD GOOD POOR (15 pts) ( 10 pts) (5 pts) The essay was The essay was The essay was not written in an written in excellent written in no style interesting style style not informative Somewhat Very informative and very poorly informative and and well organized organized organized Minor wrong So many wrong No spelling, spelling, spelling, punctuation and punctuation and punctuation, and grammatically grammatically grammatically errors errors errors  POSTTEST DIRECTIONS: Circle the best answer for each of the following questions. 1. Which effects of disasters that include broken bridges and roads and streets that are rendered impassable by landslides or floods. The restricted mobility of vehicles makes rescue and other emergency operations doubly difficult? A. Damage to Critical Facilities B. Disruption of Transportation C. Medical Effects D. Social and Political Impacts 2. This refers to the disruption of normal business operations and other economic activities are being curtailed. People must also leave their jobs and devote their time to disaster-related activities, such as search and rescue, or to caring for survivors. A. Damage to Critical Facilities B. Economic Impacts C. Medical Effects D. Social and Political Impacts 3. This refers to the damage of facilities that may be critical not only in maintaining a safe environment and public order, but also in responding to the disaster. Among these are communication installations, electrical generating and transmission facilities, hospitals, and water facilities. A. Damage to Critical Facilities B. Disruption of Transportation C. Medical Effects D. Social and Political Impacts 4. Areas of cities that are subjected to significant natural hazards should be used for which of the following? A. office buildings because they can withstand the effects of the hazard B. inexpensive single-family houses C. parks and natural areas D. shopping malls 5. Which of the following is NOT a way to reduce the effects of flooding? A. adding rip-rap to the banks of the stream. B. planting vegetation along the banks of the stream C. cutting and clearing of trees off the banks D. all three can reduce the effects of flooding increases cases of severe flooding and drought GLOBAL ENVIRONMENTAL more severe cyclonic storms CHANGES increase social and political instability SOCIAL AND POLITICAL IMPACTS exposure of political inequality important economic activities are curtailed ECONOMIC IMPACTS Effects of disruption of business operations Disaster to One’s mobility of vehicles makes rescue and other Life emergency operations doubly difficult. DISRUPTION OF TRANSPORTATION broken bridges and roads disruptions and destructions of water facilities DAMAGE TO CRITICAL FACILITIES destructions of hospital buildings epedimic stress, and indigeneous diseases MEDICAL EFFECTS traumatic injuries, and emotional stress WRAP-UP POSTTEST PRETEST RECAP 1. B. 1. C. 1. FACT 2. B. 2. B. 2. BLUFF 3. A. 3. C. 3. FACT 4. C. 4. D. 4. FACT 5. C. 5. C. 5. FACT KEY TO CORRECTION References: Rimando, Rolly E. and Belen, Josefina G. (2016), Disaster Readiness and Risk Reduction (first edition). Rex Book Store, Inc. Manila, Philippines. Sarmiento, Juan Pablo, “Disaster risk Reduction, DD04 – Study Guide and Course Text” (2009). DRR Faculty Publications4. Retrieved at https://digitalcommons.fiu.edu/drr_fac/4 Retrieved on June 26, 2020 PHOTO: https://www.thenation.com/wpcontent/uploads/2015/03/typhoon_haiyan_rtr_img_0.jpg